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| Katz, Lilian G., Ed. | 1 |
| Mathews, Gary | 1 |
| Rothenberg, Dianne, Ed. | 1 |
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| Spodek, Bernard, Ed. | 1 |
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Download full textBartz, David; Mathews, Gary – Here's How, 2001
Social and psychological development shapes a child's character and personality as well as academic achievement. This article examines five factors that are critical to this development: self-esteem, achievement motivation, social skills, coping skills, and aspirations. Self-esteem should be a desired result in and of itself, enhancing the quality…
Descriptors: Academic Achievement, Competition, Developmental Continuity, Elementary Education
Ilfeld, Ellen M., Ed.; Hanssen, Elizabeth, Ed. – Coordinators' Notebook: An International Resource for Early Childhood Development, 1997
If children are to benefit from a healthy, supportive early childhood experience, it is important to strengthen transitions between early childhood experiences in educational and care settings and the more formal educational system. This issue of Coordinator's Notebook focuses on strengthening linkages and transitions between home, preschool, and…
Descriptors: Child Advocacy, Day Care, Developmental Continuity, Family School Relationship
Katz, Lilian G., Ed.; Rothenberg, Dianne, Ed. – Early Childhood Research & Practice, 2002
Early Childhood Research & Practice (ECRP), a peer-reviewed, Internet-only journal sponsored by the ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE), covers topics related to the development, care, and education of children from birth to approximately age 8. The journal emphasizes articles reporting on…
Descriptors: Beliefs, Child Caregivers, Developmental Continuity, Early Childhood Education
Progress of Education Reform 1999-2001, 2001
Noting that there are special considerations to take into account when creating appropriate and effective programs for young children, this issue of Progress of Education Reform focuses on early childhood care and education. The report is intended for use by policymakers who are considering implementing and/or reforming early care and education…
Descriptors: Day Care, Developmental Continuity, Early Childhood Education, Educational Change
Regional Laboratory for Educational Improvement of the Northeast & Islands, Andover, MA. – 1994
Multiage grouping is one way schools can organize around students and their learning. In multiage grouping, students of different chronological ages are intentionally assigned to the same classroom. Multiage grouping may also be called "mixed age." Other terms, such as "nongraded,""ungraded,""multigrade," or "split-grade," are often used…
Descriptors: Continuous Progress Plan, Developmental Continuity, Elementary Secondary Education, Flexible Progression
Spodek, Bernard, Ed.; Saracho, Olivia N., Ed. – 1991
A curriculum is a repertoire of learning experiences, planned and organized according to the program's educational goals. The curriculum development process of early childhood education differs in many ways from that of other levels of education. Intended for curriculum planners, education policy-makers and other early childhood education…
Descriptors: Childhood Needs, Cultural Influences, Curriculum Design, Curriculum Development
