While educators have limited control over the broader geo-political challenges and physical violence affecting school safety, mental and emotional distress that students experience must also be considered. There are ways to keep children safe and calm fears in the face of the growing unease associated with school shootings in the United States,…

All children have the right to creative expression through the arts. The creation of art cultivates critical thinking, reflection, and problem-solving skills. It also encourages systems thinking; the color choices, individual brushstrokes, and materials all contribute to a greater whole. Infusing art-making and arts education throughout the…

One of the key objectives of childhood education is to build empathy and understanding in students. Young children with the ability to comprehend and regulate their own emotions--and empathize with the emotions and experiences of others--go on to achieve greater learning outcomes and more positive relationships than children who do not develop…

A kindergarten teacher narrates her classroom experiences with terror-stricken Spanish-American children after a devastating tornado. (AJ)

Drew from interviews, children's compositions, and children's letters to examine feelings and opinions of 4 groups of Singapore children from 4 to 13 years of age regarding events in their daily lives, leisure time, school experiences, friends, teachers, and aspirations. Found that the majority are happy at school and proud of their schools, and…

Early childhood educators may well debate the challenges presented by this historical review of major goals toward which kindergartens in America have been directed. (Editor)

Asserts that teachers must consider the innate passion to discover and the desire to understand when designing science instruction. Argues that in an emotionally secure and stimulating environment, children will freely express passions to discover and understand and that educators must ensure and support every child's affective development along…

Sixteen books for kindergarten through sixth grade were chosen and reported on at the Annual Study Conference of the Association for Childhood Education International, held in Denver, Colorado, April 1972. (CB)

Discusses adults' role in children's emotional development, focusing on ways that adults can help young children identify and communicate their feelings, become attuned to and accepting of the ways young children approach and deal with emotional issues, and provide environments that enable young children to express their feelings. (SD)

Maintains that children's books such as "The Secret Garden" can have a strong influence on one's life. Such books offer emotionally satisfying adventures and serve as the touchstones by which we measure all literary experience. (BB)

Points out characteristics of young adolescents, including mood swings, concern with self, and reliance on peers as a reference group. (Author/RH)

Used a phenomenological approach to examine loneliness in Canadian elementary school students whose families had immigrated within the past 3 years. Discusses experiences of loneliness related to space, bodily self, time at school, and perception of others. Notes implications for classroom practice, including arranging the physical space,…

Points out characteristics of young adolescents, including mood swings, concern with self, and reliance on peers as a reference group. For English translation, see EJ 242 849. (Author/RH)

Discusses factors related to children's grief process in general, and response to death in particular. Implications for the single-child family are considered. (BB)

Examines causes and types of stuttering and its emotional and social aspects. Suggestions for helping students overcome stuttering involve (1) giving children undivided attention when speaking to them; (2) providing a relaxed atmosphere; (3) encouraging polite speaking manners; (4) sensitizing all children to stuttering; and (5) providing…