Shows how young children in one early childhood classroom used art materials to express their feelings one day after the September 11, 2001 terrorist attacks on the World Trade Center and the Pentagon. Maintains that adults should help children use art activities to work out an understanding of violent events, regain control, and reach some…

Challenges early childhood teachers to sing to and with young children, with parents, and with other adults. Discusses singing as an often neglected physical and emotional experience in American culture. Makes suggestions for singing and effectively involving children in music activities throughout the school day, including selecting songs…

Describes the spiritual or "soulful" aspects of Afro-American culture and indicates its relationship to the cognitive development of Black children. Points out conflicts that result when Black children are evaluated from an Anglo-centric framework. (Author/RH)

Addresses aspects of talking with young children about their dreams. Explains why dreams are worthwhile topics of conversation with young children and what approaches are effective in facilitating discussion of dreams in class. (BB)

Details reasons for children's fascination with war play, and teachers' concerns about such play. Asserts that although the best strategy is to reduce the amount of violence children see, children need to find ways to work out the violence they do see. Offers suggestions for addressing children's violent play, including promoting imaginative and…

Presents ways adults can support children's emotional competence development in preschool and elementary school through helping them express thoughts, feelings, and opinions verbally and in writing. Suggestions include a game to help children learn to infer feelings and a "comfort corner" for children having social/emotional difficulties. Includes…

Presents ways parents and other adults can help young children deal with tragedy and violence in the wake of terrorist attacks on the United States. Suggests giving reassurance and physical comfort, providing structure and stability, expecting a range of reactions, helping children to talk if they are ready, turning off the television, and…

Discusses ways young children, families, and caregivers can work together in toilet learning. Describes signs of child readiness, and ways teachers can be supportive at this stage. Presents a classroom plan to facilitate toileting for 2- and 3- year-olds. Includes tips for parents and for caregivers related to toileting materials, toileting…