When designing solutions for early learning, part of the process is clearly identifying a problem that impacts the wellbeing of young children that is both well-researched and in need of innovative solutions. However, with such a vast and complex field, identifying an issue to focus on can be difficult. The questions adults ask children have a…

The home environment provides children with their first literacy experiences. Parents are thus well-placed to facilitate the development of emergent literacy skills in their children before formal reading and writing begins at school. These emergent literacy skills include print awareness, motivation to explore print, shaping and writing skills,…

Discusses how family vacations provide problem-solving opportunities. Describes 10 resources on traveling with children that include first-hand travel accounts and recommendations for traveling with children; information guides for older children; travel-related sticker books for younger children; tourism department materials; children's travel…

Provides answers to questions commonly asked by parents concerning beginning reading instruction. Emphasizes the development of oral language competence, and reading and writing for meaning, rather than formal instruction, and drill in reading skills. (PCB)

Maintains that preschool and kindergarten curricula should encourage experiential learning, and not just formal academic education. (BB)

Identifies least desirable situations for children's television viewing. Details guidelines for family viewing, including previewing programs and viewing together. Discusses ways to use the viewing experience to create interests and dialog, such as discussing and evaluating programs. Describes alternatives to television viewing, including…

Maintains that adults can improve the quality of their lives by working to help meet children's needs. This can be done by advocating and legislating for children, and by donating time, energy, and financial resources to children. (BB)

Parents can help children acquire ecological awareness through the use of varied inventories that focus on their family's ecological practices, and through the restructuring of such practices to promote conservation and recycling. Lists specific activities in which preschool and elementary school children can engage. (MDM)

Discusses five myths associated with parents' giving praise or positive feedback to their children. Myths are children thrive on praise; praise increases a child's self-confidence; lavish praise is not addictive; praise motivates children; and parents should practice withholding praise to toughen up children. (BB)

Suggests steps that parents (in particular), teachers, and other adults can take to help relieve children's stress and to help children cope with stress at home and in school. (BB)

Discusses major changes in society and family life that disrupt the relationship between grandparents and grandchildren. These changes include separation by distance, divorce, death, or grandparents' choice. Maintains grandchildren can benefit from close contact with grandparents in terms of shared experiences. (BB)

Reviews: "Child in the Family: Developing Child Series"; "Parents, Kids and Books: The Joys of Reading Together"; "Toys"; "Traits of a Healthy Family"; and "Excellent Beginnings: Helping Schools Reach Families." (DR)

Addresses the pressures of early academic learning among young children and presents parents with three guidelines for pursuing early learning experiences: readiness, observation, and options. (BB)

Provides advice to single parents on ways to help their preadolescent children get in touch with their feelings and prepare for positive life experiences. The advice is highlighted with a case study. (BB)

Offers guidelines for use in questioning children about incidents of sexual abuse. Guidelines concern children's cognitive capabilities, social and emotional responses, and language abilities. Includes the story of a 4.5-year-old girl who was questioned in court. (BB)