In "Creating Learning Environments in the Early Grades that Support Teacher and Student Success," the National Center on Time & Learning (NCTL) profiles three expanded-time elementary schools that leverage a longer school day to better serve young students. In particular, the report describes how a longer day opens up opportunities…

Leading Pre-K-3 Learning Communities embraces a vibrant vision that imagines a quality early childhood education for each and every child that is filled with play, creativity, early literacy and numeracy, music and art, physical activity and time to nurture, support and enhance each child's social and emotional growth. This approach is critical to…

These four newsletter issues provide information on current research and practice to early childhood professionals teaching in the primary grades in Colorado, focusing on readiness of schools for children entering the public school system. The Winter issue focuses on standards of quality for primary programs, and includes discussion of…

Discusses the concept of school readiness and the process of making the transition to school. Reviews early signs of successful school transitions and identifies some fundamentals of young children's early learning environments. Almost all children are eager to learn and show remarkable progress when they are in school environments that tailor…

There are three building-design factors vital to young children: protection, interaction, and scale. School and classroom scale (fixtures, cabinets, doorknobs, furniture) should be suited to young children. Sample designs from Scarsdale, New York, and Kansas City, Missouri, are presented. (MLH)

Examines the early childhood and primary learning environments and developmentally appropriate practices in light of the findings of brain research in the mid to late 1990s. Focuses on how the brain works, creating the optimal learning environment, developing classroom learning centers, and presenting meaningful learning experiences. Identifies…

Argues that eclecticism is not a viable teaching philosophy and examines reasons teachers follow the practice in the belief that students' learning needs are adequately met. Encourages teachers to examine their classroom practices, and to focus on, and listen to, individual students to determine the direction and pace of their learning experience.…

In the past decade, testing of young children has been excessive and inappropriate. Leftover IQ tests have been used to track children into ineffective programs or to deny them school entry. Prereading tests held over from the 1930s have encouraged the teaching of decontextualized skills. Assessment advocates must clearly demonstrate testing's…

Compulsory schooling commences for children in New Zealand when they are 6 years old, but all primary schools accept children from the day of their fifth birthday. On any school day, a new pupil may enter the class for new entrants and become part of the school system. This article explores the creation of an appropriate environment for these new…

This paper outlines a range of ways that technology education can be incorporated into existing curricula without compromising those programs, the technological skills and knowledge advocated in the 1994 technology statement of the Curriculum Corporation of Australia, or the children and teachers themselves. A case study of a year-two teacher is…

Examines pre-first-grade programs in three New England school districts to determine why so many children cannot meet regular classroom demands. Extrayear programs are a quick fix allowing schools and communities to retain policies that permit children to be labeled, tracked, and retained. There is no substitute for a well-designed,…

This document is a comprehensive guide to planning and implementing a multicultural kindergarten curriculum in New York City's (New York) public schools via planned, developmentally appropriate learning experiences. The guide contains the following 15 sections: (1) "Introduction," which outlines the program and its philosophy; (2)…

This manual for first grade teachers provides suggestions and teaching materials that reflect the multicultural composition of New York City's (New York) public schools. An introduction describes the philosophy that supports a high-quality, developmentally appropriate program through a multicultural perspective. The manual is organized into the…

This report includes an executive summary and describes results of a 1988 study of transition activities provided by public schools to enhance the continuity experienced by children as they move from preschool, day care, home, or other previous experience into kindergarten. Chapter 1 offers background information, including definitions of terms,…

This document is comprised of twelve consecutive issues (1995-1998) of a newsletter published quarterly to provide information on current research and practice to early childhood professionals teaching in the primary grades in Colorado, Iowa, Nebraska, Missouri, and Montana. The Winter 1995 issue focuses on necessary conditions for math/science…