Aiming to inform teaching practices and understand cultural differences, we examined praise practices of high- and low-quality preschool teachers in China. As part of a broader project, we purposefully selected three high-quality and three low-quality teachers based upon their Pre-K CLASS ratings and self-reports, and conducted qualitative…

Two case studies examined the relationship between preschool teachers' educational level and their interactions with students. Subjects were two preschool teachers with degrees and three without. Specific similarities and differences among the teachers support the need for instruction in developmentally appropriate practices for adults who work…

Argues that knowing the temperamental differences of young children can assist classroom teachers in being more responsive to children's various needs and in providing developmentally appropriate classrooms. Recommends ways to adapt the classroom environment for many interaction and learning styles. (MM)