Discusses ways in which teachers and parents respond to children's artwork. Presents six traditional approaches to responding to children's art and analyzes these approaches in terms of each one's impact on the child artist. Suggests alternate and more appropriate ways to respond to children about their art. (BB)

Discusses guidelines (developed by the Oregon State University Early Childhood Sex Education Project) for developing teacher-parent cooperation in providing sex education to young children. The guidelines concern how to talk about body differences and body functions; how to deal with masturbation, sex play and obscene language; and how to involve…

This observational study suggests that many toddler friendships are occurring all the time, waiting to be discovered and fostered by astute teachers. Asserts that those working in toddler programs need to be sensitive to the potential for friendships in 2-year-olds and nurture these first fragile bonds. (EV)

Describes three- and four-year-old children's reactions to the death of a class guinea pig. The teacher recorded children's comments about the death and included them in a note to parents. The guinea pig was buried by the children in the school playyard. (RJC)

Considers how to deal with an ethical dilemma concerning a caregiver's dislike for a child. Recognizes that no statement in NAEYC's Code of Ethical Conduct requires that a professional must like each child, and presents some ideals and principles from the code that may guide professionals through similar situations. (BAC)

Presents a case study involving a primary grade student who has been caught stealing, offering differing perspectives on how the teacher should handle the situation. Each proposed solution draws on the NAEYC's code of ethics, offers analysis of student's behavior, and makes recommendations for disciplinary action that may or may not involve the…

Enumerates negative emotions that early childhood teachers may feel when first encountering the handicapped child and suggests ways to overcome these feelings. (KS)

Focuses on environmental influences on variations in infants' exploratory behavior, the stability of these differences, and the relation between differences in exploratory play and later cognitive development. (AS)

Advocates every teacher, assistant, counselor and administrator being knowledgeable about child abuse and understanding reporting procedures, recognizing the various emotions associated with them, and seeking support as needed. Concludes that the primary goal of understanding, reporting, and coping with the realities of child abuse is to help…

Proposes an accepting attitude toward all crying in young children. Notes that crying has been found to be an important and beneficial physiological process that helps children cope with stress. (BB)

Discusses disadvantages of standardized testing, particularly those associated with testing young children, and the problems they create for classroom teachers. Offers suggestions for coping with standardized testing in the curriculum and encourages educators to organize and take action in an effort to change educational policy. Outlines 14 ways…

Reviews research concerning barriers to and benefits of integrating young children with disabilities into regular preschool programs. Discusses the effects of integrated programs on children without disabilities, critical integration issues, activity-based intervention, and implications of integrated programs. (BB)

Discusses how to integrate young children's interests into classroom learning activities. Emphasizes the need for early childhood educators to be creative and open-minded when encountering unexpected interests and classroom situations. (KB)

Excerpts from interviews are frequently used in this discussion of teachers' reactions to children with gay or lesbian parents and administrators' efforts to ensure that such children are accepted in their schools. Offers possible teacher responses to questions of children with gay or lesbian parents. (BB)

Presents a teaching dilemma in which parents of a gifted child want a more teacher-directed, structured education for their child. Describes a fictional parent-teacher conference and raises questions about how the teacher, a believer in developmentally appropriate practice, should proceed, especially with regard to NAEYC's Code of Ethical Conduct.…