In the authors' experience, most early childhood and early childhood special educators are quick to endorse the importance of young children's social interactions with each other, particularly in inclusive settings. In this context, it is both ironic and deeply troubling that while giving lip service to peer social skill development, the data…

Recently a school district colleague recounted a conversation with a young kindergarten teacher that had shaken her to her core. The kindergarten teacher (let's call her Ms. Post) said that nobody talks about developmentally appropriate practice (DAP) anymore--everyone is way past that. The author and her colleague, two mature early childhood…

As prekindergarten becomes a more common feature in elementary school, little is known about how early childhood stakeholders are incorporating their child-centered practices into the standards-based accountability reforms that define elementary school. This article addresses this issue by presenting a case study that examined the implementation…

Many individuals who work with young children between birth and age 8 assume that literacy activities must be planned and executed as elaborate, formal lessons. The increasing pressure seeping through national accountability measures and the renewed focus on early literacy is trickling down to this age group. The Division for Early Childhood of…

Advocates that the design and implementation of an early childhood unit in public elementary schools must be adapted to young children's unique needs. Such adaptation can occur by means of developmentally appropriate programs that require proper training for school administrators and staff, program accountability, and promotion of parent and…