Recognizing the valuable early learning experiences that children encounter at home or in various preschool settings, this guide presents a curriculum framework for children aged 3 to 5 years in Scottish early years settings. The guide extends the advice offered in "A Curriculum Framework for Children in Their Pre-School Year" and…

The Child Development and Behavior Branch (CDBB), within the Center for Research for Mothers and Children, has grown in the past four years from supporting five programs to supporting seven, with a concomitant increase in the number of grants of more than 50 percent, and a corresponding increase of more than 87 percent in overall funding. During…

This document provides the rationale for using Title I dollars for preschool services, identifies the components of a quality preschool program, and addresses many of the administrative issues that often arise when implementing a Title I preschool program. In addition, the reader will find examples that illustrate what instruction and learning…

The conversion of an "old school bus" in the late 1960s into a mobile library is discussed. The conversion was an element of educational service developed cooperatively between a regional educational laboratory and a rural school system. The project endeavored to improve the early experiences of future students, many of whom would have…

Examined effects of zero, one, or two years of preschool education on outcomes of inner-city black children from low-income families through grade six. Found that although two-year participants began and ended kindergarten more academically competent than 1-year participants, through the elementary grades, the two groups did not significantly…

Among 80 rural Swazi children tested upon entrance to formal schooling, those whose fathers were absent for long periods because of work migration had significantly lower scores on school readiness tests than did children with fathers at home. Results were not related to sex of child or family socioeconomic status. (SV)

Presents a summary of the findings and recommendations outlined in the report of the National School Readiness Task Force. Discusses implications for advocates working to implement supportive policies for children and families in communities across the United States. (BB)

This overview of several programs, techniques, and approaches related to improving schools and student learning includes brief outlines of restructuring, effective schools, cooperative learning, whole language, technology, multiple intelligences, the Coalition of Essential Schools, the Accelerated Schools Project, the School Development Program,…

Critiques Walker's article in this issue. Argues that Walker's data do not meet technical standards regarding individual placement tests for normative comparisons, interjudge reliability, or predictive validity, and therefore do not justify the use of the Gesell test to place children in developmental kindergarten or transitional first grade. (GLR)

Comments on "Kappan's" practice of presenting essays by Presidential candidates concerning their mission for education. (MLH)

President George Bush claims to have increased federal spending on education and favors readiness goals, school choice, voluntary national examinations, and increasing Pell grant awards. (MLH)

Presidential challenger, Governor Bill Clinton, critiques President Bush's record, promising to scrap the existing student loan program and deliver a workable educational reform package. (MLH)

Examined associations between income-to-needs change and child outcomes at 36 months for NICHD Study of Early Child Care participants. Found that for children in poverty, income-to-needs decreases related to worse outcomes and increases related to better outcomes. When income-to-needs increases were at least one standard deviation above mean…

Related maternal depressive symptoms obtained when infants were 1, 6, 15, 24, and 36 months old to child functioning at 36 months. Found that women with chronic symptoms were least sensitive during mother/child play from infancy through 36 months. Maternal sensitivity accounted for group differences in school readiness and verbal comprehension and…

This study surveyed 3,595 teachers to determine judgments of prevalence and types of problems children present upon entering kindergarten. Up to 46% reported that half their class or more had specific problems in any of several transition areas. Rates of perceived problems were related to school minority composition; district poverty level; and,…