Focuses on music education at the early childhood level, addressing materials that assist teachers in developing the reception and expression skills of children. Reviews materials such as, "First Steps in Music for Infants and Toddlers,""MusicPlay," and "Jump Right In." Includes Web sites and other resources. (CMK)

Mothers and caregivers of 28 preschoolers were trained to facilitate children's play. Play training of adults was shown to be an effective mechanism for enhancing preschoolers' verbal cognition. Training of mothers and caregivers was more effective than training of caregivers only. (CB)

Discusses the beginnings, the demise, and the present status of gardens in preschool or day care centers. Describes the nursery garden developed by Margaret McMillan. (BG)

In this dialogue between two specialists in staff development of child caregivers, the roles of early childhood teachers and child care directors are considered. The need for teachers to observe play and the ways in which training can motivate teachers to observe play are discussed. Directors need to model observation skills for novice teachers.…

An alternating individual and group-oriented reinforcement contingency did not generate consistent levels of supportive peer behaviors between two preschoolers with handicaps and their socially competent peers. Two socially competent children were then taught to deliver supportive prompts to their peers during dramatic play, increasing the…

Observed preschool children with their parents at two separations and reunions at nursery school to determine the role of proximal and distal factors. Parent and child pairs behaved in reciprocal and complementary ways, indicating mutual influence. (BB)

Presents a picture of the curriculum at the Pullenvale Field Study Centre. The curriculum is based on a drama theme called "The Settlers," and relates to Year Five Social Studies. Describes the curriculum in its current form and its development. Also considers the cyclic process, involving planning, action, observation, and reflection.…

This field study suggests that preschoolers' social play should be viewed as a developmentally expanding repertoire of skills and that the performance of the skills is a function of the expectations of the preschool environment (school philosophy and practice). Subjects were 54 Canadian preschoolers, aged 4 and 5. (IAH)

Suggests literacy development in early childhood can be enhanced by creating a classroom environment rich in print. Shows how careful preparation of materials and setting promotes literacy by encouraging voluntary, spontaneous literacy behaviors while children are at free play in school. (MG)

Argues that contingency play as an intervention strategy can ameliorate abused and neglected children's alienation from adults, reduce stress, and develop positive modes of behavior. The argument is supported by a case study of a four-year-old girl in a day treatment center for abused and neglected children. (BB)

Observation of the social interaction and activity patterns of young children from two San (or Bushman) groups (Sekele and Kwengo) who lived with their families in identical settlements on the same military base revealed marked intergroup differences, especially in patterns of social interaction among girls. Discusses influences of cultural…

Discusses the developmental process that allows children to use symbols to represent their experienced world and to construct imagined worlds. Emphasizes the critical role of art and play in children's growth as symbol makers. (BB)

Explains the use of interactional drama, a technique that presents a problem in dramatic form, drawing the student audience into the drama by encouraging meaningful discussion in order to resolve the problem. Describes a three-step process for developing dramas that bring life to historical events and distant locations. (LS)

Preschool children (n=56) with mild/moderate handicaps were assigned to integrated or nonintegrated classes; social interaction was promoted in half the classes. Observation revealed a higher proportion of interactive play and higher language development in social interaction conditions, and higher ratings of social competence in the…

Compared play, social, and attachment behaviors of 71 preschool children who had entered infant day care at varying ages and received varying amounts of day care. Concluded that continuous infant day care in quality centers appears to facilitate preschool social behavior and does not negatively affect attachment behavior. (NH)