Describes approaches to inservice evaluation of early childhood teachers, and provides a rationale and guides for conducting teacher evaluations. A sample form for inservice evaluation is included. (RH)

To test the theory that children's behavioral cues influence adult responses to them, responses of a mother sample and a student sample to children depicted in danger and nondanger situations were analyzed. Significant differences in types of responses were examined for their implications for the training of child caregivers. (Author/SK)

Describes a learning module developed to teach child welfare workers conceptual material on social work values and ethics as guides for practice, and skills enabling them to bring value issues to bear in their relationship with clients. (CM)

Reports on a two-year, 72-hour training program in advocacy and safety for 117 workers in child-care programs. A pretest and posttest of health knowledge showed significant gain in all areas covered by the training, which a seven-month follow-up showed was retained. Journal Availability: American Academy of Pediatrics, P.O. Box 1034, Evanston, IL…

Describes the development and implementation of a sex education program for emotionally disturbed children aged 6 through 18 in a residential center. The training of child care workers and the worker's role as a teacher is emphasized. (CM)

Reports on the National Children's Centre in Huddersfield which has become a focus for the education and support of local child minders. (Editor/RK)

A survey of 263 day care mothers ascertained their main concerns about children under their care and their methods of handling problems. It also revealed that the mothers have high interest in learning about the early identification of children with emotional disorders. (MS)

Sixty child care workers in a British residential assessment program for male adolescents with possible behavior disorders rated vignettes describing either physical or sexual assault. Sexual assaults were perceived to be more serious than physical assaults and their perpetrators more dangerous. Female care workers perceived a greater difference…

Lists 36 tangible ways that child care directors can motivate staff through showing them respect and appreciation. Included are suggestions related to publicly acknowledging staff expertise and training, organizing events for team bonding, recognizing and using staff members' talents, and providing space for organization and planning. (KB)

Offers practical advice for staff and families associated with integrated programs. Identifies potential sources of stress and discusses eight strategies toward successful inclusion involving systemic planning, suggested resources, and family participation. Suggests embedding intervention of individual goals and objectives in an activity-based…

Child care institutions (N=341) in Sweden were surveyed for suspected child abuse. Of the 3,737 children studied, 3% were suspected of being maltreated. Of these suspected cases, only 37% had been reported to child protective agencies. A follow-up study five years later showed that 43% of the suspected children were still unknown to the agencies.…

This study investigated 57 family child caregivers longitudinally to identify turnover precursors. Providers most likely to leave had more education, less training, and more stress than providers who stayed. Training and caring for one's own children indirectly affected turnover through job stress. Job satisfaction was unrelated to turnover. Job…

Departures of child care staff often create an emotional climate that affects everyone. This article advises directors on communication strategies to inform parents of staff departures, including a case study on the well-handled departure of a staff worker who resigned without notice. A sample letter to parents is also provided. (EV)

This study investigated how child engagement in naturally occurring child care situations varied as a function of concurrent adult interactions and preexisting states. Interaction behaviors that were responsive without providing direction and those that were directive without responding to children were not associated with engagement. Individually…

Offers examples of what infants and toddlers might do in early childhood settings, how these behaviors are related to mathematics, and what teachers can do to encourage the natural mathematical interests of this age group. Asserts that teachers' interactions with children are vitally important to children's understanding of early mathematics. (KB)