Authors see the provision of an "aesthetic atmosphere" as one of their greatest challenges. One is an art specialist and the other is a principal. Outlines some of the ways in which they have successfully met that challenge. (Editor/RK)

Argues that the media, messages and the electronic world should find a place in the primary curriculum as a significant area in their own right. The school's objective should be to develop the concept of literacy so that children come to "read," understand and evaluate media and messages of different kinds. (Editor/RK)

Puts movement in the context of "thematic learning" and "thematic learning" in the context of a general approach to education. For a fuller picture readers are referred to his book, "Children and Themes." (Editor/RK)

Author sees little evidence of aesthetic qualities in much that passes for "poetry" in schools. Her devastating attack illustrates the depth of her concern; her constructive suggestions illustrate the value of her contribution to thought and practice in this area. (Editor/RK)

Discusses efforts to extend environmental education in primary schools so that children can have a sound basis for making decisions about the environment when they become adults. (RK)

Discusses the roles of the administrator and the teachers in structuring curriculum continuity from one grade to the next in the elementary school. Briefly outlines a plan for implementing an articulation program. (SJL)

Five key concepts in Home and Family Education were identified: Nutrition, Management, Interdependence, Development, and Protection. With the help of practicing teachers, main ideas within each concept were sequenced for instruction, based on the logic of the concept and the developmental stages of students, ages 8-13. (Author/SJL)