Discusses how two teacher functions can be used to guide science discovery learning and enhance concept formation in the preschool: (1) nurturing children's curiosity, and (2) providing active learning experiences that extend and clarify common events in the lives of young children. (CS)

Reviews research about the stepfamily, stepfathers, stepmothers, and stepchildren; discusses complexities of blended families; and points out how teachers can effectively support stepchildren experiencing family-related stress, work with parents from blended families, and coordinate intervention with counselors. (RH)

Suggests guidelines for selecting and using picture books exploring emotionally charged issues to help attain therapeutic goals and/or to foster an emotionally enriching classroom experience. (RH)

Discusses the causes, symptoms and treatment of allergies that affect children's development, learning, peer relationships and behavior in the classroom. (CM)

Describes various aspects of young children's playful use of language. The kind and characteristics, functions, and teaching implications of language play are discussed. (Author/CM)

Describes the benefits of a curriculum that includes musical experiences. Discusses methods teachers can use to incorporate focused listening, singing accuracy, beat competency, and music appreciation into classroom activities. Suggested records and tapes are listed. (LB)

Discusses how teachers can effectively begin and lead discussion groups for parents of young children. Needs for and characteristics of parent guidance groups are indicated, aspects of the role of the group leader are specified, and ways to begin a parent guidance group are suggested. In conclusion, common concerns of parents are described.…

Provides information enabling teachers to support children and families during divorce. Research and theory concerning the effects of divorce on children, parenting through divorce, and the role of the school are summarized. Practical suggestions for the teacher are presented, and relevant books for children, teachers, and parents are identified.…

Points out positive aspects of mainstreaming for both hadicapped and nonhandicapped children. Indicates specific teaching approaches appropriate for children with special needs such as language/speech disability, and mental, hearing, visual and physical impairments. Provides 10 guidelines for teaching in the mainstreamed classroom. (Author/RH)

Discusses child abuse from the point of view of early childhood educators and presents details about information programs for parents and teachers and prevention programs for children. Lists of resource books for children, parents and teachers, and curriculum developers are appended. (CB)

Highlighted by Katy's early reading and writing experiences, guidelines to help young children become effective readers and writers are offered to parents and teachers. (BB)

Describes one teacher's efforts to understand children's aggressive play by reading literature that suggests children use play to construct meaning, viewing the Ninja Turtle cartoon show, and interviewing children about their superhero play. Male and female roles in play, aggression and violence, and television commercialism are discussed. (LB)

Describes some of the learning experiences and events occuring in a British Infant School and argues that the teacher is the most important variable in the success of any classroom. (MS)

Offers guidelines and a model strategy to help teachers of young children conduct more productive parent teacher conferences. (BB)

Illustrates ways teachers of young children can meet individual children's needs while managing the group. This may be accomplished through chore-choosing during circle time and giving constructive praise as children perform their jobs, as well as deciding what to teach to whom and when while circulating during playtime. (BB)