Presents 14 reflections about the role of teachers. Topics include taking a stand on a select group of issues; decision making; teachers' judgment; teaching self-respect; teachers as lifelong students; respect for adversaries; the power of ideas; and the optimum environment. (RJC)

Suggests a distinction between understanding and indulging when dealing with children resisting rules or limits. Recommends an expressive environment, in which children's right to express their views--in appropriate and respectful ways--is protected, even though compliance is still required. (HTH)

Discusses four approaches to assessing the quality of early childhood program: top-down, which focuses on the adult's view of setting, equipment, and the program; bottom-up, focusing on children's experience; outside-inside, emphasizing the family's view; and societal, in which agencies and communities assess programs. (LB)

This monograph explores issues around the position of child development knowledge in early childhood education. Part 1 of the monograph raises questions regarding the role of such knowledge in teaching young children and its place in teacher education. This section considers the definition of "development," the type of child development…

Many drug abuse prevention programs and materials, such as the "Smart Choices" newsletter for kindergartners, are developmentally inappropriate for young children. Successful preventive measures need to address the mixed messages that society itself gives to children about alcohol and other drugs and present developmentally appropriate instruction…

Since the groundwork for social development is laid during a child's early years, early childhood programs should include regular, periodic, formal and informal assessments of children's progress in the acquisition of social competence. One assessment tool that can be used is the Social Attributes Checklist, which lists attributes of a child's…

Suggests that early childhood teachers should eliminate boring, repetitive activities from their curriculum and engage students' minds in activities that stimulate thinking and reasoning. Instead of making paper snowflakes, for example, children might discuss and examine the characteristics of snow, study weather, and engage in other creative…

In the coming years, the National Association for the Education of Young Children (NAEYC) will need to confront a number of issues relating to its structure and mission and the larger context in which the association works. In terms of organizational structure, it is useful to consider the nature of the democratic process and the role that…

Describes the goals of assessment in early childhood education programs, suggesting that assessment plans should focus on knowledge, skills, dispositions, and feelings. Argues that the younger children are, the more errors are made in assessment, and that efforts should therefore balance global and specific assessments. Suggests assessment…

This Korean-language digest addresses the question of what young children should be learning that will best serve their development and learning in the long term. Two major dimensions of development--normative and dynamic--are explored, and four categories of learning goals are discussed: (1) knowledge; (2) skills; (3) dispositions; and (4)…

Although there are many ways in which the roles of parents and teachers overlap during the very early years, there are important distinctions in their roles that often become a source of stress, especially to teachers. Seven distinctions in these roles are described: (1) scope of functions; (2) intensity of feelings; (3) intensity of attachment;…

Maintains that, because social development begins in the early years, it is appropriate for early childhood programs to include periodic formal and informal assessments of children's progress in the acquisition of social competence. A checklist of social attributes for teachers to use in examining children is provided. (BB)

Suggests that educators must address: (1) What should be learned? (2) When should it be learned? (3) How would it best be learned? and (4) How can we tell how well we have answered the first three? Addresses the first three questions by offering principles of practice for early childhood educators, ranging from curriculum to learning disposition…

This digest discusses curriculum and teaching strategies for early childhood education which best serve children's long-term development. Two dimensions of development, normative and dynamic, are considered with respect to what children should be learning. Four categories of learning are identified, namely, knowledge, skills, feelings, and…

This book presents five papers that address a variety of issues confronting those who work directly with young children and their teachers. The first three articles present ways of thinking about what constitutes professionalism in working with children and parents. Specifically, "Contemporary Perspectives on the Roles of Mothers and…