The collection of papers contained in this special issue was elicited by a worldwide call for papers to explore settings that provided nature experiences for young children, with attention given to the effects that these initiatives have on the holistic development and environmental awareness of the children, as well as impacts on the teachers and…

A growing body of national research confirms that significant levels of learning and growth occur during early childhood, and that it is important, from a public policy perspective, to increase access to quality programs and services that support the development of skills and attitudes children need to succeed. Clearly, no one-size-fits-all…

This document presents guidelines for preschool learning experiences in Massachusetts programs for 3- and 4-year-olds and is designed to be used by teachers and program administrators in planning and evaluating curricula. The guidelines structure learning through play and meaningful activities in a developmental sequence and are based on the…

Presents strategies to make planning-through-play activities a fun and integral part of the preschool developmental curriculum. Strategies are influenced by a Piagetian approach and an information processing approach that focuses on development of decision making. Specific suggestions are based on a model preschool program in Brookline,…

This document presents the Massachusetts Early Childhood Program Standards and Learning Guidelines for Three- and Four-Year-Olds, required for programs receiving funding through Community Partnerships for Children (CPC). The standards were developed in accord with the accreditation process of the National Association for the Education of Young…