Composing the first volume in a proposed series, the eight papers collected here focus on the general theme of allowing children to have a childhood. The first paper urges that educators of young children communicate that they, as professionals, believe in and act on the basis of principles of child development. The second paper points out how schools may deprive children of childhood by excessive testing, homogeneous grouping, overuse of worksheets, fragmenting the curriculum and schedule, excessive drill, and large amounts of sitting and listening. The third paper suggests that children are involved in the process of reading before they enter school and offers suggestions for teacher education and beginning reading programs. The fourth, fifth, and sixth papers respectively suggest ways of using television to enhance children's language development; discuss play as a natural medium for learning in early childhood; and provide an illustrated overview of Piaget's and Kohlberg's theories of moral development, discussing a simple strategy to promote such development. The seventh paper stresses the importance of emphasizing hearing-impaired childrens's development as children rather than emphasizing their handicap. The eighth and final paper discusses child advocacy in terms of its elements, nature, and goals. (RH)