Maintains that center directors can help teachers increase their professional competence by helping them examine their belief systems. Describes the use of an assessment tool designed to help teachers reflect on their role in the classroom and their attitudes and beliefs about children and parents. (SM)

To translate the concept of a conflict resolution curriculum into everyday practice, teachers can identify their own filters and agendas in conflicts; examine the classroom environment; and refine their interaction skills. (LB)

Notes that gender equity is important in elementary and secondary schools and can have long-term effects on students. Reviews research on the topic and presents guidelines for early-childhood classrooms. Observes that gender-equitable classrooms establish a set of shared goals achieved through a combination of curriculum and teacher behavior. (LBT)

Discusses several reasons--societal attitudes, low pay, director attitudes, suspicion, unequal treatment, and isolation-- why so few men seek employment in the child care profession. Offers suggestions for recruiting and retaining men in child care settings. (TJQ)

Presents four articles about professionalism in early childhood education: "Early Childhood Education as an Emerging Profession: Ongoing Conversations" (Stephanie Feeney and Nancy Freeman); "Voices in Search of Cultural Continuity in Communities" (Marion Cowee and others); "Early Childhood Professionals: Current Status and…

Suggests that a better understanding of effective methods for teaching adults will contribute to a paradigm shift in training of child care center staff based on developmentally appropriate practices for adults. Details seven recommendations for improving staff training, and contrasts appropriate and inappropriate practice in the areas of…

Discusses early childhood practitioners' reluctance to continue their education. Focuses on the importance of developing a relationship with the adult learner that enables learning and clearly identifying the purpose for learning. Includes discussion of life stages, training needs, and the role of respect and pride. Offers suggestions for creating…

Discusses how teachers/caregivers can support children and families during marital separation and divorce. Describes the impact of divorce on young children. Offers eight suggestions for teachers/caregivers, including providing security and support, helping children feel competent and in control, understanding why children may have behavior…

A learning center is a defined space where materials are organized in such a way that children learn without the teacher's constant direction. This book offers guidelines that will help preprimary and primary school teachers organize and manage learning centers in the classroom. Chapter 1 describes the advantages of using learning centers and…

Everyone who works with Australian children in early childhood services, regardless of their role or the type of service, faces ethical dilemmas in their work. These situations are complex and not easily resolved. The Australian Early Childhood Association (AECA) Code of Ethics can give guidance in grappling with complicated issues faced in early…

Proposing quality standards for Nigerian pre-primary centers, this paper argues that the first concern must be the provision of adequate care in the form of high quality health, safety, and nutritional conditions. Care is discussed in terms of illness policy, routines for good health, physical characteristics of centers, personal hygiene,…

Intended for managers of child care programs, this brochure lists the basic components of a clearly defined personnel policy. The guide is based on the personnel practices and experiences of more than 1,200 Head Start programs serving over 442,000 children nationwide. Emphasis is given to staff recruitment, screening, and the selection process.…

This manual describes Bilingual-Bicultural Child Development Associate (CDA) Training and Trainer pilot programs. Chapter I introduces both CDA Bilingual-Bicultural programs and the Head Start strategy for Spanish-speaking children. Chapter II contains a brief description of CDA training. Differences between bilingual-bicultural CDA training and…

Written in Spanish and focusing on art activities for early childhood education, this manual provides guidelines for Spanish-speaking teachers of preschool and primary school children. The content of the manual is oriented to the learning styles and special interests of Spanish-speaking children. Part One defines artistic activity in the preschool…

Noting that outdoor play is a significant yet frequently overlooked aspect of young children's development, this book uses a framework of initiation, negotiation, and enactment to show how early childhood teachers can support self-directed pretend play and to connect theories of play and children's culture. The book's preface details the…