Discusses various aspects of faculty productivity. The article examines reasons why some faculty don't publish: opposition to the publish-or-perish pressure, commitment to teaching, insufficient time, and inadequate incentives. The author then describes characteristics of productive faculty and presents a model for professional development. (CT)

Discusses why early childhood educators should abandon their use of teacher-oriented decorative items: (1) such items evoke stereotypes with nostalgic appeal; (2) the decorations can undermine professional image; (3) the items communicate a message of subservience; (4) the items commercialize teaching rather than elevate the profession's status;…

Maintains that teachers must make decisions about their own professional growth, as well as about classroom involvement. This professional growth may be facilitated by teachers' active exploration of four dimensions of professional competence--curriculum expert, colleague, mentor, and scholar-researcher. (BB)

What are the attributes of a high-quality early childhood education program worldwide? A group of experienced early childhood educators that represent diverse international backgrounds attempts to respond to this question by examining six dimensions of quality set forth by the Association for Childhood Education International: (1) philosophies and…

The mismatch between young children's learning style and a highly structured school program sometimes causes children to react negatively to school environments. This article contrasts the home learning environment with the school environment and identifies four things parents, teachers, and administrators can do to foster more positive attitudes…

Explores three categories of sibling relationships that are well represented in children's literature and child development research: resentment of the new baby; competition between/among brothers or sisters; and siblings' prosocial behaviors. Relates each category to social/psychological research and examples of quality books for children. (DST)

Addresses several important aspects of young children's involvement with security objects, including why certain children have them, how they are used, when attachments to such objects are cause for concern, and how teachers and parents can respond in ways that promote the young child's development. (BB)

States that early-childhood educators must overcome negative experiences and feelings of inadequacy in the arts. Explores barriers that teachers must resolve to promote enjoyment and enthusiasm in the arts, including succumbing to stereotypes, evaluating children based on personal ability, reducing art to following instructions, focusing on…

Describes an encounter with children in an at-risk preschool program. Concludes from this experience that one of the most significant lessons children begin to learn at this early age is about their potential as human beings. Suggests that in this context, early childhood educators have a responsibility to encourage the full development of all…

Focuses on three interrelated issues: (1) developmental theories of humor (2) variables that facilitate children's responses to amusing literature, and (3) strategies for the evaluation and more effective use of humorous children's books. Provides examples of books, an overview chart of the general chronology of children's humor development, and…

Examines the contributions of creativity and imagination to the total learning of the young child. Offers arguments against the myths that lead to deemphasis of the arts in curriculum. Recommends ways of refashioning schools to promote the expressive arts. (BB)

Observes that the major challenge teachers confront is resisting the urge to be a "know-it-all," to dispense facile answers, to stop the inquiry. Concludes that only after surmounting the fear of being without an answer and after a conscious decision is made to listen thoughtfully can real learning begin. (SD)

Explores misconceptions about the place of the arts in early childhood education. Notes that children's creativity usually flourishes in a play-like atmosphere where children have the time, materials, opportunity, and social support to experiment. Suggests three ways to facilitate children's artistic growth and creative expression, and includes a…