Early childhood educators frequently look for new ways to help children build social and emotional skills. Teachers want to use effective tools and strategies whether they are redirecting aggressive behavior or encouraging self-esteem and friendship. Persona dolls are one approach to supporting children's social-emotional development. Persona…

Inspired by a variety of early childhood educators' observations and writings, the authors reflected on what a joyful classroom looks like, sounds like, and feels like. Although "joy is a developmental need and a vital necessity", the current emphasis in early childhood and elementary programs on assessment, accountability, and increased academic…

In this article, the author presents a discussion regarding the sharing of decision making regarding curriculum in preschool. The preschool where she teaches is housed in a diverse, faith-based elementary school in the heart of Grand Rapids, Michigan, a midsize, midwestern city. It offers full-day, half-day, and two-and-a-half-hour preschool…

Discusses how unit building blocks can be used to enhance five major interrelated aspects of child learning, namely, physical, emotional, social, intellectual (cognitive), and intuitive development. Also presents six ways to encourage good block playing among children. (BB)

Considers the ways in which young children, their families, and teachers and staff benefit from older adults' participation in early childhood and day care programs. Discusses the recruitment, screening, training, orientation, and supervision of older adults in early childhood programs. (BB)

Effective early childhood teachers use what they know about and have observed in young children to design programs to meet children's developmental needs. Play and active learning are key tools to address those needs and facilitate children's early education. In this article, the author discusses the benefits of active learning in the education of…

Examines the positive perspective of the nuances of show-and-tell. Suggests that show-and-tell can be: (1) an activity for closure and evaluation, and for clarification of feelings; (2) a forum for expressive and receptive language development; (3) a window into children's thoughts and feelings; and (4) a source for curriculum ideas. (Author/RWB)

Reviews research on the development of children's awareness and feelings related to race and class. Suggests that children's perceptions of themselves and others depends on their majority or minority status in their community and on the quality of contacts they have with other racial groups. Proposes teaching practices that can raise awareness and…

Relates a preschool teacher's personal experiences and feelings about professional growth and development. Discusses the concept of professionalism, experiences illustrating the process of becoming a professional, negative aspects of professionalism, and the realization of professionalism. (TJQ)

Early childhood educators should take advantage of attention on assessment to design appropriate systems. Proper assessments should enable more reflective teaching, honor children's full range of development, and provide safeguards to children from unnecessary assessment or misuse of assessment data. Issues include what standards to measure, what…

Overviews characteristics of preoperational thought, summarizes Piaget's theory of the peroperational child's view of reality, explores implications of the preoperational stage of development for early childhood science education, and provides general guidelines for an early childhood science curriculum. (Author/RH)

There are many ways to move the field toward greater professionalization. In this article, the authors present some ideas that are macro in focus--designed to move the whole field toward consensus and action--and some ideas that are micro, focused on suggested actions for early childhood programs operating throughout the country and around the…

Summarizes membership growth and progress of the National Association for the Education of Young Children (NAEYC) for the 1996-97 year, and the Association's effort to raise awareness of children's needs and provide opportunities for improving experiences of young children. Provides suggestions for targeting membership drives to increase…

Discusses the importance of a sense of wonder in young children's social and emotional development. Offers ideas for ways in which parents and teachers can help create, nourish, and sustain a sense of wonder in children. (GLR)

Examines ways to enhance children's spiritual development in a broader sense than religious beliefs. Describes a quiet corner, a silence game, guided meditation, questions to evoke wonder, and other techniques for fostering spirituality. Asserts that teachers have a responsibility to help children broaden the spiritual aspect of their human…