Discusses the importance of sharing stories about child care. Stresses the use of stories as an effective tool for advocacy and for creating strong relationships with parents and building within society strong, healthy images of child-care work. (SM)

Discusses three major characteristics that are important for child care professionals: experience, knowledge, and special personal qualities. Among the special personal qualities discussed are those of anticipating and planning, protecting, listening, comforting, and caring for the whole family. (BB)

Outlines and discusses some of the major sources of tension between employed parents and teacher-caregivers. Also provides ways in which teacher-caregivers can work effectively with parents and turn these sources of tension into sources of support. (BB)

One of the most important elements in arranging an optimal learning environment for young children is helping parents become partners in their children's learning. To promote this partnership teachers must keep parents informed about the program and their children's progress within it. Such exchanges can be accomplished in a variety of ways,…

This paper looks at the involvement of parents in child care programs from an historical point of view and offers suggestions on how a partnership between parents and programs can be implemented. In response to immigration and economic depression, initial child care programs were focused on the child's potential for development, opportunities for…

This bulletin, the third in a series on selected issues in day care, addresses two problems involving legal issues: (1) what are the implications for the day care program when parents or other legal guardians are involved in a dispute over the custody of children? and (2) what are the rights and responsibilities of day care programs when parents…

Maintains that if the relationship between child-care-program staff, parents, and the community is approached responsibly, joyously, and creatively, the result will be a web of caring that vitalizes, rather than restricts, the young child. (BB)

Argues that, because of their direct relationship with children and parents, early childhood educators and caregivers should establish a level of personal advocacy that works, in addition to local, state, and federal levels of advocacy, on behalf of social policies that are beneficial to children and families. (BB)

Contains four presentations on teacher professional and personal growth: "The Elephant's Child as Caregiver," (Elizabeth Jones) on the importance of curiosity; and interviews with several teachers--(1) "Teachers and Then Some: Profiles of Three Teachers"; (2) "Becoming Planners: Finding Time and Insight"; and (4) "Backing Away Helpfully: Some…

Maintains that diversity enriches child care programs. (BB)

Discusses ways in which child care center directors can help meet developmental needs of parents who are choosing a child care arrangement, especially for an infant or toddler. (BB)

Discusses what parents in the 1990s need from child care and caregivers, including support, flexibility, and similarity in child-rearing attitudes. Suggests that caregivers keep these needs in mind--and strive to meet at least some of them--as a way to improve parent involvement in early childhood education. (HTH)

Presents a National Association for the Education of Young Children (NAEYC) Ethics Commission member's comments and suggestions about how early childhood educators can best make sound decisions about the ethical dilemma of the welfare of the child and the confidentiality of its divorced parents. (BB)

Examines the various communication phenomena operating between parents and preschool teachers and offers suggestions for enhancing teacher-parent communication skills. (RWB)

Considers the public's growing recognition that early childhood education is good for young children. Addresses misconceptions that education and care are different and that the purpose of early childhood programs is to prepare children for school. (BG)