Describes the life and education of Patty Smith Hill and points out her innovative contributions to the theory and practice of early childhood education. (RH)

Presents a short biography of Mary Esther Leeper (1887-1965), teacher of children and adults and the first Executive Secretary of the Association for Childhood Education International. (AS)

Provides a brief overview of the Child Development Associate (CDA) program on the occasion of the award of the ten-thousandth CDA credential. (RH)

Recounts the thoughts and experiences of one university professor returning to teach a class of 3-year-olds. Notes the differences between middle-aged and younger teachers, the importance of college-level educators revisiting "real" classrooms to connect theory with practice, the difficulty of balancing college and preschool teaching,…

Addresses typical questions raised by parents regarding early childhood education. References are provided for parents who want further information. (AS)

Investigates how teachers of young children typically evaluate their students' work, focusing on the standards applied. Includes issues and recommendations made after observing different standards. (AS)

Describes the usefulness of teacher-made books. Includes instructions for binding books for classroom use. (AS)

This article describes the author's experience when visiting her grandson's kindergarten classroom. The author is a parent, and at one time was a kindergarten teacher, program director, supervisor of student teachers, and consultant, so she's been involved for well over 40 years with a vast number of children as they have had their very special…

Discusses the need for universities to better meet the needs of the early intervention and special education community. Describes the Concentration in Infants and Young Children within the M.Ed. in Special Education program at Arizona State University West. Features include an Individualized Student Learning Plan to guide student progress,…

Discusses the role of power in effective teaching. Describes how power is used on, for, and with children. Explores how the use of teacher power can support family involvement, contribute to professional development, communicate the importance high expectations for all students, contribute to the profession of teaching, and convey excellence to…

Discusses activities of emergent preschool writers and editors involved in the Writing Table Project at the Child and Family Center of the University of Nevada at Reno. (BB)

Describes the activities of a classroom teacher and her students at Addison Gardens British Nursery School in London, England, which was influenced by, and incorporated the tenets of, Friedrich Froebel's educational philosophy of children's learning. Discusses the application of Froebel's principles to art education. (BB)

Offers strategies which preschool teachers can use to facilitate children's problem-solving skills through play in the context of the Play and Problem-Solving Model. Discusses the clues children give teachers when they need help and what kind of help children need to solve problems. (BB)

Describes the assumptions and principles of emergent literacy and establishes the need to reconceptualize kindergarten practice in the area of literacy education. Conclusions drawn from a series of studies of current kindergarten practice in a large midwestern state are considered. (BB)

Argues that, to be considered true professionals, early childhood educators need to have a sound understanding of the theoretical framework of child development and early childhood education; advance developmentally appropriate practices; and consider their pupils on an individual basis through a child-centered curriculum. (MDM)