Discusses young children's dialogue and ways in which children learn when they talk with other children and with adults. Children's language is characterized by wondering; teachers can learn to be sensitive to this wondering and can learn the art of dialogue with young children. (RJC)

Maintains that prepackaged sets of strategies and tactics, as well as step-by-step procedures for teaching thinking skills, often lead to ritualistic and routinized practices that curtail thinking by both children and teachers. (BB)

Presents a digest of basic developmental information about children's feeding skills and behaviors, and gives general feeding recommendations. Also addresses requirements for feeding children with developmental disabilities and chronic medical conditions for which adapted environments or monitored nutrient intake may be necessary. (ET)

Discusses five myths associated with parents' giving praise or positive feedback to their children. Myths are children thrive on praise; praise increases a child's self-confidence; lavish praise is not addictive; praise motivates children; and parents should practice withholding praise to toughen up children. (BB)

Examines the impact of televised war on children who have just begun to be socialized in the values of their community and nation. Describes children's responses toward televised war. Claims that schools should prepare a plan to address children's reaction to televised war because the destruction effect can affect young children's thought and…

Notes that music instruction enhances children's self-esteem and develops a variety of skills. Presents guidelines for music programming in early education, including: (1) selecting music to help young students feel successful; (2) including movement activities; (3) using children's names whenever possible; (4) utilizing music terms to enhance…

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…

Outlines a planning strategy for an early childhood developmental curriculum that provides for the education of children, and makes allowance for the values and goals of their teachers and parents. (BB)

Discusses a variety of storytelling techniques. Emphasizes the importance of children's involvement in the construction and use of storytelling props. Concludes that storytelling helps children develop a positive attitude toward learning and extends their opportunities for literacy development. (RWB)

An annotated bibliography for teachers of recently published titles in the following areas: working with young children; meeting special needs of young children (such as dyslexia, child abuse, learning disabilities,); teaching; schools and educational quality; emotional development of young children; reading, writing, and language arts; and…

Discusses the problems encountered by children in developing countries in their attempts to learn to read in relation to their "need" to develop a comprehension for and use of print resources. This problem may be solved by the production of a variety of print resources, particularly a culture's folk literature. (BB)

Describes an industry-sponsored day care center, the Urban Affairs Child Development Center, in the heart of Houston's Fifth Ward poverty area. (CS)

Argues that, in comparison to other approaches, an ecological approach to intervention with young handicapped children best meets the goal of creating the most supportive and stable environment for such children. Five brief case studies are included in support of the argument. (Author/RH)

Points out characteristics of young adolescents, including mood swings, concern with self, and reliance on peers as a reference group. (Author/RH)

Presents early childhood teachers with ways to teach basic concepts of anthropology. Notes the importance of selecting activities to teach these concepts only after curricular goals have been clearly defined. (BB)