A subset of Project FUEL (Forwarding the Understanding of Every Life Lesson), Deepak Ramola and his team created The Wisdom Corridor Project for schools. Creating a Wisdom Corridor is a wonderful opportunity for students to get to know teachers outside of the formal curriculum, learn about their life lessons, and then transform the school…

Learning approaches that support students' awareness of real-world issues and provide opportunities for taking action will lead to true transformation of education.

Research indicates that social isolation among youth is on the rise and not only impacts a child's self-esteem, but also plays a key role in health and academic performance. A 2013 study published in the American Journal of Public Health linked social isolation with depression, loss of sleep, eating disorders, and poor cardiovascular health. In…

In this article, Jennifer Jones describes how at Pine Street School in New York City, they have dispensed with the traditional industrial model of schooling and are looking ahead to the future. The entire school was designed with optional learning environments. Jones describes innovative elements from varied seating (floor cushions, modular…

Childhood learning is full of easy-to-remember directions. Recall such advice as "Stop, look, and listen" before one crosses the street and "Stop, drop, and roll" if one's clothes catch on fire. These sayings are clear and concise with specific instruction about what to do in a critical situation. As a teacher educator who has been in the field…

The development of two types of interpersonal understanding, reflecting an increasing ability to take others' perspectives, negotiations, and shared experiences, is examined as a basis for classroom assessment of children's interpersonal understanding. A classroom conflict is used to illustrate how knowledge of this development helps teachers to…

Maintains that early childhood teachers should seek to provide young children with a synthesis of the adult's and the child's view of the world. (BB)

Introduces theme issue on Piagetian constructivist perspective on children's understanding. Summarizes feature articles which argue that teaching should be based on Piaget's theory; and elucidate the development of social and moral understanding, perspective-taking, play, written language, friendship and popularity, and mathematics. Emphasizes the…

Describes a framework for child-centered programs. Topics discussed include teacher attitudes, the classroom environment, lesson plans, conversation, observation, perspective-taking, and teacher self-reflection. (RJC)

Identifies techniques to help siblings develop mutual caring and lifelong bonds. Suggests parents consider the challenges of a new child, a child's perspective about a new sibling, timing of birth announcements and adjustment, the unique character of each child, children's age differences, and the gift of having siblings. (DLH)

Examines the notion of investing in children and its connection to outcome-based assessment and the philosophy of teaching and learning. Considers the implications of grounding one's work with children in the immediacy of working with them over time and in a community rather than only in future outcomes. (DLH)

Discusses an approach to moral education that is based on developmental theory and involves creative dramatics and role playing of themes in children's books. Guidelines for preparatory exercises, an outline of the dramatization process, and a list of books classified according to feelings, emotions, and character traits illuminated in the stories…

Discusses child peer relationships in relation to teacher's role; object-conflict, sharing, and cooperation; causal, consequential, and alternative thinking; inferring and responding to emotions; perspective taking and empathy; and initiating friendship and group entry. Claims that children's discussion documents their growing understanding of…

Describes using drama to provide constant scaffolding as children learn to write stories. The 5-week process begins with collaboratively setting the stage, proceeds with scaffolding for reviewing the elements of stories (punctuation, the sequence of events, characterization, the plot problem and solution), and concludes with independent projects…

Discusses a series of steps and strategies that teachers can use to work with and help "troubled" children. (BB)