Suggests that while the National Association for the Education of Young Children has grown in size, sophistication, and complexity as well as in age, it is important for members to stay in touch with each other and the workings of the organization. Voicing concerns as a collective whole will increase effectiveness. (CB)

Discusses guidelines (developed by the Oregon State University Early Childhood Sex Education Project) for developing teacher-parent cooperation in providing sex education to young children. The guidelines concern how to talk about body differences and body functions; how to deal with masturbation, sex play and obscene language; and how to involve…

Reviews research about the stepfamily, stepfathers, stepmothers, and stepchildren; discusses complexities of blended families; and points out how teachers can effectively support stepchildren experiencing family-related stress, work with parents from blended families, and coordinate intervention with counselors. (RH)

Discusses how teachers can effectively begin and lead discussion groups for parents of young children. Needs for and characteristics of parent guidance groups are indicated, aspects of the role of the group leader are specified, and ways to begin a parent guidance group are suggested. In conclusion, common concerns of parents are described.…

Provides information enabling teachers to support children and families during divorce. Research and theory concerning the effects of divorce on children, parenting through divorce, and the role of the school are summarized. Practical suggestions for the teacher are presented, and relevant books for children, teachers, and parents are identified.…

Discusses research which shows the development of compliance in infants and young children. Describes the relationships between compliance and attachment to parents, childrearing style, timing and setting of control techniques, and development of self-control and problem-solving abilities. Discusses the importance of mother-child relationships for…

Presents one teacher's experience with a student with minimal cerebral palsy in an open classroom from kindergarten to the third grade. Addresses questions that arose concerning ways to help a child with special needs in the classroom. (BB)