A growing body of national research confirms that significant levels of learning and growth occur during early childhood, and that it is important, from a public policy perspective, to increase access to quality programs and services that support the development of skills and attitudes children need to succeed. Clearly, no one-size-fits-all…

The authors advocate that every primary grade program needs a carefully planned social-emotional component. All children--those who enter first or second grade with an ability to control their emotions and make friends and those for whom these skills are more difficult--benefit from intentional teaching in this area. Some school systems adopt a…

Reports on a cross-cultural study of expectations about developmental timetables for young children held by infant and preprimary teachers in Amherst, Massachusetts, and Pistoia, Italy. Findings indicate that teachers' expectations are influenced by culture, as well as child development training and experience with children. (BB)