Discusses how unit building blocks can be used to enhance five major interrelated aspects of child learning, namely, physical, emotional, social, intellectual (cognitive), and intuitive development. Also presents six ways to encourage good block playing among children. (BB)

Considers the ways in which young children, their families, and teachers and staff benefit from older adults' participation in early childhood and day care programs. Discusses the recruitment, screening, training, orientation, and supervision of older adults in early childhood programs. (BB)

Explores several approaches to infant/toddler education and offers suggestions for developing an effective program that reflects the best of what is known about how infants and toddlers grow and learn. (RH)

Highlights Piaget's stages of development and discusses their implications for better parenting. (MP)

Examines ways to enhance children's spiritual development in a broader sense than religious beliefs. Describes a quiet corner, a silence game, guided meditation, questions to evoke wonder, and other techniques for fostering spirituality. Asserts that teachers have a responsibility to help children broaden the spiritual aspect of their human…

Maintains that parents and teachers of toddlers need to see "toddlerhood" as a special and distinct stage of development with its own set of tasks and behaviors, when creating age-appropriate activity programs in home or group settings. Gives eleven ways that such programs can be made to fit toddlers. (BB)

Points out adult behaviors likely to help children develop responsibility. Discussion focuses on the inadvisability of using reward and punishment, the importance of exchanging viewpoints with children and letting them make decisions, and the importance of beginning training for autonomy in the early years. (RH)

Describes ways early childhood caregivers can facilitate children's spiritual development by observing the "canto hondo," the deep song. Discusses characteristics of the canto hondo as a metaphor for caring for the souls of children and their uniqueness, including safety, celebration, respect, acceptance, dreaming, and laughter. (KB)

Discusses elements of high-quality play related to time, space, experiences, and materials. Also discusses effective methods of adult-child interaction in the play setting and the importance of adults being very conscious of their role in the endeavor. (JW)

Notes that projects provide opportunities to study in detail interesting subjects, and explores factors of successful project planning. Groups projects in three categories: event- or goal-oriented; child-initiated; and in-depth topic studies. Details attributes of the class, school, and teacher that determine project appropriateness. (LBT)

Discusses cautions for educators, microcomputers in the curriculum, matching children and the curriculum, the role of play, economic issues, teacher education, administrative uses of microcomputers, and future ideas. (BJD)

Points out the benefits for teachers and their supervisors of using the enabler model of supervision in conjunction with the Child Development Associate credentialing process. Provides guidelines for implementing the model. (RH)

Explores the impact of sensitive caregiver relationships on a child's emotional, social, and cognitive development. Includes suggestions for emphasizing such relationships in early childhood programs, including planning routines and activities that focus on relationships. (HTH)

By carefully planning for outdoor play, adults can help ensure that outdoor experiences are challenging and safe for young children. Creative outdoor play should encourage healthy risk taking; offer graduated challenges; include variety in types of play; focus on child-centered and child-planned activities; and include the use of moveable…

Contends that inclusion alone does not address concerns of children of color. Provides guidelines for adapting the curriculum and interactions in a kindergarten setting. Suggests that, by viewing the antithetical concept of exclusion, early-childhood educators gain insight into the problem. (LBT)