Discusses how early childhood educators can address the issues surrounding Christopher Columbus and the Quincentenary of his voyage to America to serve as an opportunity to enlighten and challenge young children's perspectives on this historical event. (BB)

Presents a child-centered, developmental conference model for implementation with mildly handicapped, normal, or gifted children in preschools and elementary schools. Techniques for assisting children's participation are related to each conference step. (RH)

Reviews evidence on work habits believed to affect learning. Special attention is given to the role of the preschool teacher in helping children develop more positive habits. Work habits pertain here to situations requiring concentrated effort such as when children are working on a cognitive task or an art project.(RH)

Maintains that early childhood teachers should provide young children with creative, stimulating, and manipulative (hands-on) experiences rather than workbook pages in early mathematics programs. Presents reasons and corresponding counterpositions for using workbooks and suggests sample activities which teachers can use to make mathematics more…

Points out that good discipline in the kindergarten classroom can be maintained by focusing on interesting and entertaining learning activities, suitable for various individual and small group levels. (BB)

Maintains that early childhood educators should employ a child guidance approach rather than punishment in disciplining young children in the classroom. (BB)

Presents five reasons (along with suggestions) as to why teachers of young children should allow children "free" choice of class activities as a means of preventive classroom discipline. (BB)

Discusses the educational philosophy of learning through projects, and the teacher's role in planning learning centers. Describes several types of kindergarten learning centers which allow for varying degrees of self-directed or teacher-instructed learning. (NH)

Discusses the role of the public schools in meeting the diverse child care needs of families. Suggests that early childhood educators critically examine state and local early childhood initiatives, pose more effective alternative strategies if needed, and aggressively participate in the expansion of early childhood programs within the educational…

Presents a teacher's journal of her experiences in the accreditation process of the Willow Wood Pre-School in Winnetka, Illinois by the National Academy of Early Childhood Programs. (BB)

Maintains that a positive self-image is of vital importance to a person who is to be successful in life, and is the most important gift parents, teachers, and caregivers can give a child. Also provides examples of how one can help build a child's self-image. (BB)

Discusses the importance and applications of problem-solving skills, especially at the preschool and early childhood levels of education. (BB)

Discusses the characteristics of an introverted person and maintains that the needs and rights of introverted children should be respected in the classroom. (BB)

Educators of young children must reaffirm their commitment to a bias-free society by advocating developmentally appropriate programs; peaceful conflict resolution; antibias practices in all settings; and research intended to ameliorate the debilitating effects of poverty and discrimination on families. (BB)

Maintains that poetry can be used in a variety of ways to stimulate and enliven the early childhood curriculum. (BB)