Inspired by a variety of early childhood educators' observations and writings, the authors reflected on what a joyful classroom looks like, sounds like, and feels like. Although "joy is a developmental need and a vital necessity", the current emphasis in early childhood and elementary programs on assessment, accountability, and increased academic…

Early childhood educators frequently look for new ways to help children build social and emotional skills. Teachers want to use effective tools and strategies whether they are redirecting aggressive behavior or encouraging self-esteem and friendship. Persona dolls are one approach to supporting children's social-emotional development. Persona…

Effective early childhood teachers use what they know about and have observed in young children to design programs to meet children's developmental needs. Play and active learning are key tools to address those needs and facilitate children's early education. In this article, the author discusses the benefits of active learning in the education of…

Does the use of rewards to motivate children to learn or to follow classroom rules run counter to fostering a true desire for mastery? This column, which consists of two separate articles, provides the opposing opinions of the authors regarding the appropriateness of giving rewards in an early childhood classroom. In "Using Rewards in the Early…

In a time of seemingly rampant budget cuts in the arts in school systems throughout the country, a children's art show reaps many rewards. It can strengthen family-school relationships and community ties and stimulate questions and comments about the benefits of art and its significance in the development of young children. In this photo essay of…

There are many ways to move the field toward greater professionalization. In this article, the authors present some ideas that are macro in focus--designed to move the whole field toward consensus and action--and some ideas that are micro, focused on suggested actions for early childhood programs operating throughout the country and around the…

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)

Asserts that all children need to have an environment where the act of imagining and imaginative expression are not only respected but are also given visible outlets. (RH)

Indicates the prevalence and effects of middle ear effusion (fluid in the middle ear space) in young children and points out the importance of early screening and diagnosis. (RH)

Outlines the reasons for a need to know more about water and swimming pool dangers with regards to young children and how to make these water areas more safe. (BB)

The current trend of hurrying a child's development, as evidenced by the popularity of disposable pants for toilet training, is criticized. The pants frustrate both parents and children and, it is concluded, serve no useful purpose in the toilet-learning process. (LB)

Discusses ways in which teachers and parents respond to children's artwork. Presents six traditional approaches to responding to children's art and analyzes these approaches in terms of each one's impact on the child artist. Suggests alternate and more appropriate ways to respond to children about their art. (BB)

Presents proposed changes to the Code of Ethics of the National Association for the Education of Young Children (NAEYC), which were suggested at the November 21, 1996, meeting of the NAEYC Ethics Panel. Requests comments on the proposed revisions. (KDFB)

Maintains that caregiver language provides significant insight into caregiving behavior in general. Responsive language, which encourages reason, logic, independence, and encouragement, is preferred over restrictive language, which is based on asserting power and control, discouraging independence, and lecturing. (MDM)