Describes the growth of Early Head Start (EHS) programs, focusing on one EHS partnership with child care providers in Delaware to serve infants, toddlers, and their families. Includes discussion of partnership strategies that promote quality programming, ways the early care and education coordinator supports child development, strategies for…

Maintains that if the relationship between child-care-program staff, parents, and the community is approached responsibly, joyously, and creatively, the result will be a web of caring that vitalizes, rather than restricts, the young child. (BB)

Reviews recent research offering guidance on how early childhood programs might strengthen ties with parents. Examines dimensions of parent and staff confidence in each other, and offers responsive strategies for engaging parents. Recommends provisions that would enable programs to work closely with parents. (KB)

Reports results of the Parent/Teacher Study, which examined: (1) predictors associated with a positive or negative relationship between parents and teachers in child care settings; (2) the impact of parents' jobs on children; and (3) predictors associated with mothers' satisfaction with child care. (BB)

Discusses three major characteristics that are important for child care professionals: experience, knowledge, and special personal qualities. Among the special personal qualities discussed are those of anticipating and planning, protecting, listening, comforting, and caring for the whole family. (BB)

Outlines and discusses some of the major sources of tension between employed parents and teacher-caregivers. Also provides ways in which teacher-caregivers can work effectively with parents and turn these sources of tension into sources of support. (BB)

Discusses implications of cultural influences on child rearing for teachers' communication and caregiving routines in early childhood settings. Highlights the Parent-Teacher Dialogue Project (San Francisco Bay area) to encourage open dialog between parents and caregivers, which has resulted in increased awareness of the impact of teachers'…

Maintains that early childhood education and care teachers and workers have some hard choices to face in terms of the delivery of high quality programs. Choices concern salaries, differential staffing and salary plans, interagency and institutional cooperation, curriculum design, and research. (BB)

Argues that, because of their direct relationship with children and parents, early childhood educators and caregivers should establish a level of personal advocacy that works, in addition to local, state, and federal levels of advocacy, on behalf of social policies that are beneficial to children and families. (BB)

Discusses a blueprint for a comprehensive community-wide day care program. (BB)

Discusses ways for caregivers to improve sensitivity to cultural and individual differences and increase communication across cultural barriers. Offers suggestions for managing and resolving conflicts related to caregiving practices. (LB)

Describes eight components of planning initiatives for improving the quality and delivery of early childhood education: (1) creating linkages; (2) using data in planning; (3) improving program quality; (4) developing a coordinated professional development system; (5) financing the system; (6) creating new systems of governance; (7) building public…

A critical examination of the American Federation of Teachers (AFT) proposal for public school administration of federally supported child care programs. Presents the AFT position in detail, then explores distinctions between day care and school programs in terms of child-rearing responsibility and of developmental differences. Urges sensitivity…

Presents a National Association for the Education of Young Children (NAEYC) Ethics Commission member's comments and suggestions about how early childhood educators can best make sound decisions about the ethical dilemma of the welfare of the child and the confidentiality of its divorced parents. (BB)

Considers the public's growing recognition that early childhood education is good for young children. Addresses misconceptions that education and care are different and that the purpose of early childhood programs is to prepare children for school. (BG)