In this autobiographical journey through life-span developmental theory, the author reflects on her life as a player, embedding it in the context of Erik Erikson and Joan Erikson's stages of human development. The author builds on these basic ideas--theory, storytelling, play, and development--and defines them as simply as possible.

The need for professional development is universal, whatever a person's profession. Professionals must continually enrich their knowledge and increase their sense of professionalism over the course of their careers so as to implement current research-based practice. Early childhood professional development brings to the forefront the significance…

Suggests a way for teachers to organize their observations of children into valid, reliable, nonjudgmental descriptions in order to help an assessment team diagnose special problems. Gives guideline questions concerning visual, motor, social-emotional and other behaviors that can alert teachers to inconsistent development in young children. (BRT)

Examines the positive perspective of the nuances of show-and-tell. Suggests that show-and-tell can be: (1) an activity for closure and evaluation, and for clarification of feelings; (2) a forum for expressive and receptive language development; (3) a window into children's thoughts and feelings; and (4) a source for curriculum ideas. (Author/RWB)

In an effort to address issues concerning credentialing early childhood directors, explores career decisions and provides a framework for understanding the growth and development of director competence through the career cycle. The career cycles of beginning, competent, and master directors, and the growth and change which occur, are detailed.…

Relates a preschool teacher's personal experiences and feelings about professional growth and development. Discusses the concept of professionalism, experiences illustrating the process of becoming a professional, negative aspects of professionalism, and the realization of professionalism. (TJQ)

Argues that choice with responsibility belongs to the child, there must be a gradual continuous assumption of responsibility, and the choice with responsibility is a learning process. It is important to avoid offering choices that are not authentic. Adults also have responsibilities in fostering children's growth along these lines. (BF/JH)

Summarizes membership growth and progress of the National Association for the Education of Young Children (NAEYC) for the 1996-97 year, and the Association's effort to raise awareness of children's needs and provide opportunities for improving experiences of young children. Provides suggestions for targeting membership drives to increase…

Reprints an April 17, 1989 NEWSWEEK cover story, "How Kids Learn," which maintains that young children learn best in developmentally appropriate programs that promote cognitive, social, and language development; physical activities; feelings of competence and self-esteem; individual rates of growth; parent involvement; and teacher…

Discusses six hypothetical phases through which students progress during their student teaching experiences. These phases are described in terms of the students' feelings concerning their own performance and teaching in general. Implications for teacher education are presented. (BD)

Author focuses on the need to begin to specify in greater detail what the inputs are for the child, to define his reasonable living space, and to define which of those factors may alter the course of growth in spite of what happens in the nursery school. (Author/MB)

Describes Erikson's theory of developmentally appropriate curriculum and the eight stages of the life cycle. Provides brief descriptions of these stages and some possible professional applications that early childhood educators can use in pursuing professional development. (MOK)

Describes purpose of private speech and stages of development of private speech from birth to age 8. Details ways teachers can support children's gradual internalization of private speech. Outlines procedures for assessing private speech progress. Notes classroom implications related to anticipating children's thinking, asking children to answer…

Describes the transformation of women from babysitters to child care professionals as a result of becoming a family child care provider in the U.S. military Family Child Care (FCC) program. Discusses application process, orientation training, the use of peer mentors, initial setup, inspections, enrollment, caregiver training, and accreditation.…

Notes that throughout our educational and teaching experiences, we develop our own scripts, or the body of knowledge we call our own. Traces the script development of one educator, and concludes that becoming a teacher is a lifelong process. (JW)