This review of research on the development of self-concept in young children defines and differentiates the various dimensions of self-concept; notes problems associated with measuring self-concept; comments on the relationship between cognitive development and self-concept, and discusses external factors related to self-concept development. (BB)

A discussion of two responsibilities of teachers and educators: (1) to enrich the quality of play in the early childhood classrooms; and (2) to help parents understand and accept the play situation as a learning environment. (SDH)

Discusses relationships between parental authority patterns by which children are influenced and the development of socially responsible and independent behavior in young children (especially girls). (NH)

Identifies four central characteristics common in psychologically resilient children, discussing the role of protective factors within and outside the family and the shifting balance between vulnerability and resiliency. Implications for early childhood educators are drawn. (AS)

Provides information for teachers and caregivers of young children regarding the family contexts of Chinese American children of immigrant parents. Includes information on cultural beliefs, languages, child rearing, and beliefs and practices regarding education. Discusses implications for teachers and child caregivers. (KB)

Describes a four-stage unit of study on the world of adult work that was used in a class of kindergartners and first graders. Students first focused on the school employees' jobs and then on parents' occupations. (BB)