Defines the elements of play, illuminating its central role in young children's learning and development. Focuses on how play experiences contribute to children's independence in negotiating, its role in keeping children involved, and the play-reality distinction. Offers suggestions to teachers for facilitating and supporting children's play,…

Compares reading aloud and telling stories as ways to share literature with young children and support language and literacy learning. Describes how story telling can help children develop critical and active listening skills, and how retelling stories encourages children to create their own stories and later write and illustrate their stories.…

This NAEYC presentation at White House Summit on Early Childhood Cognitive Development: Ready to Read, Ready to Learn describes key elements of early literacy and emphasizes essential supports for children's positive development and learning. The presentation focuses on the ways early childhood teachers can support children's language/literacy and…

Suggests developmentally appropriate ways early childhood teachers can help young children express, interpret, and understand their experiences through song. Discusses the importance of singing for gaining music and literacy skills and encouraging self-expression and creativity. Includes tips related to posture, breathing, vocal exploration, vocal…

Presents a former family day care provider's reflections on preschool teaching priorities. Priorities include teaching flexibility and creativity, acceptance of one's own and others' vulnerability, valuing of each other's individuality, and development of empathy. (BB)

Reviews health concerns and considerations for pregnant child care staff and discusses elements to include when developing or revising parental leave policies and procedures. Summarizes the elements of an exemplary comprehensive leave policy and supports the positions presented with the related federal legislation. (AA)

Notes that recommendations of preschool teachers are pivotal in creating a "goodness of fit" when placing special needs children. Discusses child, parent, and program considerations for placement decisions. (HTH)

Describes a violence prevention program called "Choosing Non-Violence" (CNV) incorporated into Chicago Head Start and Title XX Day Care in 1988. Children, teachers, and parents learn to apply three key concepts of CNV: (1) the understanding and recognition of violence; (2) the power of personal choice and self-control; and (3) the power…

Discusses how early childhood teachers can become more comfortable with young children's questions about sexual orientation and social conventions. Summarizes research findings about children's developing sexuality, and describes how teachers can respond when issues of children's developing sexuality arise in classrooms. Suggests appropriate ways…

This article describes the Early Years Summit, meetings between kindergarten and preschool educators in New Canaan, Connecticut, to improve communication and foster collaboration. Outcomes included defining the kindergarten curricula and outlining expectations for children's preschool experiences. The Summit collaboratively drafted a statement of…

Describes how one preschool teacher teaches children to learn to take responsibility for themselves by allowing them to make choices and decisions in the classroom within the limits of the rights and choices of others. (BB)

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)

Comments on where the early childhood profession stands, where it should go, and how organizations like the National Association for the Education of Young Children (NAEYC) can move the field ahead. Discusses two strategies early childhood educators can pursue to improve compensation in the next 5 to 10 years: defining quality as an issue of…

Maintains that early childhood teacher evaluation practices urgently need reform and that effective practices should (1) draw on multiple data sources, including peers, parents, children, administrators, and teachers themselves; (2) view teacher growth as an ongoing process; (3) examine individualized goals and methods; and (4) involve teachers as…

Notes that gender equity is important in elementary and secondary schools and can have long-term effects on students. Reviews research on the topic and presents guidelines for early-childhood classrooms. Observes that gender-equitable classrooms establish a set of shared goals achieved through a combination of curriculum and teacher behavior. (LBT)