Discusses ways in which parent cooperatives can be adapted to meet the needs of working parents in increasing parent involvement in the early childhood and elementary school classroom. Suggests that employers support parental classroom participation leave programs as a job benefit. Also discusses benefits that can be derived from parental…

Describes one elementary school's efforts to increase parental involvement in its day-to-day operations. The procedure adopted to expand parental involvement included analysis and selection of the school's needs, goal setting, parent training, spreading the word, outreach to parents unable to come to the school, ways of showing appreciation to…

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)

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 how teachers can effectively begin and lead discussion groups for parents of young children. Needs for and characteristics of parent guidance groups are indicated, aspects of the role of the group leader are specified, and ways to begin a parent guidance group are suggested. In conclusion, common concerns of parents are described.…

Provides information enabling teachers to support children and families during divorce. Research and theory concerning the effects of divorce on children, parenting through divorce, and the role of the school are summarized. Practical suggestions for the teacher are presented, and relevant books for children, teachers, and parents are identified.…

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'…

Based on conversations with preschool children about their feelings, offers eight suggestions for teachers to help children share their concerns, and describes five ways of using information obtained from children to improve the services of the child care center. Includes an annotated bibliography. (BB)

Encourages close communication between parents and early childhood teachers. Initial contacts and contacts throughout the school year help to convey general information about the school to parents. Visits, notes, and telephone calls can be used to provide specific information about individual children. (GH)

Describes how Rosemary Wells's new books about "Edward Unready" explain children and readiness; explores the problems with her message, and suggests new endings that are more supportive of all children. Asserts that variability in development should not be mistaken for deficit, and recommends changing the focus from judging children to…

Discusses death education and makes suggestions for the teacher's self-development and effective communication with children such as answering questions truthfully and not denying a child's perception or reaction to death, positive use of experiences and parent-teacher cooperation. (MS)

Explores the complexities of making teachers' work more visible to mothers of kindergartners, through focusing on one day's events as seen by their teacher and a university professor. Considers teachers' fear that parents will witness their mistakes and teachers' wish to maintain dominance over parents in the educational hierarchy. (KB)

Suggests approaches for teachers to use during parent-teacher discussions that occur as a result of parents' or teachers' concern about young children's behavior. Provides a list of nine readings for further information. (RJC)

Discusses six types of difficult parent behaviors: antagonistic, know-it-all, complaining, negative, shy or unresponsive, and illiterate. Provides teachers with suggestions for working with parents who exhibit these behaviors. (BB)

Provides information on child abuse and how early childhood educators can help parents and their children in overcoming the trauma. Recommends two children's books on child abuse and provides a list of useful resources. (MOK)