Presents a six-phase model of the interdependent relationship between cooperating teachers and their student teachers in early childhood settings: (1) anticipation/excitement for cooperating teachers and anxiety/euphoria for student teachers; (2) confusion/clarity for both; (3) onstage/backstage and competence/inadequacy; (4) letting go/hanging on…

Presents an ethical dilemma posed by two important professional concepts: (1) presenting a balanced cultural diversity, and (2) not offending cultural values. Sample responses to the problem include using the NAEYC Code of Ethics, a teacher's viewpoint, and a third response. (SD)

Chronicles the experiences of a rural West Virginia school district as it moved toward implementing developmentally appropriate practices in kindergarten through Grade 2. Examines the development of a plan for assessment and professional growth, and recommendations of the K-2 task force. Describes how four professional development goals were…

This article presents the Let's Talk project as a different approach to oral language development. This approach was based on observations of classrooms in the Netherlands where children talked at large tables while playing with miniature figures representing people and objects they were familiar with in their daily lives. It was also influenced…

A diverse group of professionals associated with Texas Woman's University's Institute for Women's Health, working collaboratively with school administrators, teachers, family support teams, and family members, developed Growing with EASE: Eating, Activity, and Self-Esteem, a nutrition program for young children and their families. In tracking the…

This review of the literature examines the development of humor in infants and young children, and looks at ways in which adults can support children's understanding, appreciation, and creation of humor in play and verbal and social interactions. (BB)

Reports the results of a 1984 survey that examined the status and nature of computer literacy in 121 early childhood education teacher education programs. (HOD)

Reviews research on the academic performance of early entrants, noting that damaging consequences for children who are not developmentally mature may continue throughout their school careers. Suggests possible ways to reduce the magnitude of the "unready" child's problem. (KS)

Young children's experiences with literature should be enjoyable, but the experiences can also be planned and enriched to develop children's knowledge and appreciation of language and literature. Five goals for a program of literature experiences for 3- to 7-year-old children are presented and discussed. (Author/RH)

Reviews research pertaining to various aspects of early cognitive development in deaf children. (CM)

Discusses the importance of a well-defined program for motor development in early childhood education. Presents suggestions for implementing a program that involves movement skills, physical fitness, and perceptual-motor development. (PCB)

Describes the development of the Early Adolescent/Child Care Helper Program, which is designed to meet the needs of both young adolescents and preschool children. (BB)

Explains that Hunter's Instructional Theory Into Practice/Teacher Assessment Model and developmentally appropriate practices are mutually incompatible alternatives to good early childhood education practices. (BB)

Describes development of NAEYC accreditation and offers a description of the process. Highlights the effects of accreditation and discusses its future. Notes that accreditation provides opportunities and motivation for valuable professional development, and that quality control is the greatest challenge faced by accreditation efforts. Notes…

Discusses the history, characteristics, and purposes of the "ecole maternelle," the French system of free public preschool education for two- to five-year-old children. Focuses on the classes for two year olds, and particularly their enrollment levels, schedules, and links with day care. Describes research on the classes. (BB)