Describes a Science Open House for adults and children given by the Vassar College Laboratory Nursery School, emphasizing the importance of parent-teacher cooperative planning and the influence of Rachel Carson's viewpoints. Learning experiences were designed to investigate nature and sensory exploration, physical science, and mathematics. (SDH)

Presents anecdotes from nursery school daily records which illustrate significant learning experience through cooperative work and play. Suggests that children process and learn information by playing with that information. (NH)

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…

As a result of improvements in and the reauthorization of the Individuals with Disabilities Education Act of 2004 (Public Law 108-446), classrooms across America are evolving into inclusive learning environments where children with and without disabilities learn side-by-side. Often, however, general education teachers find themselves unsure of how…

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)

Suggests that parents can encourage independence, self-reliance, and healthy self-concept by involving children in appropriate household tasks. Describes a six-week project designed to encourage parents to attain this goal. (KS)

Maintains that early childhood educators should encourage cooperative behavior among young children. Teachers can encourage such behaviors by organizing space and activities that facilitate cooperative social interactions; by supporting and reinforcing children's cooperative ventures; by planning for cooperative classroom activities; and by…

Defines priorities in the field of early childhood education in relation to children's experiences, leadership, nonprofessionals, parents, facilities, and coordination and integration of services. (DR)

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)