Notes that love for children, training and experience, and respect for and trust in each child are fundamental attributes for preschool teachers. Offers suggestions for additional aspects of early-childhood educators. Suggests that developmental learning theory, humor, courage, and integrity are additional qualities to be found in a well-rounded…

Identifies pioneers in the 75-year-old National Association for the Education of Young Children. Notes that they defined central issues for the field, worked to marshal public opinion regarding early childhood education, helped to develop public policy, and achieved support for early childhood programs. (KB)

Delineates newly released revised standards of the National Association for the Education of Young Children for college and university programs that prepare early childhood professionals. Describes the standards revision process and offers highlights of the revised standards. Suggests that challenges to meeting standards relate to access,…

Posits that an emergent curriculum is a continuous revision process. Describes relevant experiences in kindergarten classrooms, noting how students' interests guide activities but teachers keep curricular goals in mind; unit themes are chosen according to children's expressed interests; and the flexibility necessary for this approach makes…

For may early childhood teachers, angry voices of children are heard all too often. When children focus on protecting themselves and surviving conflicts, they miss out on the joys and opportunities the early childhood program has to offer. Without the ability to solve problems in their interactions with others, children are not able to peacefully…

Step by Step (Early Childhood Program) is an education reform program to engender democratic principles and practices in young children and their families. The authors interviewed 15 teacher participants in the yearlong Step by Step training to learn how the training changed their teaching practices and how their new practices affect the children…

Maintains that teachers of young children--at the kindergarten level, for example--need to exhibit understanding rather than patience in working with these children. Asserts that patience is rarely necessary when one is understanding. (BB)

Reviews the Child Development Associate (CDA) program for training child care professionals, and suggests changes for both its immediate and long-range future. (Author/CM)

Discusses negative/double meanings conveyed by eight statements often heard in preschool and elementary classrooms. Statements include: "Mouths shut, do your work, and don't look at your neighbor's paper"; "Sit in that time-out chair until you can learn to get along"; "Don't get smart with me"; and "I don't need lesson plans-I teach pre-K." (KB)

Describes a kindergarten class project in which five-year-old children became community helpers by producing joke books and distributing these joke books to waiting rooms of medical facilities to be used by child patients. (BB)

Suggests way for directors, principals, and NAEYC affiliate groups to promote the association's Code of Ethical Conduct. Also suggests ways for early childhood care and education professionals working in state government to incorporate the Code into the training and technical assistance they provide. (HTH)

Highlights collaborative practices from fields of family therapy and educational psychology to facilitate conferences on children's behavior problems between parents and child caregivers and teachers. Illustrates stages of collaborative conversations: establishing trust; inviting parents to collaborate; discovering and stating mutual goals;…

Examined images of preschool, teachers, and principals presented in 57 children's picture books published between 1953 and 2000. Found that school was portrayed realistically in only 14 books, most teachers were portrayed as white females who stand or sit at the front of the class, and most principals were portrayed as older white males who are…

Examines how using play to promote literacy in preschool can interfere with play and become a stumbling block to literacy. Discusses concerns related to access of literacy materials in the play environment, adult intervention, and assessment during play. Urges educators to provide moderate amounts of literacy materials, intervene sensitively, and…

A new preschool teacher centers her class' curriculum on cooking. She is surprised to learn that not only are cooking options limited by children's health concerns, but young children do not embrace new foods and flavors. Respecting the children's preferences, the teacher adapts the cooking theme to the children's differences and needs.