Discusses connections between early childhood experiences and adolescent behavior, based on interviews with troubled 14- to 17-year-olds. Describes common characteristics of troubled adolescents. Asserts that early childhood professionals should take advantage of their opportunity to positively affect individual children and delineates actions to…

Speech delivered at NAEYC's National Institute for Early Childhood Professional Development explores changing perspectives on social needs, and suggests building a sense of community and improving teacher education as ways to support children and families in need. (HTH)

Discusses the need to recognize the importance of preschool teachers and preschool education. Parents and preschool staff can educate the public about the need for high quality child care and the effects of high quality child care on society. (SH)

Describes how the collaboration of teachers with different educational philosophies and a monthly joint project led to the development of a trial multiage classroom with pre-first and pre-kindergarten students. Maintains that differences in educational philosophies can help provide the means to create a balanced environment for children and…

Explores an anecdote about a parent withdrawing her child from a child care program as a metaphor for the current status of early childhood to illustrate the pedagogical, practice, and policy dilemmas challenging the field. Maintains that pedagogy, practice, and policy are inseparable and that early childhood professionals must be cognizant of…

Argues that standardized testing encourages a standardized pedagogy in a nonstandard, diverse student population and is characterized by logical fallacies and procedural problems. Concludes that conventional tests create barriers to learning and educational policies with important consequences for children. Encourages early childhood teachers to…

Chronicles one school's attempt to create a school- wide portfolio as a tool for evaluating the growth and progress of children and as a means of professional growth for teachers and the director/principal. Discusses the staff meetings to discuss philosophy, focus group meetings to formulate the portfolios, and between-meeting activities. Notes…

Asserts that the field of early childhood education (ECE) should reclaim some powerful words to reconnect them with ECE traditions and professional values. Includes discussion of academics, assessment, reading, standards, and structure. Concludes that using these words can be beneficial in discussions with other professionals and policymakers…

Demonstrates how Piaget's theoretical framework of a preschool science curriculum, with illustrative experiences using paints, sound, and food, can help teachers develop their ability to provide appropriate science experiences in their classroom. The framework can also help teachers evaluate the activities suggested in literature. (BB)

Discusses some teaching strategies and classroom activities that kindergarten teachers can use to enhance the natural development of writing--from scribbling to writing meaningful messages--in children. (BB)

Describes the "writer's brief case," a take-home activity for kindergarten children designed to extend the reading-writing process into the home. (BB)

Recounts the development and implementation of a new language and literature program into the kindergarten curriculum at the Lincoln-Eliot School in Newton, Massachusetts. (BB)

Describes Project Desert Shield, a curriculum that preschool children and teachers at a U.S. military base in Germany developed to embrace and constructively deal with the interests and concerns of the children about Operation Desert Shield/Desert Storm through dramatic play. (Author/BB)

Notes that the majority of brain development occurs in the first three years of life. States that infant and toddler interactions are beneficial to both ages, provided contact occurs in a safe environment. Discusses how infants and toddlers learn from each other through play, even if they are nonverbal, and further benefit from insights and…

Describes Erikson's theory of developmentally appropriate curriculum and the eight stages of the life cycle. Provides brief descriptions of these stages and some possible professional applications that early childhood educators can use in pursuing professional development. (MOK)