Uses case study to present grief counseling guidelines for members of the school, community, and concerned parents affected by death. Argues that information lessens fear, and memorializing or commemorating the deceased helps children understand death and creates a foundation for the grief process. Lists age-oriented concepts of death,…

Illustrates with a case study example the importance of teachers helping young children deal with a death. Presents specific dialogs for dealing with the victim of the tragedy, the classmates, and the employees of the classroom. Focuses on teacher roles and contributions in the understanding and coping processes. (SD)

Discusses the development of complex sentence and other language embellishments in preschool children. Emphasizes implications for parents and teachers who facilitate such language development. (BB)

Samples of kindergarten children's drawings and language, especially as used in dictation, illustrate that children invent symbols for figures, objects, and events; engage in the thinking processes of organizing and abstracting as children work to portray their concepts; and communicate their ideas to themselves and others. (BB)

Maintains that young children learn to think when they act on objects, thus developing what Piaget refers to as physical and logico-mathematical knowledge. Teachers can encourage thinking/mental action by creating situations that are personally meaningful to the children, by providing decision-making opportunities, and by providing opportunities…

Through balanced interaction between preschool staff and mental health consultants, staff are helped to understand specific children and develop ways of dealing with them which derive from staff's own observations and perceptions. (HS)

Highlighted by Katy's early reading and writing experiences, guidelines to help young children become effective readers and writers are offered to parents and teachers. (BB)

Urges the preschool teacher to assume the role of mental health counselor by working closely with parents. Suggests ways to deal with normal childrearing situations and with crises involving death, illness or surgery, and separation or divorce. Briefly discusses the nursery school's handling of children with psychological problems. (BRT)

Uses the case of a boy named Franklin, making the transition between free play and a group activity, to illustrate conflict between teachers' respect for individual play and scheduled group activities. Discusses various issues, including differing perceptions of time, closure, and independence; using learning-environment organization for…

Discusses the developmental process that allows children to use symbols to represent their experienced world and to construct imagined worlds. Emphasizes the critical role of art and play in children's growth as symbol makers. (BB)

A kindergarten teacher relates her experience of becoming a better teacher after her move from a teacher-directed to a child-centered classroom and curriculum. (BB)

This article is the second in a series reporting the results of YOUNG CHILDREN's May 1987 survey on recurring early childhood education ethical dilemmas. Presented are readers' replies to the case of "The Aggressive Child" and accompanying commentaries. (Author/RWB)

Presents a National Association for the Education of Young Children (NAEYC) Ethics Commission member's comments and suggestions about how early childhood educators can best make sound decisions about the ethical dilemma of the welfare of the child and the confidentiality of its divorced parents. (BB)

Presents a philosopher's comments on how early childhood educators may view and deal with the issues of confidentiality and the family's right to privacy on the one hand and the parents' right to know on the other. (BB)

Discusses ways in which kindergarten and primary teachers can maximize their role in meeting the special needs of young gifted children. A case study illustrates the situation. (BB)