Play provides abundant opportunities for children to learn science concepts such as the diversity and interdependence of life, relationships between force and motion, and the structure of matter. It is also a rich context in which to introduce young children to the process of scientific inquiry. Teachers support play through intentional planning…

The authors show how teachers can use nature explorations as a personal guide in implementing early learning standards. They describe five outdoor experiences of children in age groups ranging from 20 months to 5 years. A chart specifies which of the Nebraska state learning guidelines and Creative Curriculum goals the experiences meet, across the…

Discusses a method by which young children learn about life and death by studying plants. Plants are used because their life cycle has minimal emotional significance to the children. Parent involvement, teacher attitudes, and experiences with the method are discussed. (DG)

Half the Sky, an international NGO, works in partnership with Chinese national and provincial governments inside state-run orphanages (welfare institutions). Through their infant nurture programs infants and toddlers in institutions begin to thrive through primary relationship-based care by trained community paraprofessionals. In preschool…

This observational study suggests that many toddler friendships are occurring all the time, waiting to be discovered and fostered by astute teachers. Asserts that those working in toddler programs need to be sensitive to the potential for friendships in 2-year-olds and nurture these first fragile bonds. (EV)

Discusses development of symbolic thinking in toddlers as a step in language acquisition and skill development. Examines means of encouraging this symbolic problem solving, such as setting the stage for problems, helping children plan problem-solving strategies, and encouraging children in self-evaluating their skills. Examines development of…

Discusses the design and development of an in-depth study project curriculum for toddlers. Offers examples of the use of the spiraling curriculum in toddlers' and two year olds' classes. Provides guidelines for conducting in-depth study projects with toddlers. (BB)

Discusses ways for caregivers to improve sensitivity to cultural and individual differences and increase communication across cultural barriers. Offers suggestions for managing and resolving conflicts related to caregiving practices. (LB)

Discusses whether developmental delays can be the unintended consequence of developmentally inappropriate preschool teacher and staff practices. Describes the interplay between language and knowledge in early childhood. Includes a table that specifies the child's ability to take in information from language input through five developmental stages…

Draws on discussions with child care workers to discuss important changes involved in moving from teaching preschoolers to teaching infants and toddlers. Describes differences in (1) relating to children; (2) parent/teacher relationships; (3) group dynamics; (4) curriculum; (5) routines and transitions; (6) coworker relationships; (7) director…

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)

Examines some of the basic issues involved in creating a warm and safe day-care environment for infants and toddlers, one that supports and promotes development and learning. Describing policies that were generated from everyday classroom experience, discusses the issues of security and trust, separation anxiety, group size, exploration and…

Describes how one child care center staff helps infants make the transition to the toddler group. Transition occurs over a period of several weeks, involving parent-staff consultation and continual adult support. The child manages the change in small steps, resulting in a smooth transition and allowing the child the independence and support…

Discusses calls for Head Start to expand its services for children from birth to three years and to devise standards for infants and toddlers. Recent policy decisions resulting in such expansion are discussed. The need for Head Start staff involved with infant and toddler care to be trained about infancy is considered in detail. (BG)