Early childhood teachers are faced with many more choices and decisions regarding the development of their curriculum than ever before. The development of state standards for young children in prekindergarten (pre-K) programs not only provides guidance but also places demands on content that must be addressed. Finding the time to plan creative…

Twenty-eight pre-school children, identified as having either a high or a low degree of interest in books and stories at nursery school, were compared by means of observations, tests, interviews with parents about activities at home, and questionnaires for staff about activities at school. (Author)

Presents a rationale for engaging in regular storytime and offers guidelines preschool teachers can use to conduct read-aloud sessions that support children's interactions with literature. Also lists questions for evaluating picture books for early childhood education and books that teachers can read aloud. (BB)