Investigated the agreement and stability of three teacher rating scales used to assess attention deficit/hyperactivity disorder (ADHD) in preschoolers. Found that agreement among the rating scales and interrater agreement between teacher and assistant teacher ratings yielded noticeably stronger correlations at elementary school than at preschool 4…

The frame analytical approach was used to explore the frames through which nine Finnish educators in early childhood programs interpret their working situations. Findings indicated that the educators interpreted their work through five different frames: educational, caring, managing, practical, and personal. Frames provided the rules and…

Discusses possibilities of the use of microcomputers and developmentally appropriate computer software with young children in the preschool/kindergarten setting. These possibilities include the enhancement of playful socialization, active play, writing processes and language development, shared problem solving, creative expression, and play and…

Presents a statement to the Montgomery County (Maryland) Council concerning the issue of all-day "whole" kindergarten--combining education and child care--for five-year-old children. (BB)

Examines experiences of undergraduate students and newly hired beginning preschool teachers as they learn about teaching and working with young children through an early childhood education course. Suggests ways in which experienced or supervising teachers and directors can help new teachers. (BB)

Discusses the development of a webbed curriculum at the preschool level. The teacher develops the curriculum by observing children, documenting their recurring interests and the themes of their activities, and integrating and connecting class activities. (BB)

Advocates cooperative learning, rather than competitive learning, in the classroom. Offers an example of cooperative learning among nursery school children in Tenants Harbor, Maine. Discusses ways for teachers to facilitate cooperative learning in program and classroom design. (BB)

Parent participation programs that are to effectively meet the needs of all families need to give equal consideration to the needs of all families represented in the class. Teachers are offered guidelines for planning parent participation strategies for their class. (BB)

Nine research reports on the use of computers in the education of young children are reviewed. The reports appear in dissertations, journal articles, or papers that are in the ERIC database. Each report is referenced to its ERIC accession number. (BC)

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)

The extent of developmentally appropriate practices was studied in 103 kindergarten classrooms across North Carolina. Ninety-three teachers and 93 principals were also surveyed to determine predictors of classroom quality. Only 20 percent of the classes met criteria for developmental appropriateness, and quality was predictable from teacher and…

Maintains that the dimension of quality, and the dimensions related to equality, including teacher salary, types of services rendered to children, continuity, and integrity, need to be considered by those who are formulating and implementing policy changes in the field of early childhood care and education. (BB)

Japanese preschool teachers and administrators watched and commented on videotapes of Japanese and U.S. preschools. In contrast to American notions of home-school continuity and the mothering role of the preschool teacher, Japanese educators saw their large preschool classes (of approximately 30 students) as teaching overly individualistic,…

Discusses the implications of research findings that responsive teaching techniques improve the classroom interactions of preschool children with learning disabilities for classroom-based early intervention. Considers the use of responsive strategies in writing Individualized Education Plan and Individualized Family Service Plan goals and…

Examined preschoolers', first-graders', and third-graders' responses to questions in which one authority (mother or teacher) permitted a moral or conventional act to occur across contexts and the other authority prohibited the act from occurring across contexts. Found that children's evaluations were a function of the authorities' status, the…