This document is comprised of twelve consecutive issues (1995-1998) of a newsletter published quarterly to provide information on current research and practice to early childhood professionals teaching in the primary grades in Colorado, Iowa, Nebraska, Missouri, and Montana. The Winter 1995 issue focuses on necessary conditions for math/science concept development, and includes discussions of early literacy development. The Spring 1996 issue focuses on portfolio assessment and play. The Summer 1996 issue summarizes research on class size effects and presents recommendations regarding full-day kindergarten. The Fall 1996 issue focuses on scaffolding in the zone of proximal development. The Winter 1996 issue presents suggestions for implementing developmentally appropriate practices, discusses child care quality, and contains a position statement on interdisciplinary learning. The Spring 1997 issue concerns positive transitions and early literacy, class size, and worksheets in kindergarten. The Summer 1997 issue focuses on providing language-rich home and school environments. The Fall 1997 issue deals with physics concepts in first grade and facilitating oral language skills. The Winter 1997 issue presents a developmental approach to student assessment, discusses grading, and describes the Even Start program. The Spring 1998 issue examines the mismatch in culture and expectations of early childhood and elementary education, preparing children for kindergarten, and ensuring that schools are ready for children. The Summer 1998 issue focuses on preventing reading difficulties, and includes discussion of the 100 most frequent words in beginning readers' books. The Fall 1998 issue includes a portion of a position statement on early reading and writing. (KB)