Argues that educators must reform interscholastic sports programs at the middle school level for age appropriateness. Discusses several areas of concern, including physical injuries, psychological considerations, sports burnout, coaches, families, and liability. Proposes ten considerations for program design covering inclusiveness, risk…

Presents an account of the project approach used by American first graders to study Japan. (BB)

Discusses the issues of best practice, guidance of young children, teacher supervision, power, and rewards in the context of developmentally appropriate practice. Examines a true story about a conflict-laden school situation as an opportunity to explore the dynamics of perspective taking, roles and relationships, turbulent and uncertain…

Describes NAEYC video training materials "Tools for Teaching" providing guidance on five essentials for early childhood teaching: creating caring communities of learners, teaching to enhance development and learning, constructing appropriate curriculum, assessing children's learning and development, and building reciprocal relationships with…

Students making the transition into middle or high school face challenges that may derail their school careers. Schools can do a better job of preparing students for the challenges ahead. In this article, the authors review the developmental needs and challenges of young adolescents and the concerns that they and their parents have about moving…

The No Child Left Behind Act (NCLB) has ushered in an era of increased accountability and assumed universal proficiency at a time when there is significant variability in children's abilities as they enter kindergarten. Despite NCLB's emphasis on the use of evidence-based practices to improve students' achievement, it explicitly recommends grade…

This collection of 18 essays and interviews documents the unique approach to early childhood education taken by schools in the Reggio Emilia region of Northern Italy for the last 30 years. The book is divided into four major parts. Part I includes an introduction by Carolyn Edwards and others, and the essay, "What Can We Learn From Reggio…

This document relates the experiences of individuals who have embraced the concept of developmentally appropriate practice in kindergarten and made the effort to translate their understandings into practice in public school settings. The book's primary authors are a kindergarten teacher, an elementary school principal, a school superintendent, and…

The Pasadena Unified School District, in northwest Los Angeles County, recognized that an early intervention program for economically disadvantaged children should be part of its comprehensive district revitalizing and restructuring plan. Consequently, staff developed the Kindergarten Program for Four-Year-Olds, which was designed to provide: (1)…

Notes that rapid introduction of information and communication technologies in United Kingdom schools, along with government-mandated curriculum requirements, has not been matched by growth in practitioners' understanding of appropriate ways to use the technology. Examines the successful implementation of technology in early childhood settings…

Discusses the kinds of competencies needed by educators to better assist young children with disabilities and their families. These competencies include: knowledge of early childhood as a distinct phase of development, experiences in working with families, skills in collaboration and coordination, developmentally appropriate intervention, and…

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)

Discusses the need for communication between parents, caregivers, and infants in high quality caregiving. Emphasizes the importance of a developmentally appropriate program. Addresses primary caregiving in terms of the overall care and nurture of a small group of infants. Discusses methods of reporting and assessment used by caregivers. (GLR)

Explores commonalities and differences between the Reggio Emilia approach and the developmentally appropriate approach. Points to differences in eight areas: (1) scheduling; (2) grouping children for activities; (3) planning; (4) teacher attitudes; (5) products of work and play; (7) parent conferences; and (8) continuity. (BGC)

As more children with disabilities are served in early childhood settings, preservice training programs have a responsibility to provide future early childhood educators with the knowledge, skills, and confidence to actively participate as a team member in meeting the needs of young children with disabilities. This article provides a description…