Discusses the concept of developmentally appropriate practice (DAP) and common misconceptions about it. DAP stresses that child care workers need to treat all children as individuals; gain specialized knowledge about child development; and respect children's ability to carry out their duties effectively. (MDM)

Suggests ways for early childhood programs to analyze the degree to which their parties, festivals, and celebrations are consistent with early childhood theory and research, and with good practice. Provides suggestions for increased integration of multicultural activities into the overall curriculum. (DR)

Argues that curriculum plays a vital role in quality programs for children under three. Proposes that development of trusting, caring relationships be the focal point of baby and toddler programming. Elaborates a curriculum model that specifies content (what is to be taught), processes (how it is to be taught), and the context in which learning…

Appropriate furnishings and equipment in a child care center can facilitate child development and help program staff respond to the needs of individual children. Offers extensive recommendations for furnishing and equipping a developmentally appropriate center. (SH)

Discusses ideas and strategies to ensure risk management in early childhood settings. Suggests that current trends in early childhood education lead to the reevaluation of risk factors. Notes that risk management today includes not only inspecting playgrounds and classrooms and implementing the latest public health guidelines but also staying…

Maintains that staff guidance in early childhood and child care programs can be optimized when it functions within the guidelines of developmentally appropriate practices in regards to staff age, stage appropriateness, and individual appropriateness. Differences in individual staff temperament and cognitive styles are considered. (BB)

Provides guidance in facilitating teaching transitions between preschoolers and infants and toddlers. Discusses developmentally appropriate changes in the areas of relating to children, relating to parents, relating to co-workers, group dynamics, curriculum, routines and transitions, director support and supervision, and most important…

Discusses the importance of play for the development of young children. Defines constructive play and identifies the benefits of play for children. Describes the current play landscape as characterized by increasing "screen time," limited outdoor play time, increased violence exposure, overscheduling, and overfacilitating. Emphasizes…

This workshop section includes six articles on the celebration of holidays in day-care centers: (1) "Going One Step Further: No Traditional Holidays"; (2) "A Questionnaire for Families about Celebrations"; (3) "Celebrations, Festivals, Holidays: What Should We Be Doing?"; (4) "Ideas for Celebrations"; (5)…

Notes the increase in after-school programs for school-age children and discusses ways to meet the outdoor play needs of this age group. Stresses the need to recognize the unique physical, cognitive, and social needs of school-age children; offers suggestions for developing or modifying playgrounds to meet those needs. (TJQ)

Provides a list of developmentally appropriate activity areas for infants, toddlers, and preschoolers which could be used in multi-house, module, or medium-sized child care centers. Describes these age-appropriate physical, academic, sensory-motor, fine arts, and multi-use areas, and provides suggestions for inexpensive materials, toys, storage,…

Discusses the reasons for mediocre child care programs and how programs could be improved by examining the relationship between high quality care for children and the organizational climate for adults. Shows how research findings are often not put into practice. Outlines Model Work Standards, standards that have the potential to improve programs…