Argues that knowing the temperamental differences of young children can assist classroom teachers in being more responsive to children's various needs and in providing developmentally appropriate classrooms. Recommends ways to adapt the classroom environment for many interaction and learning styles. (MM)

Recognizing that children are individuals with different needs, backgrounds, learning styles, and personalities, this book provides information on elements of a successful multiage, continuous progress classroom at the primary level. Following an introduction to the concept of multiage, continuous progress practices, the book discusses the…

There is a growing consensus among educators that a major reason why traditional curriculum approaches have failed is that they are not based on knowledge of what is age-appropriate or individually appropriate for young children. This book provides practitioners with a practical framework for making curriculum effective and responsive for children…