A state-wide study examined early childhood educators' perspectives of death education for young children. Results indicate that teachers are attempting to respond to children's concerns related to death, and exploring the possibility of initiating a more systematic approach to death education as a component of the early childhood curriculum.…

This article offers an overview of the death education movement. (MM)

A comprehensive bibliography of publications on the subject of death education is presented. Listed items represent only those published over the past 8 years. The listing is divided into articles and books which have focused on various dimensions of dying and death and those which deal exclusively with suicide and life-threatening behavior. Only…

Health education curriculum has responded to the need to include teacher preparation experiences in death education. While death education is gaining wide acceptance, little effort has been made to guarantee quality instruction. A list of competencies are provided for the edification of the effective death educator. (JN)

The rapid growth of death education is accompanied by the need for the delineation of course objectives, teaching strategies, and assessment techniques. (JMF)

In helping children cope with death, teachers must facilitate children's passing through the physiological and psychological processes of grieving. Standard protocols can be established in order to develop a range of possible crisis intervention methods. The teacher's first role in the moments of shock and confusion which follow a sudden death is…

This paper focuses on the recent phenomenon of death education. Formal approaches to education in this field have been needed for a long time. Assessment needs by various groups are discussed, as are examples of death education inquiry and curricular concerns. (Author)

Discusses death education and makes suggestions for the teacher's self-development and effective communication with children such as answering questions truthfully and not denying a child's perception or reaction to death, positive use of experiences and parent-teacher cooperation. (MS)

Discusses factors related to children's grief process in general, and response to death in particular. Implications for the single-child family are considered. (BB)

Concerns regarding death education and its quest for professional maturity are considered. The following issues are addressed: teacher preparation and quality control, student outcomes, course content, consumer acceptance, and research/assessment. Questions pertaining to teachers include whether they have specialized skills to teach death…

A national survey of teachers of death education was conducted to determine the status of death education courses in the college and university health education field. Several concerns were investigated: (1) faculty development; (2) certification of teachers; (3) quality control; (4) textbooks; and (5) support of professional health associations.…

Compared perceptions of 39 parents and 186 teachers toward death education for young children. Parents expressed significantly less support than teachers for death education as a part of early childhood education and did not wish teachers to share their personal or religious beliefs with children. (Author/JAC)

For adults, fear of death is universal, but young children are exposed to realities of death only infrequently and are often shielded from it by parents. Because parents realize the extent of a child's fear of losing a parent, parents sometimes take precautionary steps, such as avoiding both parents' travelling on the same airplane or designating…

Suggestions to assist teachers in preparing a course in death education are offered. Although there is not currently a standard for preparation or licensing of potential death educators, there are opportunities available for learning about formal dimensions of death education and counseling. Professional development experiences are available…

Suggests that although death education has become part of the curriculum within many colleges, few attempts have been made toward providing formal preparation for the beginning teacher. Provides some answers to questions that may confront the neophyte death educator relative to self-development, resources, goals, and student reactions. (Author)