Maintains that graduation exercises are developmentally inappropriate for young children. Discusses developmentally appropriate alternative end-of-the-year activities. (BB)

Maintains that many early childhood educators are apt to practice nice thinking rather critical thinking when, in fact, the latter would clear their heads and inform practice. This position is supported by examples of teachers' uses of such terms as "home-school cooperation,""planning," and "curriculum." (BB)

Discusses social and educational forces that are leading to the development of all-day kindergarten. Also considered are the effects of pressures on children, parents, and schools on all-day kindergartens and the constituents of developmentally appropriate practices in kindergarten. (BB)

Discusses the philosophy behind the effects of placing at-risk kindergarten children in transitional first grade classes and suggests alternative practices. (BB)