Excellent teachers in early childhood programs are intentional in all they do with and for children. They do not assume that children's development will happen without support, encouragement, and scaffolding or without presenting appropriate challenges for the children. Intentionality is a key message in "Developmentally Appropriate Practice…

This response to the articles by Brewer and Uphoff on transitional programs in this issue addresses two questions: (1) Do transition classes protect children? (2) Do transition classes assist in school improvement? (BG)

Many drug abuse prevention programs and materials, such as the "Smart Choices" newsletter for kindergartners, are developmentally inappropriate for young children. Successful preventive measures need to address the mixed messages that society itself gives to children about alcohol and other drugs and present developmentally appropriate instruction…

Discusses the maturationist, behaviorist, and cognitive interactionist views of transitional programs. Research on transitional programs and possible effects of such programs on kindergarten and first grade classes is discussed. (BG)

Examines definitions of sexual abuse and primary prevention; considers the appropriateness and fairness of child abuse prevention programs in the light of child abuse theory and developmentally appropriate educational practices; and reviews the quality and effects of some programs. Suggests caregivers and educators consider greater parent and…

Examines some of the basic issues involved in creating a warm and safe day-care environment for infants and toddlers, one that supports and promotes development and learning. Describing policies that were generated from everyday classroom experience, discusses the issues of security and trust, separation anxiety, group size, exploration and…