Recognizing the contributions of quality early childhood education in providing a foundation for children's later learning and in supporting families, the New Zealand government developed Desirable Objectives and Practices (DOP), requirements to enhance quality in chartered early childhood programs. This publication was developed to assist…

Responding to children's natural interest in creating art, early childhood educators have historically given the visual arts an honored place in the curriculum. Even in the 1980s and 1990s, as the push for earlier academic skill development increased, art continued its centrality in programs for young children. This chapter offers teachers theory…

Optimal conditions for child development and preschool learning can be provided in away-from-home programs that operate in a cross-cultural community configuration supported by professionals. (Editor)

Compares academically-oriented, Montessori, British Infant schools and child development or traditional nursery schools. Suggests that a combination of structured learning activities and free play periods is desirable. (NH)

Concerned with the problem of sex role stereotyping in preschools, the Women's Action Alliance of New York City developed the Non-Sexist Child Development Project. The project included inservice training, parent education, curriculum suggestions and materials, field testing, and production of a guide. (HS)

Examines whether or not teachers employed in the same settings could agree with each other concerning expressed optimal educational strategies for preschoolers, looks at their behavior in those settings, and studies the relationship of teachers' attitudes and behaviors among a number of settings purporting to derive from the same conceptual…

Argues against using cute ideas for busywork in early childhood classrooms. Asserts that cute activities insult children's intellects, mistake doing with learning, often miseducate, undermine professionalism, and frequently undermine educational equity. Posits that cute ideas interfere with communication between adults and children, between…

Describes the enthusiastic support of parents and early childhood educators for including computer activities in programs for young children in Hong Kong. Describes the current status of computer environments in Hong Kong kindergartens, noting the lack of curriculum guidelines for integrating computers into classrooms, the lack of resources to…

Describes the process of developing an HIV/AIDS education curriculum for "Takalani Sesame," an educational media project for young South African children. Illustrates the formative research conducted with adults and children, and recounts discussions with HIV/AIDS health specialists. Describes the knowledge, attitude, and skill…

Identifies eight categories of curriculum modifications that teachers can use in their early childhood classrooms to help children with disabilities and other special needs participate in play activities. Describes and includes examples of modifications relating to environmental support, materials adaptation, simplifying the activity, using child…

Provides an overview and a comparison of Montessori education and the Reggio Emilia approach. Considers historical origins, foundational philosophical premises, and concepts about child development and learning of these two approaches. Compares their organization for decision-making about environment, curriculum, instructional methods,…

Recounts the development and implementation of a new language and literature program into the kindergarten curriculum at the Lincoln-Eliot School in Newton, Massachusetts. (BB)

This review of Head Start literature evaluates long-term effects of Head Start on students' overall academic success. Research bears out the idea that Project Head Start has strong immediate effects on the cognitive and socioemotional development of young children. (RJC)

Compared gain scores of: (1) a group of middle-class children in day care whose parents augmented the day care curriculum at home; and (2) a group who received only the day care curriculum. The control group did not receive the curriculum. Groups exposed to the curriculum demonstrated greatest gains. (BB)

Provides a comparative analysis of the Perry Preschool project, an experimental program that delivered high quality preschool education to 58 at-risk, African American children, and the national Head Start preschool program. Finds that each program has unique strengths and weaknesses. (MDM)