This issue highlights seven distinct studies. The first study examines the perceptions of early childhood educators and elementary educators concerning their beliefs about young children and how those beliefs translate to practice. The second explores joint book reading among parents and very young children. The third investigates the importance of early literacy information and how that information can be shared through a social service agency. The fourth describes an intervention in which explicit literary devices were taught to elementary school children. The fifth provides the role of the teacher in guiding kindergarten children. The sixth investigates children's language development in block play areas of the preschool classroom. The seventh study provides us with an understanding of teachers' and administrators' beliefs about the role of physical activity in the classroom. This column briefly summarizes the content of the articles and suggests implications for the research as well as future research studies.