Authors

Barclay Kathy, Benelli, Cecelia, & Wolf, Jean Maakestad. "Is it time yet?" Getting more time out of daily routines. No. 1 (Winter 1997), 22-26. Helping children understand time passage through daily routine and time lines. Barclay, Kathy, & Benelli, Cecelia. Opening the world of literacy with infants and toddlers. No. 4 (Fall 1997), 9-16. Observations and suggestions on motivating early literacy.

Brett, Arlene. Assistive and adaptive technology—supporting competence and independence in young children with disabilities. No. 3 (Summer 1997), 14-20. Guidelines for creative use of technology in fostering independence.

Brown, William H. Inclusion: A time to include and support young children. No. 3 (Summer 1997), 3-5. Society's past attitudes and educators perspectives on inclusion of the special needs child.

Camp, Marcia. A review of Carroll, Lewis, Alice's Adventure in Wonderland. (Artisan, 1996). No. 3 (Summer 1997) 36.

Cotton, Janice N. Partnerships in action for children, families, and communities. No. 1 (Winter 1997), 27-29. Public-private coalition can create state-of-the-art child development centers.

Dresden, Janna. Family child care and school-age programs: Today's friendly neighborhoods. No. 1 (Winter 1997), 16-21. Providing for changing needs of children in diverse neighborhoods.

Durost, Dennis D. Keypals—E-mail leads to new friends. No. 4 (Fall 1997), 17-22. Enriching communications skills through early E-mail use.

Freeman, Nancy K. Education for peace and caring go hand in hand. No. 4 (Fall 1997), 3-8. Helping children develop attitudes and behaviors that prepare them to become peaceful, cooperative adults.

Greenwald, Carol, & Hand, Jennifer. The project approach in inclusive preschool classrooms. No. 4 (Fall 1997), 35-39. Overcoming obstacles in the project-approach classroom.

Gunnels, Jan Allison. A class pet campaign: Experiencing the democratic process. No. 4 (Fall 1997), 31-34. Meeting school system requirements while engaging children in integrated learning.

Hemmeter, Mary Louise, & Grisham-Brown, Jennifer. Developing children's language skills in inclusive early childhood classrooms. No. 3 (Summer 1997), 6-13. Using everyday routines in developing language and communications skills.

Kokoski, Teresa M., & Patton, Mary Martin. Beyond homework: Science and mathematics backpacks. No. 2 (Spring 1997), 11-16. Teaching math with learning activities for the whole family.

Leister-Willis, Clarissa. The White House Conference on Brain Development. No. 2 (Spring 1997), special insert. Research proves the importance of early learning and consequences of neglect.

Lewis, Eleanore Grater. Everyone can come to school: Learning from experience. No. 3 (Summer 1997), 21-25. Attitudes and expectations are critical ingredients in making inclusion work.

Norton, Terry L., & Anfin, Carol S. Ditties and dishes: Cooking connections with Mother Goose. No. 4 (Fall 1997), 25-30. Fostering learning by connecting nursery rhymes and hands-on food preparation.

Peck, Nelle. Teachers are advocates, too! No. 4 (Fall 1997), 23. Learning about democracy through school activities.

Presler, Betty, & Routt, Mary Lou. Inclusion of children with special health care needs in early childhood programs. No. 3 (Summer 1997), 26-31. Guidelines for successfully enrolling children with special health care needs.

Saul, Karen E. Money matters—exploring money concepts with young children. No. 2 (Spring 1997), 17-21. Reasoning and handling real or play money helps teach math skills.

Schiller, Pam, Peck, Nelle, & Leister-Willis, Clarissa. Southern issues and attitudes. No. 2 (Spring 1997), 3-4. Issues and attitudes combine to have a negative impact on southern children.

Stanberry, Anne M., & Blackwell, Ann P. Professional change: Involve students in public policy. No. 1 (Winter 1997), 3-8. Teaching students to add their input and experience to formulating public policy.

Stegelin, Dolores A., & Swick, Kevin J. Outcomes of mixed-age groupings. No. 2 (Spring 1997), 22-28. Older children teach younger ones; younger children are inspired by older ones.

Swick, Kevin J. Strengthening homeless families and their young children. No. 2 (Spring 1997), 29-35. Mentoring and observing needs help homeless families succeed.

Wardle, Francis. Playgrounds: Questions to consider when selecting equipment. A thoughtful approach to playground equipment selection.

Wellhouse, Karen. A review of Merkel-Holquin, L. Because you love them: A parent's planning guide. (Child Welfare League of America, 1994). No. 4 (Fall 1997), 40.

Wilt, Judith Vander. Growing responsibility with kindergarten and primary children. No. 1 (Winter 1997), 30-35. Strategies for fostering children's increasing sense of responsibility.

Advocacy and public policy

Family child care and school-age programs: Today's friendly neighborhoods. No. 1 (Winter 1997), 16-21. Providing for changing needs of children in diverse neighborhoods. By Janna Dresden, & Karen R. Shetterley.

Inclusion: A time to include and support young children. No. 3 (Summer 1997), 3-5. Society's past attitudes and education's perspectives on Inclusion of the special needs child. By William H. Brown.

Partnerships in action for children, families, and communities. No. 1 (Winter 1997), 27-29. Public-private coalitions can create state-of-the-art child development centers. By Janice N. Cotton.

Professional change: Involve students in public policy. No. 1 (Winter 1997), 3-8. Teaching students to add their input and experience to formulating public policy. By Anne M. Stanberry, & Ann P. Blackwell.

Southern issues and attitudes. No. 2 (Spring 1997), 3-4. Issues and attitudes combine to have a negative impact on southern children. By Pam Schiller, & Nelle Peck.

Teachers are advocates, too! No. 4 (Fall 1997), 23. Learning about democracy through school activities. By Nelle Peck.

What new research on the brain tells us about our youngest children: Summary on the White House Conference on Early Childhood. No. 2 (Spring 1997), Special Insert. Research proves importance of early learning and consequences of neglect. By Clarissa Leister.

Curriculum

Ditties and dishes: Cooking connections with Mother Goose. No. 4 (Fall 1997), 25-30. Fostering learning by connecting nursery Rhymes and hands-on food preparation. By Terry L. Norton, & Carol S. Anfin.

"Is it time yet?" Getting more time out of daily routines. No. 1 (Winter 1997), 22-26. Helping children understand time passage through daily routines and time lines. By Kathy Barclay, Cecelia Benelli, & Jean Maakestad Wolf.

Keypals leads to new friends. No. 4 (Fall 1997), 17-22. Enriching communications skills through early E-mail use. By Dennis D. Durost, & Sue L. Hutchinson.

Money matters—exploring money concepts with young children. No. 2 (Spring 1997), ,17-21. Reasoning and handling real or play money helps teach math skills. By Karen E. Saul.

Opening the world of literacy with infants and toddlers. No. 4 (Fall 1997), 9-16. Observations and suggestions on motivating early literacy. By Kathy Barclay, & Cecelia Benelli.

Playgrounds: Questions to consider when selecting equipment. No. 1 (Winter 1997), 9-15. A thoughtful approach to playground equipment selection. By Francis Wardel.

Family involvement

Beyond homework: Science and mathematics backpacks. No. 2 (Spring 1997), 11-16. Teaching math with learning activities for the whole family. By Teresa M. Kokoski, & Mary Martin Patton.

Strengthening homeless families and their young children. No. 2 (Spring 1997), 29-35. Mentoring and observing needs help homeless families succeed. By Kevin J. Swick.

Social-emotional development

A class pet campaign: Experiencing the democratic process. No. 4 (Fall 1997), 31-34. Meeting school system requirements while engaging children in integrated learning. By Jan Allison Gunnels.

Education for peace and caring go hand in hand. No. 4 (Fall 1997), 3-8. Helping children develop attitudes and behaviors that prepare them to become peaceful, cooperative adults. By Nancy K. Freeman.

Growing responsibility with kindergarten and primary children. No. 1 (Winter 1997), 30-35. Strategies for fostering children's increasing sense of responsibility . By Judith Vander Wilt.

Outcomes of mixed-age groupings. No. 2 (Spring 1997), 22-28. Older children teach younger ones; younger children are inspired by older ones. By Dolores A. Stegelin, & Kevin J. Swick.

Special needs

Assistive and adaptive technology—supporting competence and independence in young children with disabilities. No. 3 (Summer 1997), 14-20. Guidelines for creative use of technology in fostering independence. By William H. Brown.

Developing children's language skills in inclusive early childhood classrooms. No. 3 (Summer 1997), 6-13. Using everyday routines in developing language and communication skills. By Mary Louise Hemmeter, & Jennifer Grisham-Brown.

Everyone can come to school: Learning from experience. No. 3 (Summer 1997), 21-25. Attitudes and expectations are critical ingredients in making inclusion work. By Eleanor Grater Lewis.

Inclusion of children with special health care needs in early childhood programs. No. 3 (Summer 1997), 26-31. Guidelines for successfully enrolling children with special health care needs. By Betty Presler, & Mary Lou Routt.

The project approach in inclusive preschool classrooms. No. 4 (Fall 1997), 35-39. Overcoming obstacles in the project approach classroom. By Carol Greenwald, & Jennifer Hand.

Reviews

Carroll, Lewis (1996). Alice's Adventure in Wonderland. New York: Artisans. No. 2 (Spring 1997), 36.

Merkel-Holquin, L. (1994). Because you love them: A parent's planning guide. Washington D. C.: Child Welfare League of America. No. 4 (Fall 1997), 40.