Margaret A. King

Young Children, Questions and Nonfiction Books.

This article discusses the use of nonfiction as a powerful antecedent for success in the types of reading required later on in the intermediate grades. Recent trends in informational (nonfiction) books, values of bringing together young children, and informational books and criteria for selecting high quality informational books are identified. Several question types are highlighted and incorporated into three strategies for bringing together young children, informational books, and questions. Also, a bibliography of high quality informational books is provided.

Making arrival time easier

SummaryArrival time in a child care center is a significant transitional period. The environment that greets children as they enter the center may influence how they respond to separating from a parent and spending many hours in the center. Teachers can make the transition easier for children by providing an environment that supports the individual needs of children.

Using picture books to teach mathematical concepts

SummaryWe have just provided a few picture books and activities that can enhance childrens understanding of mathematics. There are many picture books that can teach children about mathematics. We hope that this article helps you to begin to use those books as a starting point for creating a mathematics-enriched early childhood classroom.

Arrival time behavior of two-year-olds in child care

Twenty two-year-old children enrolled in a full day child care program were observed as they entered each morning to determine their behavior as they separated from their parents. Over 50% of the entrances involved children showing signs of contentment by waving and smiling. Fifty-five percent of the separations involved children using materials that were available in the classroom, most often sensory materials such as sand, water, and playdoh. The second most frequent separation aid was the use of transitional objects such as stuffed animals, blankets, and other toys brought from home. As a result of the observations, recommendations are made to assist caregivers in making arrival time easier for children, parents, and teachers.

Supporting the activity choices of two-year-olds

The participation of children under the age of three in center-based child care programs is a growing phenomenon. This increase has raised questions about which type of program is best for these children. The curriculum for infants and toddlers has received considerable attention over the last decade. As a result, the activities and experiences planned for infants and toddlers have been clearly defined (Honig, 1974; Honig and Lally, 1981; Lally and Gordon, 1982). However, the differences between young toddlers, preschoolers, and two-year-olds are less discernible, which has made it difficult for child care workers to plan environments which are developmentally appropriate for two-year-olds. Consequently, two-year-olds may spend time in programs where the curriculum may be more appropriate for younger toddlers and preschoolers.

Day care is more than a nursery school

The increase in labor force participation by women as well as the increase in single-parent families has stimulated the need for full-day child care in the United States. As a result, many nursery school programs have extended their hours of service. These extended child care programs are basically of two types.