Marjorie J. Kostelnik

A practical problem solving model for conflict resolution in the classroom

A seven-step model aimed at helping adults teach young children problem-solving skills in naturally-occurring conflict situations is presented. The role of the adult in this model is to serve as a mediator. A transcript of an actual mediated conflict is provided, as are the pitfalls to be avoided in implementing the model. Also presented are the results of a preliminary implementation of the model in early childhood classroom settings.

Child Nurturance: Patterns of Supplementary Parenting

Without consistent, long-term care, the human infant would not survive. In Western cultures, the family unit has traditionally been seen as the most advantageous and viable social context for meeting the biophysical and psychosocial needs of a young child. As a result, theorists and researchers have long been interested in the range of variability and consistency that may be found in both particular and universal family settings and the ultimate effect these characteristics have on human development. Moreover, there is growing interest, as well as growing concern, that there may be certain aspects of childrearing that are unique to, and dependent upon, the family as we have come to know it. Today, these are being more urgently examined in light of the rather dramatic social changes being experienced by families and other social institutions. It may be that resulting adaptations have mandated an increasing prominence in the supplementary parenting patterns described in the bulk of this volume.

The Cost of It All

The price of a service or product is the actual amount paid by the consumer and reflects the cost of manufacture, distribution, and marketing, as well as the profit for each business involved. Unlike soap, child care services are usually priced below their real costs. How can providers do this and still serve their consumers?

Attitudes of early childhood educators on multicultural/multiethnic education

This study was designed to investigate the attitudes of early childhood educators on multicultural/multiethnic education. Early childhood teacher training students and teachers and administrators of preprimary programmes had similar responses to questions concerning attitudes about perspectives, curriculum, social dimensions, and academic success related to multicultural/multiethnic education.