YC Young Children 2004: Vol 59 Index

2004·0.8 MB·English

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of infants/toddlers (JAN) 30-33 updating to employ multiple Guidance infant care in Budapest
for NAEYC Accreditation, new perspectives (ov) 44-52 from policing to participa- orphanage (sept) 26-30
tools (JAN) 80-81; (May) 70-72 tion (JAN) 34-40 intervention approaches for
NAGEaNY)C 51r-ev5i3s ed position on DiLvienrgsuiitsyt, icC ultural and maasgseamgeen t an(dS EPbTe)h a6v7i-o6r8 man- lesapdeecrisahli pn etehdrso u(gshep t)O M3E8P--4 3
readiness in Head Start (JAN) appropriate assessments reflections on peer massage USNC (sepr) 32-34
58-63 (JAN) 48-50 use (SEPT) 69 learning through e-pals (May)
for school readiness (JAN) 34- assessment, helping or hurt- 30-32
40 ing (JAN) 58-63 Health, Emotional/Physical lessons from French priority
via a values-based pedagogy books for young Spanish asthma management (MAR) education policy (sept) 77
(san) 34-40 speakers (mar) 110-11 34-41 Malaysian center’s innovative
where NAEYC stands (JAN) Brown v. Board of Education child care health consultants play resources (sept) 14-18
51-53 after 50 years (may) 77-79 as resources (MAR) 56-61 mealtime practice in Chinese
building respect/positive child insurance FYI (mar) 48 kindergarten (sepT) 70-75
Attachment images (MAY) 50-54 childhood obesity epidemic NAEYC initiative for global
theories supporting separa- child care practice in Nor- (MarR) 50-55 alliance (sepT) 80
tion/reunion (sept) 100-07 way (SEPT) 63-65 for children with special Nordic early childhood
Chinese vs. Western child- needs (MAR) 62-63 philosophy (sepr) 56-62
Child Care rearing concepts (sept) 70-75 children’s literature—tool for peer massage programs, be-
administration and manage- collaborative U.S.-Kenya moral learning (JAN) 92-97 havioral impact (SEPT) 67-68
ment (MAR) 82-86 project (SEPT) 50-55 coping with death, playacting Reggio Emilia inspiring alli-
corporate initiatives in sup- inclusive programs, lesbian/ a frog funeral (suLy) 87-91 ances (sePpT) 78-79
port of (sepr) 78 gay parents (Nov) 34-38 infant death syndrome FYI resources on global early
play in family child care literature broadening chil- (MAR) 48 education (sEPT) 82-83
(MAR) 28-32 dren’s worldview (may) 56-62 lead sources/precautions Step-by-Step child-centered
Child Development Nordic early childhood (MAR) 26 program in 15 countries
philosophy (sepr) 56-62 needs of children with food (SEPT) 76-77
knowledge base updated rethinking teaching practices allergies (MAR) 42-46 teachers’ reflections on
using multiple theories in a global society (Nov) 44- oral health care FYI (mar) 47 orphanage care (sept) 30-31
(Nov) 44-52 52 peer massage, effects of UN convention on children’s
theory of mind development
(sEPT) 67-68 rights (sepT) 36-43
(MAR) 102-09 Environments/Outdoors
reminders for care providers U.S. volunteers in rural
Classroom Environments wniatthu rel eapdl aey xpsohsaupirneg (lmiafre)l o2n6g FYI (mar) 49 Kenya project (sepT) 50-55
and ethics of using food in values (JAN) 82-85 te2a0c-h2i5n g lead safety (mar) Kindergarten
activities (Nov) 18-22 play stations reflecting local community of learners via I
overloaded with commercial culture/products (sept) 14-18 Inclusion/Early Intervention Spy (may) 80-81
materials (may) 88 approaches—worldwide Lets Talk—oral language
reflecting family diversity Ethics priority (sepT) 38-43 development (JuLy) 92-95
(Nov) 34-38 in administering mandated special health care needs science reform, new ways to
Community Involvement assessments (Nov) 24-32 (MAR) 62-63 teach (may) 82-87
hard choices for leaders through creative arts (JULY)
to improve education in rural (Nov) 6 46-49 Language and Literacy
Kenya (sept) 50-55 NAEYC’s Code as a moral international approaches to African American children’s
Curriculum compass (Nov) 12-16 (sePT) 38-43 literature adds authenticity
of responsibility for uphold- (may) 50-54
artists in the classroom ing diversity (Nov) 34-38 Infants insights of four children’s
aspsreosgsirnagm p(uJruLpYo)s e2 2-o2f9, and using food for learning activi- innate musical spontaneity book authors (Nov) 71-77
ties (Nov) 18-22 of (suLy) 30-37 in learning fairness/morality
methods (JAN) 14-18
observation/documentation (JAN) 92-97
based on wonder/environ- Families
as assessment (JAN) 30-33 learning through music and
ment/activity (JAN) 82-85 child-made books link school/ reflections on care of (SEPT) rhyme (sept) 91-95
creative activities geared for home (JAN) 98 30-31 Let’s Talk project—play and
the disabled (uy) 46-49 grandparent influence in Chi- separation and reunion, conversation (JuLy) 92-95
developing creativity for life nese school meal practice support for (sepT) 100-07 photo collages encourage be-
(uLy) 38-45 (sept) 70-75 SIDS in child care FYI (mar) 48 ginning reading (may) 94-96
helping children connect lesbian/gay perspectives as in successful orphanage care problem posing as learning
through the arts (uy) 56-57 parents (Nov) 34-38 (sept) 26-30 in story reading (may) 56-62
music literacy and composi- preparation for conferences via picture books in Spanish
tion (uy) 50-55 (sEPT) 96-98 International Early Child- (mar) 110-11
musical exploration via play hood Education
(JULY) 30-37 Family Involvement articulation of new school Leadership
on lead safety (mar) 20-25 grandfather as teacher (may) practices (massage) (SEPT) 69 by example, From Our Presi-
on the matter of conscience 94-96 child care near the North dent (seprT) 8; see also (JAN)
(may) 77-79 home-school connection via Pole (AN) 86-90 6, (MAR) 6, (MAY) 6
NAEYC’s stand on assess- e-mail (may) 30-32 classroom dynamics in Japan empowerment action project
ment of (JAN) 51-53 interactive tools, books and preschool (sepr) 20-25 (MAR) 68-69
paired play/conversation for technology (JAN) 98 corporate initiatives in child experience through campus
language development in project investigation of care/South Korea (sept) 78 early childhood groups
(suLy) 92-95 health (mar) 28-32 everyday practices in Nor- (suLy) 80-86
planning linked to assess- in regular parent-teacher way program (SEPT) 56-62 skill development for direc-
ment (JAN) 20-28 conference (sEPpT) 96-98 global forums for idea ex- tors (MAR) 82-86
a project investigation of change (sept) 80
health (mar) 28-32
Young Children « January 2005
for status/respect of early associate degree programs Research children responsible citizen-
childhood professionals accreditation (July) 75-77 children’s understanding of ship (sept) 108-09
(may) 77-79 becoming a mentor (JuLy) 78- thinking (mar) 102-09 constructivist approach
veteran teachers as mentors 79 in the classroom, practitio- (may) 80-81
(suLy) 78-79 changing practices, from rule/ ner voices (MAR) 94-100 moral education using chil-
clock-driven (JAN) 34-40 on professional roles and rela- dren’s literature (JAN) 92-97
Music/Movement considerations in appropri- tionships, job and salary sat- moral imperatives in (May)
centers for play/exploration ate assessment (JAN) 48-50 isfaction (MAR) 87-92 77-79
(uty) 30-37 continued struggle for equal- rethinking practice using observations, children’s play
education, a moving experi- ity (may) 77-79 critical theory (Nov) 44-52 reveals thinking (Nov) 79-82
ence (JULY) 56-57 directors’ forum (mar) 82-86 school readiness assessment oral language in paired play/
enhancing literacy skills distance learning, how to (JAN) 42-46 talk (JULY) 92-95
(sept) 91-95 choose (may) 34-40 other adults by mentoring
exploration and learning to early childhood student Resources/Resource Materials (JULY) 78-79
compose (JuLy) 50-55 groups (JULY) 80-86 on assessment (JAN) 54-55 practices in Nordic child
e-learning trends and models child care health consultants care (SEPT) 56-62
Nutrition (MAY) 22-25 (mar) 56-61 recycling/creativity with open-
childhood obesity (Mar) 50-55 ethical code as a living docu- children’s books about cre- ended materials (suLy) 38-45
food allergies/intolerances ment (Nov) 12-16 ative arts (suLy) 18, 20 reflections, on orphanage
(MAR) 42-46 ethical dilemmas for teach- on e-learning for educators care (sEPT) 30-31
Play ers (NOV) 24-32 (may) 11, 44 and researching in the class-
initiatives/projects on school for exploring creative arts room (MAR) 94-100
centers for music explora- readiness (MAY) 64-66 (JULY) 58-59 roles, Norway practitioners
tion (suLy) 30-37 integrating new technology for exploring ethical dimen- discuss (sept) 63-65
with food, ethics of (Nov) 18-22 into teaching (may) 42-43 sions (Nov) 40, 42 routine and freedom to in-
in a Malaysian preschool international issues among on global early childhood fants/toddlers (sept) 26-30
(sept) 14-18 educators (SEPT) 32-34 education (sept) 82-83 science to kindergartners
for teaching science con- - lead safety training (mar) 20-25 on health/safety (mar) 64-65 (may) 82-87
cepts (MAR) 28-32 mentoring new teachers through mentoring (mar) 67
visible thought revealed in (MAR) 67 Safety through storytelling, music,
(nov) 79-82 online, interactive learning fire prevention with pre- rhyming (sept) 91-95
Preschool (may) 13-20 schoolers (mar) 14-18 using the art of storytelling
preparation for advocacy lead poisoning, staying (suLy) 12-17
activities, hopping frogs and
(MAR) 68-69 healthy (mar) 20-25 with wood, glue, words (JULY)
trail walks (JAN) 82-85 profile of preschool profes- potential sources of lead 22-29
arts play (uty) 12-17
sionals (mar) 87-92 (MAR) 26
children understanding Technology
reconstructing our knowl-
citizenship (sept) 108-09 edge base in a global soci- Science for communicating with fami-
cold climate work and play ety (Nov) 44-52 implementing standards for, lies (JAN) 98; (may) 30-32
(AN) 92-97 support for computer skill in kindergarten (may) 82-87 delivering teacher training
doctor play and science development (may) 26-29 vocabulary through play (may) 34-40
(MAR) 28-32 teacher researchers (MAR) (mar) 28-32 educating teachers about
fire safety program (mar) 14-18 94-100 computers (may) 26-29
fostering group interaction in that empowers teachers as Social/Emotional innovations in e-learning
Japan (sept) 20-25 learners/professionals massage reducing stress/ (may) 22-25
grandfather personalizing (Nov) 64-70 anxiety (SEPT) 67-68 learning and teaching online
education/care (may) 94-96 working with child care reflection on new practices (may) 13--20
Head Start policy on assess- health consultants (MAR) (SEPT) 69 World Wide Web in the class-
ment (JAN) 58-63 56-61 supporting separations/ room (may) 42-43
high-stakes achievement reunions (sEPT) 100-07
testing (JAN) 64-66 Project Approach understanding death through Thinking (Children’s)
Japanese, constructivism in to document teaching/learn- role-play (uty) 87-91 exploring mental processes
(sePpT) 20-25 ing, and reflect on (mar) 94— (MAR) 102-09
mind development, children 100 Social Studies made visible in dramatic
understanding mental pro- science learning through daily experiences for citizen- play (Nov) 79-82
cesses (MAR) 102-09 play (mar) 28-32 ship learning (sept) 108-09 using technology to docu-
school readiness assessment problem posing to learn ment (may) 42-43
(JAN) 42-46 Public Policy (see also Observa- about the world (may) 56-62
tions and Reflections [JAN] 68) Toddlers
Primary assessing readiness in Head Standards assessment insights (JAN)
first grade e-mail project Start GAN) 58-63 implementing science reform 30-33
(may) 30-32 French priority education (may) 82-87 care in a Budapest orphan-
peer massage in the curricu- approach (sept) 77 school/community expecta- age (SEPT) 26-30
lum (sept) 67-68 Head Start reporting system tions about readiness (JAN) coping with separation/
problem posing with chil- (JAN) 64-66 42-46 reunion (sept) 100-07
udersetni’so nsl itgeuriadtiurneg (pmeaeyr) m5a6s--6 2 is(smuaeys) o7f4 -t7e6a cher turnover Teaching doscctioern cpel a(yM AlRe)a d2s8 -t3o2 basic
sage use (SEPT) 69 NAEYC stand on curriculum/ and assessment to map chil- in grandfather/storyteller
assessment (JAN) 51-53 dren’s progress (JAN) 20-28 care (may) 94-96
PrDoefveeslsioopnmaelnits m/Professional UN convention on children’s and assessment, a discussion learning and social compe-
rights (sepT) 36-43 (aN) 14-18 tence (JAN) 86-90
advocacy for early childhood children autonomy, in Japan reflections on orphanage
programs (JAN) 6 (sePT) 20-25 care of (sept) 30-31
Young Children « January 2005
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