The position statements published by ACEI present the Association's official view
on important issues in the profession. Child advocates look to these papers for
direction in dealing with critical issues affecting children in the home, school,
community and world. In addressing children's needs and rights, these papers offer
concise, specific, quotable position statements, all supported by research and
theory.$1.50 each ($1.00 ACEI members)
Quantity discounts on orders of the same title:
THE BANNING OF CORPORAL PUNISHMENT IN CHILD CARE, SCHOOL AND OTHER EDUCATIVE SETTINGS IN THE UNITED STATES
This paper speaks against corporal punishment in educational settings. It examines corporal punishment from legal, religious, and historic perspective and discusses the fine line between discipline and child abuse. The paper also presents research findings and offers alternative disciplinary practices likely to foster self-controlled individuals and a democratic society. John R. Cryan. 1987. ISBN 0-87173-114-2
No. 3870
Back to the index.
THE CHILD-CENTERED KINDERGARTEN
Recognizing the importance of high quality kindergartens providing developmentally appropriate experiences for children, this paper looks at the purpose of kindergarten, program goals, content and implementation, and support. The importance of play, appropriate physical environment, and teaching materials are also discussed. Guidelines for staffing a developmentally appropriate kindergarten are included. Joan Moyer, Harriet Egertson, and Joan Isenberg. Revised in 2001. ISBN 0-87173-115-0
No. 3010
Back to the index.
THE CHILD-CENTERED MIDDLE SCHOOL
Defines the child-centered middle school as a school organization containing grades 6-8 that, foremost emphasizes 10-to 15-year-olds' education and overall well-being by providing developmentally appropriate and responsive curricular, instructional, organizational, guidance, and overall educational experiences in a safe, violence-free, and peaceful environment; and, second, provides young adolescents with opportunities to participate in service learning and to learn values, citizenship, and socialization skills. M. Lee Manning. 2000.
No. 3000
Back to the index.
CHILDREN AND WAR
Examines children's knowledge and attitudes about war, rejects war as a way of
dealing with human conflicts, and suggests constructive action by teachers to help
children build empathy for others and see the world as a dynamic interrelated
global system. To prepare a generation of peacemakers, classrooms must become
laboratories of constructive human relations and critical thinking. Norma R. Law.
1973. ISBN 0-87173-051-0
No. 3730
Back to the index.
THE CHILD'S RIGHT TO THE EXPRESSIVE ARTS
Details the contributions of creativity and imagination to the total learning
of the child. Offers counter arguments to myths that de-emphasize the arts in
the curriculum. Recommends ways of refashioning schools to promote the expressive
arts. Mary Renck Jalongo. 1990. ISBN 0-87173-120-7
No. 3900
Back to the index.
THE CHILD'S RIGHT TO HUMANE TREATMENT
Encourages implementation of four specific facets of humane treatment: assuring physical growth, fostering a good self-image, creating caring relationships, and valuing a world of diversity and change. Recommends related expectations for adults. Helen T. Suchara. 1977. ISBN 0-87173-077-4
No. 3770
Back to the index.
INFANTS AND TODDLERS WITH SPECIAL NEEDS AND THEIR FAMILIES
Recognizing the widespread concern for infants and toddlers, including those with special needs and their families, ACEI addresses several key issues in this paper, including access to services, quality assurance, and preparation of personnel. David Sexton, Patricia Snyder, William R. Sharpton, and Sarintha Stricklin. 1993. ISBN 0-87173-131-2.
No. 3930
Back to the index.
ON THE CONTINUITY OF DEVELOPMENT
Reveals the important role education plays in helping children develop a harmonious
vision of themselves and others in our global society. Analyzes various continuities
- self, time, generations, rhythm, species, unified world systems - as well as
discontinuities, and dichotomies. Presents educational methods for providing children
with continuity in their development. Ira J. Gordon. 1976. ISBN 0-87173-071-5
No. 3760
Back to the index.
ON FAMILIES AND THE RE-VALUING OF CHILDHOOD
Supports the belief that the form of the family is not nearly as important as the value adults place on childhood and on development of children into responsible adults. Proposes specific roles for professional educators in the re-valuing of childhood. Warren
Umansky. 1983. ISBN 0-87173-103-7
No. 3830
Back to the index.
ON READING
Outlines principles successful in confronting the challenge behind developing
and enhancing literacy. Discusses reading's influence on growth of language, communication
arts, and other language arts skills. Presents techniques to understand, evaluate,
and promote reading. Dorothy S. Strickland. 1979. ISBN 0-87173-092-8
No. 3790
Back to the index.
ON STANDARDIZED TESTING
In 1976, ACEI issued a position paper calling for a moratorium on standardized testing in the early years of schooling. It is now even more necessary. It is time for teachers, school administrators, and parents to say more forcefully than ever that testing and its uses
in the primary years must be brought to an end and reduced in frequency thereafter. This position paper is dedicated to seeking more constructive directions for assessment. Vito Perrone. 1991. ISBN 0-87173-123-1
No. 3910
Back to the index.
PLAY: A NECESSITY FOR ALL CHILDREN
Recognizes the need for children of all ages to play and affirms the essential
role of play in children's healthy development. Examines the importance of play
for healthy physical, psychosocial, and cognitive development; outlines how children
play in various developmental stages; and offers practical guidelines for establishing
appropriate play experiences and environments. Joan Isenberg and Nancy L. Quisenberry.
1988. ISBN 0-87173-116-9
No. 3880
Back to the index.
PLAY: ESSENTIAL FOR ALL CHILDREN
ACEI recognizes the need for children of all ages to play and affirms the essential role of play in children's healthy development. The organization believes that adults have a crucial role in carefully structuring and planning the use of toys and equipment to enable children to interact spontaneously with their learning environment. Joan Packer Isenberg and Nancy L. Quisenberry.
2002.
No. 3020
Back to the index.
PREPARATION OF EARLY CHILDHOOD TEACHERS
Identifies the curricular areas that should be addressed in a preparation program for teachers of children birth through 8 years of age. Details specific requirements and necessary skills within a number of areas: liberal education, early childhood education, child development, learning/teaching process, small-group dynamics, curriculum and methods, and professional laboratory experiences. Nita H. Barbour and Don Pease. 1997. ISBN 0-87173-099-5
No. 3971
Back to the index.
PREPARATION OF ELEMENTARY TEACHERS
Identifies the curricular areas that should be addressed in a preparation program for teachers of children in the elementary grades. It details specific requirements and necessary skills within a number of areas: foundations of elementary education, child development, the learning/teaching process, curriculum and instructional strategies, and clinical/field experiences. 1997.
No. 3972
Back to the index.
THE RIGHT TO QUALITY CHILD CARE
Declares the child's right to quality care as fundamental. Exploring reasons and
evidence for child care, this paper urges businesses, government agencies, religious
organizations, foundations, service groups, school systems, professionals and
private citizens to act together in establishing quality care for all children.
Edward E. Gotts. 1988. ISBN 0-87173-117-7
No. 3881
Back to the index.
Return to ACEI home page.These pages are copyright 
2001 by the Association for Childhood Education International. Please send any comments to Marilyn Gardner at aceimemb@aol.com.