ATTENTION DEFICIT DISORDER:
HELP FOR THE CLASSROOM TEACHER
Because training programs for Attention Deficit Disorder (ADD) have traditionally been believed to belong in the field of exceptional education, most elementary education majors are inadequately prepared to deal with this unique group of children. This article fills an important void by examining what ADD is, available medical treatment, practical suggestions for reaching and guiding ADD children in the classroom and advice for establishing a cooperative parent-teacher relationship. 1991. Rita Buchoff.
No. 5910
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CENSORSHIP IN CHILDREN’S LITERATURE:
WHAT EVERY EDUCATOR SHOULD KNOW
Examines the complex issue of censorship, its definition, history and current research trends. Provides an outline of steps educators can take to handle the inevitable controversies sparked by children’s literature. Mary Renck Jalongo and Anne Drolett Creany. 1991.
No. 5911
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COMMUNICATING WITH PARENTS
ABOUT BEGINNING READING INSTRUCTION
This informative article helps teachers understand parent concerns about their child’s reading instruction and provides information that may be useful in answering questions. Good communication is stressed. Dorene D. Ross and Elizabeth Bondy. 1987.
No. 5870
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GROWING TEACHERS:IS THERE LIFE AFTER PAC-MAN?
Teachers need to grow professionally and change with the times so that they might continue to make a difference in children’s lives. This article encourages teachers to take risks and move toward personal and professional growth and change, and suggests ways teachers can use new technology for skill-building in children while still nurturing creativity and imagination. Selma Wassermann. 1985.
No. 5850
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THE PARENT’S ROLE IN LITERACY DEVELOPMENT:
FOSTERING READING STRATEGIES AT HOME
Once formal reading instruction begins, parents often feel inhibited about participating in their child’s literacy development. This article 1) provides information about traditional and current beliefs regarding the reading process, 2) presents specific self-monitoring strategies that parents and teachers may use to help students gain meaning from print, and 3) describes activities that can be used at home to foster strategic readers. Mary C. McMackin. 1993.
No. 5931
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THE PHYSICALLY UNATTRACTIVE CHILD
This article aims to bring a rarely discussed form of discrimination to the attention of teachers. It addresses the nature of physical attractiveness stereotypes, the roots of aesthetic discrimination and ways teachers can help children accept one another regardless of physical appearance. Deborah A. Byrnes. 1987.
No. 5871
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A PROGRAM FOR KIDS: SUCCESS-ORIENTED PHYSICAL EDUCATION
Based on recommendations of the Council on Physical Education for Children, this article describes programs that are both developmentally and instructionally suitable for the particular children being served. Addresses Instructionally Appropriate Physical Education, Motor Skill/Movement Concept Development, Social Emotional
Development and Physical Fitness Development. Karen H. Weiller and Peggy A. Richardson. 1993.
No. 5930
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WHAT EVERY TEACHER
SHOULD KNOW ABOUT AIDS
AIDS education is necessary for everyone. Teachers need sound information to make difficult decisions concerning children with the disease. This article answers five of the most commonly asked questions about AIDS as it relates to educational settings. Jim Raper and Jerry Aldridge. 1988.
No. 5880
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WHEN PARENTS OF KINDERGARTNERS
ASK “WHY?”
Teachers and principals must routinely answer questions parents have about school programs. If their answers are knowledgeable about early childhood education and teaching strategies, then parents gain more confidence in the school and its personnel. Typical questions are addressed in this popular article and references provided to help school officials adequately address parents’ questions. Barbara Simmons and JoAnn Brewer. 1985.
No. 5851
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WRITING IN KINDERGARTEN:HELPING PARENTS UNDERSTAND THE PROCESS
Research-based answers to some of the most common questions parents of kindergarten children ask when they first encounter writing programs. Helps facilitate the writing process of the child by enriching communication between teachers and parents. Kathleen A. Dailey. 1991.
No. 5912
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1996-2001 by the Association for Childhood Education International. Please send any comments to Marilyn Gardner at aceimemb@aol.com.