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Following the whirlwind standards movement of the 1980s, the beginning of the 1990s ushered in an overwhelming interest in and use of testing to document students' progress. In 1991, the Association for Childhood Education International (ACEI) issued its second position paper calling for a moratorium on standardized testing in the early years of schooling. Citing the rising use of tests to label children, place children in special programs, and retain underachieving children in a grade level, ACEI denounced the use of these tests in the early grades and questioned their use in later grades as well. This article presents another position paper from the Association for Childhood Education International that denounced the continued use of standardized testing in the primary grades. ACEI also cautioned against the use of standardized tests as a sole means of assessment in every year throughout the upper grades. A detailed explanation on the effects of standardized test on student motivation, learning, and curriculum is presented. A list of alternative assessments in lieu of standardized tests are also discussed.

There is little question that the fundamental purpose of education--what the ancient Greeks referred to as the "telos"--is to promote student learning. For decades, both experts and the general public have agreed that any effort to improve the education system must focus squarely on optimizing student learning, motivating students to achieve, and furthering teacher professional development (Boyer, 1995; Darling-Hammond, 2006; Rose & Gallup, 2006). As clear and compelling as such goals may be, the route to attaining them is obscured by a dense fog of widely held misconceptions, conflicting expert opinion, and political agendas. What is disregarded in the frantic quest to attain higher test scores is that an emphasis on motivation, interest, and metacognition--the ability to analyze one's own learning needs and processes--make a collective and profound contribution to academic achievement. As Nel Noddings (2006) explains, "The most fundamental expectation of schooling is that students will learn. If we want them to use their minds well, it is reasonable to help them understand how their minds function, how and why they learn. What motivates us to learn? What habits are helpful? Why do I remember some things and forget so many others?" This paper is an effort to respond to each of these important questions as they apply both to learners and to teachers. It begins by redefining learning and challenging widely held assumptions about the role of motivation and interest in learning. Next, it focuses on incentives used to motivate learning, and finally, it offers research-based recommendations on how to build motivation and interest in learners.

This position paper of the Association for Childhood Education International (ACEI) endorses the elimination of corporal punishment in all environments for children, and notes international initiatives banning corporal punishment. The paper states that corporal punishment is an ineffective discipline strategy with children, and provides detailed consequences as well as alternative discipline methods. (LBT)

Childhood is a unique and critical stage of life. All children share the same basic needs for safety, health, nurturance, and dignity. The Association for Childhood Education International (ACEI) is committed to supporting children's development; respecting individual differences; helping children learn to live and work cooperatively; and promoting children's physical and mental health, self-worth, resiliency, education, academic competence, self-control, and responsibility. Corporal punishment conflicts with these goals and has no place in any child's life. This article provides the definition of corporal punishment, discusses worldwide initiatives for banning corporal punishment, cites the consequences of corporal punishment, and discusses the alternatives to corporal punishment.

Presents position of the Association for Childhood Education International (ACEI) regarding children and play. Discusses ACEI's fundamental beliefs about the importance of play, citing supporting research and theory. Presents guiding principles and practices for play experiences, focusing on adults' crucial role in structuring and planning the learning environment. Concludes with call for action by educators, parents, and policymakers to articulate children's need for play experiences. (KB)

Details position of the Association for Childhood Education International regarding best practice for child-centered middle schools. Makes recommendations regarding curriculum, instructional practices and learning environment, guidance and counseling, textbooks and materials, teacher qualifications, and administrative and community support. (KB)

Defines the position of the Association for Childhood Education International on the role of kindergarten in a child's development. Provides specific information on the purpose of kindergarten, program goals, program content, program implementation, role of play, appropriate physical environment, textbook and material selection, kindergarten teachers, and program support. (SD)

Fascination with paper folding as a teaching tool has a history of its own. Folding paper in particular ways to tell a story, create an object, solve a problem, and [...]

Identifies curricular areas that, in the view of the Association for Childhood Education International, should be addressed in a preparation program for teachers of children from birth through the eighth year. (RH)

Describes ways in which the inclusion of literacy materials in kindergarten classroom dramatic play centers encourages young children to incorporate literacy activities into their play. (BB)

A position paper which discusses different aspects of reading and its relation to school, home, and lifelong activities, and suggests instructional implications. (CM)

ACEI's POSITION ON CREATIVE THOUGHT It is the position of the Association for Childhood Education International (ACEI) that the definition of creativity needs to be enriched and enlarged to be [...]

ECONOMICS OF CARING LABOR: Improving Compensation in the Early Childhood Workforce. A Working Paper. Carol Ripple. The Foundation for Child Development, 2000. 32 pp. The A. L. Mailman Family Foundation [...]

Research Paper Writer (RPW) is a complete and self-contained computer simulation that guides students in gathering information and helps them compose a research report. The research content covers various aspects [...]

When I recently visited ACEI's Web site seeking news about the Annual International Conference and Exhibition, my thoughts raced to the Royal York Hotel in Toronto. Scenes of joining friends [...]

RESPECT FOR DIVERSITY: An International Overview. Working Paper 40. MacNaughton, G. M. The Hague, The Netherlands: Bernard van Leer Foundation, 2006. Did you know that children as young as 3 [...]

Presents several paperfolding activities for children in the U.S. Procedure in making Kutztown Memory Boxes; Materials needed for graphing color favorites; Discussion on the concept of paper folding.

This article presents an adaptation of the keynote address Steve Silvern delivered at the 2006 ACEI Annual International Conference and Exhibition in San Antonio, Texas. In his address, Silvern observes how educators seldom educate children "wholly." No one ever includes spirit when talking about the whole child, probably because spirit is thought of as a religious construct and public educators separate church and state. He also discusses the importance of consciousness raising among children. He relates that he does not advocate for a change in content of the curriculum but he advocates for a change in teachers' thinking, approach, and awareness of the learner. He also cites several strategies to help raise consciousness.

Reviews the history and uses of standardized testing, and suggests alternative methods of assessment. States the belief that testing exerts undue pressure on children, provides no useful information on individual children, and limits educational possibilities. Discusses the Association for Childhood Education International position paper which states that all testing of young children in preschool and grades K-2 should cease. (BC)

Analyzes the tensions underlying the debate regarding inclusive schools, focusing on (1) a social relationship and civil rights orientation versus an academic skills and individual development orientation; and (2) the dilemma in which advocacy emphasizes the difference between students with and without disabilities. Maintains that tensions around the inclusion issue offer opportunities for reflection and learning. (Author/KB)

This article contains a review of eight refereed publications that addressed the topic of developmentally appropriate practice (DAP), as that is a topic presently being discussed widely both nationally and internationally. According to the most recent 2009 NAEYC publication on DAP, recommended practices are those "that result from the process of professionals making decisions about the well-being and education of children based on at least three important kinds of information or knowledge: [1] what is known about child development and learning; ... [2] what is known about each child as an individual; ... [3] and what is known about the social and cultural contexts in which children live" (Copple & Bredekamp, 2009, pp. 9-10). Several of the articles reviewed here focus on the applicability of the DAP guidelines to young children with special needs.

Maintains that research fails to capture the diversity in teaching. Advocates caution in assuming one correct child rearing or educational practice. Discusses whether categories such as developmentally appropriate practice or developmental stages are facts of nature, interpretations, or perspectives on social processes; and whether developmentally appropriate practice is appropriate for all children. (Author/KB)

Reviews the history and purposes of the Association for Childhood Education International. Emphasizes the importance of play as the child's first expression of continuity. Points out that Confucius' concepts of teaching are universally practical and that his philosophy is carried out today in Taiwanese schools. (Author/RH)

States that the Publication Committee of the Association for Childhood Education International if seeking proposals for position papers. Peer or self-nominations of authoritative authors; Developing a pool of submissions for consideration in future planning; Contents of submissions.

Solicits articles for the 2007 International Focus Issue of "Childhood Education" that will focus on inclusive programs and practices designed to meet individual needs of children from birth to early adolescence in an inclusive setting. Focus of the articles; Preference to articles; Contact information for the submission of entries.

Describes the characteristics of play and its contributions to development, and proposes fundamental principles and practices for its encouragement. Delineates the necessity of play and affirms its centrality in the lives of all children. Stresses both teacher and parental roles in providing a safe and calalytic play environment. (Author/RWB)

Advances support for developmental child care, an approach which includes the protective and child-maintaining sense of custodial child care plus the stimulating sense of educational child care. Stresses both the immediacy and scope of need for providing appropriate child care. (RWB)

The Association for Childhood Education International has a long and rich history serving as an advocate for children, families, education, and the profession. Position papers and resolutions on such myriad topics as play, standardized testing, and child soldiers show the organization's resolve to continuously move efforts forward for children and education. The continued connections among ACEI, UNICEF, and UNESCO provide credence to the Association's commitment to international advocacy concerns, and not those limited to only the United States. Standards for teacher education programs are underscoring the role of advocacy in the professional life of teacher candidates and beginning teachers. While the words "advocate" or "advocacy" do not appear in the current ACEI standards, the rubrics for the standards do call for actions related to advocacy. Target level indicators related to advocacy are listed, as well as initial preparation rubrics for candidates.

The Association for Childhood Education International (ACEI) is among the oldest professional education organizations in the world and the only international organization of its kind that focuses on the development of the whole child from birth through early adolescence. Given the current sad state of world affairs and the plight of millions of children, many of whom face insurmountable odds because of war and other armed conflicts, disease, malnutrition, various forms of exploitation, abandonment, extreme poverty or homelessness, not to mention other troubling concerns such as child trafficking, child prostitution, child labor, physical abuse, lack of a proper education, and often the absence of love, it is easy to see why the mission of ACEI and the work of other child-centered groups is so necessary and critical. In this article, Jerry Odland, ACEI's executive director strongly urges all members to join their voices with those of thousands of other members to help strengthen ACEI and draw international attention to the plight of children worldwide in the coming year and beyond.

Reviews reasons for the Association for Childhood Education International's opposition to standardized testing of children in the early grades. Discusses two alternative approaches: nonstructured assessments and structured assessments. Considers parents' and teachers' roles in these forms of assessments, and the teacher training that is needed. (LB)

The Association for Childhood Education International (ACEI) was again represented at the annual 2006 DPI/NGO conference, along with 1,600 participants from around the world. The mood this year was somber and quite serious, possibly in response to the uncertainty created by the Middle East crisis that was raging while the conference was taking place. The conference theme of "Unfinished Business: Effective Partnerships for Human Security and Sustainable Development" indicated that NGO/UN partnerships are at the core of achieving the Millennium Development Goals. In this article, the author describes the range of ideas and perspectives many international speakers contributed during the annual conference. As always, the annual DPI/NGO conference at the UN presented a broad global vision of challenges and possibilities.

The article focuses on the validation of the visual using illustrations as mentor texts in the U.S. Topics discussed include the consideration of literature as writing's mentor text, the use of picture book illustrations as mentor texts, and the utilization of picture books as relevant and rich resources for illustrators and authors.

The article focuses on "Pop-up Play" community experience created by early childhood professional university graduate students and two different community groups that are creating playful experiences for children and families in Omaha, Nebraska. It mentions Pop-Up Play Center project reflects the community engagement principles of the International Code of Ethics for Educators. It also mentions project connect educators with community partners, and building connections.

The article discusses the importance of vocabulary development of preschoolers by teachers through the Early Reading First (ERF) program. The program has been evaluating literacy skills and oral language of preschoolers since its launch in 2002. One of the ERF projects is Project CORE, which handled 103 kindergarten-bound African American children from low-revenue families in rural communities in southern U.S. at its three locations which include a private childcare center, a Head Start facility and a primary school.

The article describes how students can acquire English language skills by reading ethnically diverse literature. The author describes books with multicultural themes that can be used, including "The Paper Crane," "Tanili: An Afro-cuban Folktale," by Retana, and "My Name is Bilal," by Mobin-Uddin. Educational activities that can be implemented along with the books are described.

The article advocates for a nature-based education in children. It raises concerns about health issues in children caused by lack of outdoor time and social interaction experiences. It suggests reading books about nature to children and promoting outdoor play and experiences to encourage them to appreciate natural environments and teach them about the joy that experiences, adventures and time and nature can provide. Books recommended include "The Listening Walk" and "Daniel Finds a Poem."

Arts integration enriches learning experiences by fostering creativity, critical thinking, and emotional expression, thereby enhancing students' overall cognitive and social development. [ABSTRACT FROM AUTHOR]

The article discusses the differences between process art and product art in teaching art to preschool and elementary students. Process art lets children to test the process by probing the materials used and discover their artistic uses while product art focuses on a targeted result, wherein the projects are similar from child to child. The issue is addressed through activities Fall Leaves and Shaving Cream Prints, wherein they concluded that knowing the value of the process will help parents appreciate the end product made by their child.

The article focuses on Jusoor's "Azima" distance learning program for Syrian refugee children in Lebanon, detailing its inception, implementation, and evolution in response to the COVID-19 pandemic. It states that the program initially adapted to an online format using WhatsApp and was later remodeled to serve out-of-school children, providing a tailored education in core subjects like Arabic, Mathematics, English, and Life Skills.

Farm to school programs benefit students by promoting healthy eating habits, supporting local agriculture economies, and fostering environmental stewardship through hands-on learning experiences. [ABSTRACT FROM AUTHOR]

The article discusses art education for infants and provides suggestions for successfully engaging very young children in art-making. The author's experiences teaching an art class for infants are explored, and her advice including allowing the child to guide the experience, being prepared for messes, and being aware of children's nonverbal cues about their experience is examined.

The article presents the discussion on young children developing the knowledge about language and literacy. Topics include influencing the literacy environment on each child's learning in the years prior to school; and using quality assessment and providing individualized feedback to children on the emergent literacy growth being vital for learning success.