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This reflective essay describes the author's experiences as an observer in a behaviorist infant classroom. The author developed four categories of practice to describe what happened in the behaviorist infant room: (1) curricular focus on training typically developing infants to meet typical developmental milestones, (2) the use of highly structured play by staff as the means for meeting their training goals for the babies, (3) particular uses of language by staff in the behaviorist classroom, and (4) ways in which the staff's adherence to core beliefs in behaviorism led to a lack of recognition of infants' individual expressions of needs and wants. The article concludes with the author's reflections on researchers' ethical responsibilities when faced with an environment that they consider inappropriate and potentially harmful to children., Eyes (and Ears) Opened by a New Experience It was my privilege and delight to spend several months of 2009 learning, playing, laughing, and participating in the activities of dozens […]

Abstract To most effectively meet the needs of young primary-grade children for whom English is not the home language, teachers must come to understand each child's family culture, how the […]

Abstract This study examined the relationship between educational background and the philosophical orientation of early childhood educators who worked as caregivers and teachers of preschoolers, ages 3 to 6 years, […]