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This article begins with a section entitled, "Involving Parents in Science Discovery" written by Carol Seefeldt. This section discusses staff workshop for exploring discovery science. Here, the author provides the staff workshop instructions. This is followed by a section entitled, "Exploring Science with Young Children" written by Peter Rillero. Helping parents and family members understand the important roles they play can be an essential part of providing children with rich, exciting, and lasting science learning. Here, the author provides some general guidelines parents can follow when exploring science with their children.

This article discusses how teachers and parents can help build children's communication skills. Children's language develops in predictable stages. Here, the author outlines these stages. She also gives suggestions to parents on how to help build their communication skills at home. Language learning takes place throughout the classroom. The author emphasizes to make certain that each of the learning centers includes print, books, writing tools, and other materials that will stimulate talk and enhance verbal and nonverbal communication. Here, she presents a list of materials to include in each of the centers. Among other things, she emphasizes on the importance of taking turns and learning to compromise. (Contains 4 resources.)

Discusses a school-based prevention program initiated to reduce alcohol, tobacco, and other drug (ATOD) use among adolescents. Investigates changes in reported ATOD use from 1987 to 1991. Significant decreases were found for use of most drugs with the exception of alcohol. Involvement in problem behaviors was the most salient risk factor whereas having a member of a non-using peer group was most salient protective factor. (Author/MKA)

Investigated the relationship between Head Start parents' membership in a Transition Demonstration, level of parent education, self-efficacy, and children's academic abilities. Found that membership in the transition group was associated with parental self-efficacy, which significantly predicted children's academic abilities. (JPB)

Describes two American university professors' experience at a two-week workshop for preschool teachers in Ukraine. Discusses similarities between American and Ukrainian teachers, such as concern with children's health and academic welfare, their own creativity, and the worth of workshops, as well as differences, such as severe lack of material goods. Concludes with lessons to be learned from Ukraine. (EV)

Examined Head Start children's conceptions of and expectations for future schooling, determined whether participation in a Transition Demonstration could affect these, and explored how these are related to children's academic achievement. Found two major themes in conceptions of school: play and the cognitive or learning environment. Expectations were optimistic, and there were correlations between conceptions/expectations and academic achievement. (EV)

If young children are to grow up to be adults who nurture and protect freedom, their education must enable them to be knowledgeable about themselves and the world they live in; to make decisions and experience the consequences of decisions; and to learn to be a member of a group. (BB)

Investigates the attitudes of urban mothers and junior high school students toward microcomputers and examines the relationship of sex and other factors to those attitudes. Both students and mothers were found to hold similarly positive attitudes toward computers, viewing computer knowledge as important for academic achievement and for future employability. (AF)

Developed Death Anxiety Scale for Children (DASC), instrument to explore children's responses to death and dying. Constructed scale of neutral and anxiety producing words. Established validity by reading words to children and recording galvanic skin response, response time, and pulse rate. Found that children responded with greater skin resistance to death words than to neutral words. (Author/PVV)

The authors examined 33 first grade teachers' beliefs about their pupils' ability, effort, and interest in different academic tasks, making friends, and sports; how much education teachers thought children could and actually would achieve; and their expectations for children's next year's grades. Eighty-three of the children were former Head Start participants, and 55 were not. Teachers' beliefs and expected grades for the children were least positive in the academic areas. Teachers thought the children were capable of achieving a significantly higher level of education than they thought children actually would achieve. Teachers' beliefs about the former Head Start and non-Head Start children were similar, but teachers' beliefs did significantly differ by the children's ethnicity. Teachers' beliefs predicted children's test performance.

Presents ideas from the book, "Developmental Continuity: From Preschool through Primary Grades." Developmental continuity is a way of providing instruction that permits children to progress according to their rate and style of learning. Curriculum approaches, classroom organization, and ways to begin are discussed. (LB)

Children's attitudes toward the elderly in the cultures of Seoul, Korea, those of children of Koren heritage in the United States, and Anglo children in the United States were assessed. Two subtests, the Word Association and Semantic Differential of Children's Attitudes Toward the Elderly (The CATE) were used to assess attitudes toward the elderly. The results suggest that children's attitudes toward the elderly are complex and multi-dimensional. Children of Koren heritage in the United States rated the old more positively on the total score of the SD. These children, as did the Anglo children, rated the old as healthier and cleaner than did children in Seoul. Children of Korean heritage and those in Seoul viewed elders more frequently as right, good and friendly. There were differences between the groups in the ratings of concept YOUNG PEOPLE as well. Children in Seoul rated the young as cleaner and more wonderful than the other groups, and those of Korean heritage rated young people as happier. The Anglo children in the United States, however, felt more positive than the other groups about their own aging. There results, although mixed, seem to support the idea that culture can influence children's attitudes toward the elderly. The study can serve to generate hypotheses about the role of culture and the source of children's attitudes.

Compares attitudes of children toward the elderly in a cross-cultural study of children from the mainland United States (N=60), the Aleutian Islands (N=29), Australia (N=39), and Paraguay (N=69). Scores on Children's Attitudes Toward the Elderly (CATE) indicated children in Alaska, Paraguay, and Australia rated older people less positively. (JAC)

The place of kindergarteners in academia has grown more important in recent years. Increased emphasis on learning at the kindergarten level, however, should not blind educators to the developmental levels of four- and five-year-olds, who may learn most effectively by playing creatively and exploring new language skills. (PGD)

Argues for a reexamination of goals and methods of traditional parent involvement which has revolved around the welfare of children rather than emphasizing the benefits for parents themselves. Calls for a reconceptualization of parent involvement based on: (1) being sensitive to family needs, (2) offering real support for families, and (3) providing true collaboration between home and school. (DST)

Maintains that if teachers articulate their objectives, translate the research and theory on children's learning for others, and work together, they will be effective in meeting today's mandates for educational accountability and will help children reach their full potential. (BB)

Justifies including dinosaurs as a topic in the curriculum for young children if approached from the inquiry processes of science exploration. Suggests that this topic encourages observational, classification, and communication skills and the ability to compare, hypothesize, and derive conclusions. (AS)

Maintains that those who design intergenerational programs in school and nonschool settings should (1) protect the prestige of elders and children; (2) limit frustrations by arranging for intimate contacts; (3) plan for functional interaction that has integrity; and (4) ensure that contact is rewarding for elders and children. (BB)

Explored the effects of visits to infirm elders in a nursing home setting on 30 preschool children's attitudes toward the elderly. After the visits preschoolers held more negative attitudes toward their own aging and toward the elderly, but day care and nursing home staffs believed the visits to be of benefit to children and elders. (Author/ABB)

Examined attitudes of 300 children toward the elderly in Thailand. Indicated no differences between rural and urban children's attitudes toward the elderly in terms of contact, knowledge, and feelings. Urban children, however, responded more positively about their own aging than did rural children. Concludes that Thai children view young people more positively than they view elders. (Author/ABB)