Martinez, Silvia; Schloff, Rose-Laurie (1982). Culturally/Linguistically Different Children: Report Writing Guidelines for Speech-Language Pathologists [and] Summary of Project Communicate. Guidelines for writing assessments of the English language skills of minority, bilingual, preschool and elementary school children are presented for monolingual speech-language pathologists. In addition, a project (Project Communicate) providing direct client services and training of speech-language pathologists is briefly described. With regard to the assessment of children from culturally and linguistically diverse backgrounds, the following information approaches are suggested for the monolingual clinician's report: 1) identifying the language spoken at home and the length of time the child has been in the English-speaking environment; 2) evaluating the child in his/her native language, using other bilingual staff if necessary; 3) including descriptive information about the child's second language performance; 4) specifying the type of services recommended in the child's second language, such as speech and language therapy. Examples of acceptable and unacceptable ways to describe…

Berney, Tomi D.; Plotkin, Donna (1989). Erasmus Hall High School Bilingual Program, 1987-88. OREA Report. Evaluation Section Report. The Erasmus High School bilingual Program of instructional and support services served 111 limited-English-proficient students in its fifth year of federal funding. The program's major goal was to provide the least academically and linguistically prepared students with the instruction in English as a Second Language (ESL) needed for moving into mainstream academic classes. Students received instruction in ESL, native language arts (NLA), and bilingual instruction for some students (Haitian) in mathematics, science, and social studies. Students had the options of enrolling in an ESL typing class, mainstream subjects such as gym and art, and in a hotel and restaurant management program. Non-instructional components included academic, personal, career, and college counseling, individual and small-group tutoring, an after-school and summer jobs program, and extracurricular activities. While the program did not achieve its ESL objective, over 80% of students passed their NLA classes, and… [PDF]

Barrera, Maria; Rosenberg, Graciela (1982). El ensenar a escuchar, a hablar, a leer y a escribir. Cuadernos para el entrenamiento de maestros de educacion bilingue. Cuardernos 1, 2 y 3, Serie D. (Teaching Listening, Speaking, Reading, and Writing. Training Packets for Bilingual Teachers. Packets 1, 2 and 3, Series D.). This teacher training guide includes three major units that deal with the teaching of listening, speaking, reading, and writing skills in Spanish in the bilingual classroom. Each packet includes objectives, materials, and activities that help develop and promote students' receptive and productive skills. Other major topics covered include: the elements of language, including prosody, orthography, analogy, syntax, and semantics; aspects of oral language and activities for its development, including conversations, games, use of pictures and drawings, dramatization, and improvised dialogs; and methodology of reading, including syntactic methods, phonetic methods, onomatopeic methods, analytical and global methods, eclectic procedures and the experiential approach. Transparencies for each method are included. (TR)… [PDF]

Ariza, Maria J. (1990). A New Beginning for LEP Students?. New Beginning is a transitional program for limited-English-proficient (LEP) secondary school students in Dade County, Florida whose prior school experience was interrupted or limited. The program currently serves 102 students in four schools. Most participants are Hispanic or Haitian. Students are selected by district-wide criteria and grouped in self-contained classes. Program aims are: (1) to develop rapid acquisition of English skills, literacy, and academic skills needed to profit from English-as-a-Second-Language and bilingual curriculum content programs, as well as a more positive self-image; and (2) to reduce failure and dropout rates. Although the schools all follow specific guidelines, program implementation varies. All participants enrolled shortly after arrival in the United States. The program's attendance rate has been generally high. Achievement data for the first year is inconclusive concerning program success. Staff perceive the program as valuable, student response…

(1986). Project CHAMP, 1985-1986. OEA Evaluation Report. The Chinese Achievement and Mastery program, Project CHAMP, was a bilingual (Chinese/English) project offered at three high schools in Manhattan. The major goals were to enable Chinese students of limited English proficiency (LEP) to learn English and to master content in mathematics, science, global history, computer mathematics, and native language arts (Chinese) courses. Another goal was to achieve a high attendance rate for project students at the participating schools. An intensive literacy component was offered at the Seward Park High School site to those students who were functionally illiterate in their native languages and who lacked basic academic skills. The major objectives of this component were: (1) to develop students' ability to read and write fluently in their native language; (2) to master basic elements of reading, writing and speaking in English; (3) to develop the students' study skills and habits as a foundation for future academic work; and (4) to foster…

McFerren, Margaret; Robson, Barbara (1986). Criteria for the Evaluation of Secondary and Post-Secondary Foreign Language Teaching Materials. Criteria for the evaluation of foreign language materials in the commonly and less commonly taught languages in secondary and postsecondary institutions are presented. They are intended for use by individual teachers or appointed committees when selecting and evaluating language teaching materials. The criteria contain a set of evaluative and descriptive questions in six material areas: novice, intermediate, and advanced level course materials, reference materials, dictionaries, and computer-assisted instructional materials. In developing the criteria, attempts have been made to ensure ease of use while also capturing sufficient detail to provide a useful evaluation of the materials. A complete evaluation consists of three forms to be completed by the materials evaluator: a form eliciting descriptive information about the materials (bibliographic citation, availability, language/dialect presented, form of presentation, grammatical/pedagogical approach, overall organization of the… [PDF]

White, James L. (1980). Odaminodaa Ojibwemong!! = Let's Play in Ojibwe!!. The booklet contains directions for designing six word games to provide motivation, reinforcement, and review for students of all ages, from children to adults, as they learn the Ojibwe language. Step-by-step instructions are provided for making and playing Quiz Board, Tic-Tac-Toe, Concentration, Lottery, Lingo (Bingo), and Incocomp. Suggestions for adapting the games to the age and language ability levels of the students, using other languages, and creating flash cards and tapes are outlined. Supplementary materials included are illustrated diagrams and/or sample cards for each game; a pronunciation guide; and bilingual English/Ojibwe lists of pets and farm animals, wild animals, fish, birds, insects, body parts, people, relatives, food, fruits and vegetables, household objects, kitchen items, months and seasons, days and time, weather vocabulary, places, everyday expressions, and numbers. (NEC)…

(1986). A Parent Involvement Model for Use with Limited English Proficient High School Students. Teacher's Guide: The Vocationally Oriented Bilingual Curriculum. This teaching guide accompanying materials for parents to support the efforts of their limited-English-speaking high school children in a vocationally-oriented bilingual secondary program provides an explanation of the program and its objectives and suggests techniques for introducing and using the materials effectively with the parents. Steps to use in replicating the program in other districts, beginning with identification of the target population and proceeding through implementation, identifying community liaisons, selecting educators, scheduling, orientation, and evaluation are provided. A sample parent introduction letter, certificate of participation, and teacher's record chart are also included. (MSE)… [PDF]

(1988). English Language Arts Framework: Kindergarten-Grade 12. This guide provides general guidelines for local school districts in Texas to follow in designing English language arts programs to meet the needs of their students and the expectations of their communities. Instead of providing specific instructional items, strategies, and materials, the guide reflects Texas State Board of Education rules and legal mandates and presents suggestions for implementing these rules. The first section provides an overview of the content of the English language arts curriculum. Subject and course descriptions are provided together with scope and sequence illustrations of the English language arts essential elements at all levels. In addition, the section details the required and suggested time allocations for the English language arts essential elements as well as the high school graduation requirements. The second section provides sample English language arts lesson plans for Grades 2, 4, 5, 7, 9, and 10. The third section provides general information…

Rutkowski, Edward, Ed. (1982). Papers and Proceedings of the Annual Meeting of the Midwest History of Education Society (17th, Chicago, Illinois, October 30-31, 1981). Journal of the Midwest History of Education Society, v10. Divided into four parts, this document presents papers covering: quantitative analysis and educational history, ethnicity and education, educational paradigms, and schooling in the urban heartland. The first paper in part 1, \The Social and Economic Correlates of School Attendance among the Children of Textile Workers, 1890\ (D. L. Angus, B. A. Hilbert, and J. E. Mirel) is based on the 1890 and 1891 annual reports of the commissioner of labor. \Path Analysis: Another Research Tool for the Educational Historian\ (I. Newman and C. M. Dye) reviews the uses of path analysis as a research methodology. Part 2 begins with \A Test of Andrew M. Greeley's Six Step Theory of Ethnic Assimilation by the Use of Norwegian-American Historiography\ (F. C. Nelsen). \Ethnicity and Ethnic Studies Revisited\ (M. M. Krug) reviews the rise in the 1970s of ethnic awareness in education. \Two Christian Ideas of Childhood: Clement of Alexandria and Augustine\ (J. J. Chambliss) contrasts Clement's childhood…

Asselle, Maria Grazia; And Others (1988). Park West High School Vocational and High School Equivalency Bilingual Program, 1986-1987. OEA Evaluation Report. Park West High School's Vocational and High School Equivalency Bilingual Program's purpose was to help limited-English-speaking students develop English skills while receiving occupational training after school through bilingual content-area instruction. The program was funded as a mini-school within the high school, providing the same overall job and career orientation provided to mainstream students. In 1986-87, the program served 224 students in grades nine through twelve. Most were recent immigrants with diverse cultural and immigration histories. Half were overage for their grades. Major emphasis was placed on mainstreaming the students into a vocational mini-school or academic track in the high school, with the aim of preparing them for employment after graduation. Guidance, academic and career counseling, and parental involvement were part of the program. Analysis of student achievement data indicates: (1) English language objectives were met only in the fall semester; (2)… [PDF]

Yap, Kim Onn (1984). Standards for Title VII Evaluations: Accommodation for Reality Constraints. Two separate sets of minimum standards designed to guide the evaluation of bilingual projects are proposed. The first set relates to the process in which the evaluation activities are conducted. They include: validity of assessment procedures, validity and reliability of evaluation instruments, representativeness of findings, use of procedures for minimizing error, and use of multiple objectives and multiple measures. The second set of standards relates to the content of the evaluation, and includes: project implementation; student performance; school, family, and community factors; and evaluation use. In implementing evaluation standards, several issues and problem areas are likely to emerge, e.g., resistance to change, burden on resources, and technical issues. However, the development and implementation of sound evaluation standards should go a long way in ensuring the accomplishment of desired outcomes in Title VII projects. (BW)… [PDF]

Brause, Rita S.; And Others (1982). An Investigation into Bilingual Students' Classroom Communicative Competence. Final Report. The project studied a critical aspect of school performance, how children know how to display interactional competence during classroom lessons. Using videotapes of classroom lessons and interviews with participants, the study analyzed the language used by teachers and students as well as their physical behaviors to infer the knowledge needed for learners to function successfully. The participants in the study were teachers and students in a kindergarten, a second- and a fifth-grade classroom in which Spanish and English were the language of instruction. The findings were that in order to be interactionally competent, students must be able: (1) to recognize when lessons and episodes begin and end; (2) to know and follow the rules which govern them in order to participate appropriately by listening, soliciting a turn-at-talk, and/or responding to a teacher initiated turn as well as to initiate the negotiation of new episodes. These findings suggest that teachers facilitate the… [PDF]

(1975). Curriculum Guide for Italian Language Arts. Literature Levels AB = Guida alla Lettura della Lingua Italiana Letteratura Ciclo A & B. Working Draft. A curriculum and teaching guide for introductory literature appreciation in the Chicago public schools is an orientation for the bilingual teacher of Italian students. Concepts such as rhyme and personification are developed for the teacher. For each of the two levels included, the section begins with a list of specific performance objectives, numbered to correspond to subsections containing lesson outlines. Each lesson outline specifies the subskill or concept to be developed, a suggested instructional strategy, class activities, and evaluation criteria. Illustrations, poems, and worksheets provided are suitable for overhead projection. The literature covered is drawn from poetry, novels, folklore, and drama. (MSE)…

Pugh, Wesley C. (1984). The Provisions for Hispanics, Asians and Other Minority Groups in Desegregation Plans in Major American Cities. Report No. 8424. Analysis of the provisions for Hispanics, Asians, and other minority groups (excluding Blacks) in the desegregation plans of 13 cities (Boston, Chicago, Cleveland, Dallas, Denver, Detroit, Los Angeles, Miami, Milwaukee, New York City, Philadelphia, San Francisco, and Seattle) suggests a number of trends: (1) These groups have not been classified as Black; in voluntary plans they have been classified on a percentage formula related to the groups as "separate identifiable groups" (i.e., neither White nor Black); in mandatory plans they have been classified as White; district size has not affected classification; and a high percentage of a group in a system has led to classification as a "separate identifiable group," while a low percentage has led to classification White. (2) District size has had little effect on language provisions; in districts with a high percentage of these groups, government bilingual requirements, at a minimum, have been carried out, and…

Stanley, Ed (1993). Appreciating Continuity and Change in India through Literature, Customs, Culture, and Socioeconomic and Political Perspectives. Fulbright-Hays Curriculum Project. This curriculum project was developed by an individual who studied in India for 5 weeks in 1993 as part of the Fulbright-Hays Seminars Abroad program. The activities seek to: (1) offer factual information on India from literature, customs, culture, and socioeconomic and political perspectives; (2) help students be more tolerant about people of another race, of another country, and the conditions under which they live; (3) expand students' spheres of understanding to include a culture other than their own; (4) create a desire in students to keep informed about current events on an international level; (5) answer a need for recreational reading with books that feature factual places as part of the story; (6) help develop aesthetic tastes through writing and illustrating answers to teacher-prepared questions; and (7) furnish more unusual and unique reading material for all middle school reading/language arts and social studies classes to initiate interesting classroom discussions. (EH)… [PDF]

(1987). Saudi Arabia Today. A Teaching Program on the Kingdom of Saudi Arabia: (1) Grades 1-3, Our Visit to Saudi Arabia; (2) Grades 4-6, A Modern Kingdom; (3) Junior High School, The Kingdom of Saudi Arabia; (4) Senior High School, The Kingdom of Saudi Arabia. This package includes materials for students and accompanying teaching guides and posters for teaching about life in contemporary Saudi Arabia for grades 1-8. The student folder for grades 1-3 presents information about the Middle Eastern nation in the form of a boy's letter to a friend back home. In the letter are descriptions of the cities of Riyadh and Jeddah, the Islamic faith, Saudi farming, recreational activities, the Saudi oil industry, and other aspects of life in the country. The teaching guide sets out general teaching objectives, then presents background material, objectives, skills tips, and discussion questions corresponding to each page of the child's letter. Student worksheets in the guide include a connect-the-dots illustration, a page requiring students to tell the boy's story chronologically, multiple choice questions, and other activities. Presented in the form of a one-act play for classroom role playing, the pamphlet for grades 4-6 describes Saudi Arabia as a… [PDF]

Clegg, Luther B.; And Others (1995). Celebrating Diversity: A Multicultural Resource. First Edition. This guide emphasizes the inclusion of traditionally under-represented cultural groups by recognizing calendar events of multicultural significance. The approach presumes that activities centered in the cultural understandings and experiences of diverse students encourage general student involvement and build critical thinking skills. Strategies for encouraging alternative perspectives on social problems and historical events are given. The book, organized by calendar year, gives background information for each month, along with selected events; people, places, and events of the month; and teaching units that include instructional activities and teaching ideas. The teaching units address the following issues and topics: (1) "In the Beginning"; (2) "Native Americans – The First Nations of the Western Hemisphere"; (3) "Harvest and Thanksgiving Celebrations around the World"; (4) "Winter Holidays around the World"; (5) "A Simulation Trip to…

Latrobe, Kathy Howard, Comp.; Laughlin, Mildred Knight, Comp. (1992). Multicultural Aspects of Library Media Programs. Designed to help library media specialists, as well as administrators, teachers, and parents, develop a greater sensitivity to the multicultural problems and issues that young people face in schools, this collection of essays offers diverse perspectives on multicultural issues in the media program. The four main sections of the book and the essays that comprise them are as follows: (1) the introduction, \Multicultural Library Media Centers\ (Kathy Howard Latrobe); (2) information on gaining perspective including \Understanding and Appreciating the Unique Needs of Asian-Pacific Americans\ (Leslie S. J. Farmer); \Understanding and Appreciating the Unique Needs of African Americans\ (Melvin N. Bowie); \Understanding and Appreciating the Unique Needs of Mexican Americans\ (Rose Mary Flores Story); \Understanding and Appreciating the Unique Needs of Native Americans\ (Lotsee Patterson); \Understanding and Appreciating the Unique Needs of European Americans\ (Donna S. Richey); and…

First, Joan; And Others (1991). The Good Common School: Making the Vision Work for All Children. A Comprehensive Guide to Elementary School Restructuring. In order for children to have access to quality educational experiences, all members of the school community must participate in school restructuring (parents, advocates, educators, community leaders, and policymakers). Researchers and teacher training institutions also play a vital role. This book provides easy access to information of particular interest to different groups and individuals who support advocacy-driven school reform. It is organized around 10 vital student entitlements discussed within 8 chapters that focus on the following topics: parent participation, student admission and placement, student instruction, enhancing individual potential, student support services, school climate, teacher empowerment, and school finance. A fictional vignette is presented at the beginning of each chapter, representing an imaginary elementary school on its way to becoming the Good Common School (a school with the primary goal of providing educational excellence for all of its students)….

Seng, Seok-Hoon (1994). Educating Young Children in a Diverse Society. This paper examines the impact of ethnicity, gender, and social class on young children and discusses the ways in which children can be educated to appreciate and value diversity. It also summarizes the ideas of E. King's \Educating Young Children in a Diverse Society\ (1994), highlighting the strategies advocated in the book that encourage teachers and educators to implement diversity into programs for young children. The paper notes that early childhood educators need to focus on content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowerment when considering curriculum development and program practices. Educators also need to address their own cultural, gender, and class attitudes, as well as the attitudes of their students, when formulating curriculum content and teaching methods. The paper concludes by noting that using information about culture and learning in sensitive and positive ways will help educators value and promote diversity in… [PDF]

Oleksa, Michael J. (1991). Six Alaskan Native Women Leaders: Pre-Statehood. This booklet provides resources for teaching about pre-statehood Alaska history and the role of Alaska Native women. The six women leaders featured come from different backgrounds, languages, and cultures. They include an oral historian, a civil rights activist, a bilingual teacher, a traditional storyteller, a healer, and a tradition bearer. The period covered by the lifetimes of these women–from the early 19th century through the present–facilitates consideration of issues ranging back to the first contacts with Russian explorers. Each section contains an introduction to the historical and geographic context in which the women lived and a brief biographical sketch. Supplemental materials include a book chapter in English and Gwich'in on remembrances of subsistence living, a Yup'ik legend, diplomatic letters and other communications, newspaper articles, a language map, and photographs. Each section also contains suggestions for follow-up discussions, activities aimed at… [PDF]

Dial, Micah; Stevens, Carla J. (1993). Comparison of Student Academic Performance at Multi-Ethnic Schools versus Single-Ethnic Schools. This study examined whether students perform better academically if they are in a multi-ethnic school setting, in the minority in a predominantly single-ethnic school, or in the majority at a predominantly single-ethnic school. The study looked at three ethnic/racial groups: White, Black, and Hispanic; and analyzed urban students' mathematics and reading test scores from the fourth through eighth grade. An analysis of variance was used to assess group differences and compare groups of the same ethnicity who were in different school settings. Data from the state education agency's database for students from 1986-87 through 1990-91 from their fourth through eighth grade years were used. Student ethnicity, gender, age, socioeconomic status, and standardized test scores were evaluated. The results suggest that it may be more academically beneficial to minority students for school districts to emphasize desegregating schools rather than promoting single-race schools. In particular, the… [PDF]

(1998). Children with Special Health Care Needs and Their Families: Building on Cultural Strengths. CYDLINE Reviews. This annotated bibliography focuses on materials published after 1991 about cultural competence and children with special health care needs. It is divided into the following sections: (1) epidemiology and demographics (11 publications); (2) cultural competence (15 publications); (3) cultural competence and children and youth with disabilities (29 publications); (4) family systems (6 publications); (5) cultural competence and service delivery (12 publications); (6) cultural competence and health care policy (6 publications); and (7) educational materials (23 publications). The booklet closes with a list of three organizational resources on child health and cultural competence. (CR)… [PDF]

(1990). Flight to Hope: A Catholic Collaborative Educational Project on Refugee Awareness for Today's Students. This curriculum guide offers materials for a refugee awareness program, Flight to Hope, merging factual information with experiential learning activities to provide a holistic approach to understanding refugees for presentation in Catholic schools and involving parish participation. Included in notes on using and coordinating the program are a suggested calendar of events, a sample letter and family activities for parents, a sample letter and parish activity sheet for parish ministry teams, and a discussion of how to integrate the larger school and parish community into the classroom program. The teacher's guide provides background for teachers seeking an understanding of the world of refugees including a discussion of who refugees are, refugee relief efforts, the politics of refugee determination in the United States and abroad, and the challenges and difficulties facing refugees. The Flight to Hope Program includes the following eight lesson plans for grades 6 through 12: (1)…

Tao, Pauline; And Others (1990). More Than Just Chinese Food…A Collection of Writings by Adult ESL Learners and Three Approaches to Teaching and Writing in the ESL Classroom. This book consists of a collection of stories written by adults who attend a bilingual ESL (English as a Second Language) program co-sponsored by the Toronto Board of Education and Chinese Information and Community Services. All the writings deal with Chinese culture but the book may be used by people of diverse backgrounds and of varying levels of English language proficiency. The stories and accompanying exercises are of different levels of difficulty. Discussion questions follow each story. The goal of the book is to: (1) promote language development by way of exercises and discussions of topics that are relevant and meaningful to adult learners; (2) to provide instructors with descriptions of three approaches to teaching writing (Language Experience Approach, Process Writing and a Variation on Process Writing) that they can use in their programs and (3) to provide a springboard for intercultural communication and understanding through cultural exploration and comparison….

Sandhu, Daya S. (1994). Culturally Specific Learning Styles: Some Suggestions for Teachers. This paper examines the importance of culturally-specific learning styles within the context of the Kentucky Education Reform Act of 1990. The Act posits that all students can learn, that students learn differently, and that students learn better when they are taught utilizing their preferred learning modalities. A review of the literature indicates that all cultures, communities, and families can be divided into two major dimensions–traditional and modern–in terms of gender roles, family identity, sense of community, family identification, time orientation, age status, importance of tradition, subservience to convention and authority, and spirituality/religion. Teachers need to understand the cultural style of students; to use a proactive approach to reach out to those students whose values and needs differ from the mainstream; to exhort the message that "to be different means to be distinct but not inferior"; and to accommodate students with differing needs and… [PDF]

(1987). The Culture of Immigrant Populations and Cultural Policies: Socio-Cultural Innovations in the Member States of the CDCC. Summary of the Meeting (Strasbourg, France, March 4-5, 1986). The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". Proceedings of a meeting on immigrant culture are summarized in this report, which aims to outline the main questions asked and answered at this final activity of a 5-year project carried out by the Council for Cultural Cooperation. The introduction discusses the goals of the meeting which were to define the culture of migrants, especially of young people of immigrant origin, and to call on institutions to explain their cultural policies and programs for the benefit of migrants and ethnic minorities. A summary of Antonio Perotti's keynote speech lists new trends in European migration and notes problems such as youth unemployment, antisocial behavior, and racist attitudes towards young people. Part I of the report deals with ways in which migrants give expression to and develop their culture. Strategies for cross cultural communication are cited, including a German coffee house-meeting house scheme for women of foreign extraction, the use of drama, and literary and music competitions…

de la Brosse, Beatrice (1988). Children with Special Needs in Family Day Care Homes: A Handbook of Approaches and Activities for Family Day Care Home Providers. Practical information and sample teaching activities for child caregivers who work with young developmentally disabled children in family day care settings are provided in this manual. Each chapter shares a typical experience a caregiver may have with a particular child. Chapter 1 focuses on getting to know a new child, initial expectations, and testing a new environment, with related activities such as following simple directions and learning sounds. Topics covered in chapter 2 include sensitivity to the child's changing needs, developmental stages, sequencing and repeating activities, and creativity, with related activities which include imitating sounds and giving objects. In chapter 3, the how-to's of designing and preparing for activities are described. Activities in chapter 4 (e.g., wheelbarrow walk, Simon Says) accompany a discussion of the meaning of play for children. Chapter 5 focuses on the creation and use of toys and spaces for play, with activities such as pointing to… [PDF]

de la Brosse, Beatrice (1988). Cuidado de Ninos con Necesidades Especiales en el Hogar: Manual de Estrategias y Actividades para Proveedores que Cuidan Ninos en Sus Hogares (Children with Special Needs in Family Day Care Homes: A Handbook of Approaches and Activities for Family Day Care Home Providers). Practical information and sample teaching activities for child caregivers who work with young developmentally disabled children in family day care settings are provided in this manual. Each chapter shares a typical experience a caregiver may have with a particular child. Chapter 1 focuses on getting to know a new child, initial expectations, and testing a new environment, with related activities such as following simple directions and learning sounds. Topics covered in chapter 2 include sensitivity to the child's changing needs, developmental stages, sequencing and repeating activities, and creativity, with related activities which include imitating sounds and giving objects. In chapter 3, the how-to's of designing and preparing for activities are described. Activities in chapter 4 (e.g., wheelbarrow walk, Simon Says) accompany a discussion of the meaning of play for children. Chapter 5 focuses on the creation and use of toys and spaces for play, with activities such as pointing to… [PDF]