Titlebook: Early Childhood Education; An International Per Nechama Nir-Janiv,Bernard Spodek,Paula Wagemaker Book 1982 Plenum Press, New York 1982 Kind

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ily learning in every sphere of development. Many of these teaching/learning interactions shared between parents and young children may appear mundane or inconsequential. Yet, they have been shown to stimulate development, foster interest and expectation for future learning, and relate to children’s

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1979). There is ample documentation that parenting programs can produce immediate effects on children’s cognitive performance and development (Bronfenbrenner, 1974; Chilman, 1973; Clarke-Stewart & Apfel, 1979). IQ gains have been shown to remain stable for several years after program termination (G

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y be directors of Head Start, day care or teachers’ centers, CDA. field trainers, consultants, college instructors or curriculum coordinators. All of us confront similar situations, issues and problems and have to make similar choices as to which content will be most helpful for teachers.

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itan metropolis of San Francisco, is an urban community of some 360,000 persons. Oakland is a city of many diverse ethnic, language and socioeconomic groups, a significant number of working mothers and a growing population of single parent households.

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This paper is more related to policy making than specific experimental findings and is based on personal educational experience accumulated over many years. Although the ideas are not necessarily novel, they merit a renewed consideration and a reformulation in terms of present needs and problems.

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This paper contains a summary of our recent research on the development of memory in preschool children. We have been interested in assessing the mnemonic abilities of preschool children, ascertaining the nature of memory improvement that occurs during this time span, and understanding the factors that contribute to this development.