Index
Young Children, Volume 61, January through November 2006
Visit www.journal.naeyc.org/search for a searchable index of Young Children articles beginning with the 1985 volume year.
By author
Anderson, J. (may) 37–39
Baker, I. (see The Reading Chair)
Balaban, N. (nov) 14–20
Ball, R.A.H. (jan) 10–11
Barbarin, O. (nov) 79–86
Bardige, B. (july) 12–13
Behounek, L.M. (mar) 24–26
Bellows, L. (may) 37–39
Bennett, T. (jan) 22–27
Bernath, P. (may) 20–24
Bowman, B.T. (sept) 42–48
Bradley, J. (jan) 34–40
Brougher, J. (july) 106–07
Cain, H.M. (may) 78–84
Carlson, F.M. (sept) 34–36
Carroll, J. (sept) 26–32
Chenfeld, M.B. (nov) 34–35
Christian, L.G. (jan) 12–20
Clements, D.H. (sept) 38–41
Cohan, K.A. (jan) 54–55
Colker, L. (jan) 96–100; (may) 50–52
Comer, J.P. (sept) 26–32
Cooney, M.H. (mar) 75–82
Courtney, A.M. (mar) 68–74
Crawford, G.M. (nov) 79–86
Cruz Jr., J. (july) in English and Spanish 10, 74; (see also From Our President [jan], [mar], [may])
Curenton, S.M. (sept) 78–89
Daeschel, I. (may) 40–48
Darling, L. (nov) 88–93
DeMarie, D. (jan) 101–04
DiMarco, N. (may) 26–30
Dixon, S. (july) 46–52
Dombro, A.L. (jan) 29–33
Doubet, S. (nov) 30–32
Drew, W.F. (mar) 44
Egertson, H.A. (see Of Primary Interest)
Engelbrecht, J.A. (may) 26–30
Enz, B. (jan) 50–51
Epstein, J.L. (jan) 40
Ermis, S.A. (sept) 90–95
Essery, E. (may) 26–30
Ethridge, E.A. (jan) 101–04
Feeney, S. (sept) 10–16
Feldman, J. (jan) 52–53
Ferede, M.K. (nov) 94–97
Fox, L. (nov) 36–43
Freeman, N.K. (sept) 10–16
French, K. (may) 78–84
Gallagher, K.C. (nov) 44–49
Gartrell, D. (see Guidance Matters)
Gillespie, L.G. (july) 34–39; (sept) 53–55
Ginsberg, M.R. (see Observations and Reflections)
Goldstein, A. (july) 30–32
Grace, C. (nov) 88–93
Groulx, J.G. (nov) 22–28
Hadden, D.S. (mar) 42–43
Hansen, C. (nov) 22–28
Harle, A.Z. (july) 101–04
Harms, T. (july) 89–93
Honda, M. (july) 82–88; (sept) correction 89
Hou, E.D. (nov) 94–97
Huettig, C. (may) 26–30
Hyson, M. (nov) 28, 32, 43, 53
Jablon, J.R. (mar) 12–16
Kagan, S.L. (sept) 26–32
Kamii, C. (july) 82–88; (sept) correction 89
Kato, Y. (july) 82–88; (sept) correction 89
Katz, L. (jan) 86–95
Kibera, P. (jan) 34–40
Koralek, D. (mar) 10–11; (may) 10–11; (sept) 8–9 ; (nov) 12–13
Kordt-Thomas, C. (may) 86–90
Kyger, C.S. (mar) 17–23
LaCount, M. (jan) 50–51
Lally, J.R. (july) 14–20
Lamm, S. (nov) 22–28
Lee, I.M. (may) 86–90
Lee, S. (sept) 18–25
Lentini, R.H. (nov) 36–43
Lerner, C. (jan) 29–33
Levy, L. (may) 26–30
Lewin-Benham, A. (mar) 28– 34
Logue, M.E. (may) 70–76
Lutton, A. (mar) 53; (sept) 58– 59
Mangione, P. (july) 14–20
Manning, J.P. (mar) 84–87
Masi, W. (may) 20–24
Mass, Y. (jan) 54–55
Mayer, E. (nov) 94–97
Mayer, K. (nov) 44–49
McMullen, M.B. (july) 46–52
McOmber, K.A. (may) 34–36
Mitchell, A. (see From Our President [july], [sept], [nov])
Montano, M. (mar) 68–74
Narvaez, A. (jan) 52–53
Nekovei, D.L. (sept) 90–95
Nelson, B.G. (sept) 34–36
Ordoñez-Jasis, R. (jan) 42–48
Ortiz, R.W. (jan) 42–48
Parish, L.E. (may) 32–34
Patton, M.M. (nov) 22–28
Perry, M.W. (mar) 83
Pianta, R.C. (mar) 42–43
Pica, R. (may) 12–19
Poussaint, A.F. (jan) 48
Powers, J. (jan) 28
Quann, V. (july) 22–29
Quesenberry, A. (nov) 30–32
Ramming, P. (mar) 17–23
Rhodes, M. (jan) 50–51
Rich, S. (may) 26–30
Rothman, J. (sept) 70–76
Rudisill, M.E. (may) 32–34
Sanborn, C.(B.) (may) 26–30
Sarama, J. (sept) 38–41
Schery, T.K. (jan) 86–95
Schilling, T. (may) 34–36
Schon, I. (mar) 90–93
Scott-Little, C. (sept) 26–32
Seibel, N.L. (july) 34–39
Seitz, H.J. (mar) 36–41
Shore, R. (mar) 62–67
Slaton, A.J. (nov) 22–28
Smith, R.R. (july) 94–100
Sorte, J.M. (may) 40–48
Strasser, J. (mar) 62–67
Theriot, C. (jan) 52–53
Thompson, S.D. (mar) 17–23
Todd, L. (nov) 88–93
Tracy, R. (july) 89–93
Trudeau, K. (july) 101–04
Velez, L. (may) 26–30
Villa, J. (jan) 96–100
Wasik, B.A. (nov) 70–78
Wentworth, G. (jan) 56–60
West, R., Sr. (sept) 34–36
Wetsel, J.C. (july) 72–73
Wien, C.A. (july) 22–29
Wilkinson, M. (mar) 12–16
Williams, K.C. (mar) 75–82
Williamson, S. (july) 40–44
Young, D. (mar) 24–26
Zadina, K.M. (july) 75–76
Zipkin, D. (sept) 77
By feature, column
Some regularly appearing features and columns in Young Children are listed simply by name and with issue date and page numbers.
Advocates in Action: (mar) 61; (july) 72–73; (nov) 62–63
Associate Degree Accreditation: (mar) 53; (sept) 58–59
From Our President: (jan) 6; (mar) in Spanish and English (and in all subsequent issues) 6, 52; (may) 6, 76; (july) 6, 70; (sept) 4, 89; (nov) 6, 8
Guidance Matters: (jan) 105–06; (mar) 88–89; (may) 92–93; (july) 108–09; (sept) 50–52; (nov) 54–55
In Memoriam: Shirley M. Dean, Lucy Cheek Peterson, Elizabeth H. Brady (mar) 59–60; Irving E. Sigel (may) 85; Emily Fenichel (sept) 62
NAEYC Accreditation: (jan) 85; (mar) 56–58; (may) 60–62; (july) 78–81; (sept) 66–67
New Books: (jan) 109; (mar) 96; (may) 96; (sept) 96; (nov) 98
Observations and Reflections: (jan) 83; (mar) in Spanish and English (and in all subsequent issues) 48–49; (may) 64–65; (july) 71, 73; (sept) 64–65; (nov) 66, 68
Of Primary Interest: (nov) 58–60
Professional Development: (mar) 53; (sept) 63
The Reading Chair: (jan) 107–08; (mar) 94–95; (may) 94–95; (july) 110–12; (sept) 56–57; (nov) 56–57
Research in Review: (july) 46–52; (sept) 78–89
Rocking and Rolling—Supporting Infants, Toddlers, and Their Families: (sept) 53–55
By NAEYC Early Childhood Program Standard
This subject index is formatted to help readers identify resources related to the 10 new NAEYC Early Childhood Program Standards. To learn more about the standards, visit www.naeyc.org/accreditation/performance_criteria/program_standards.html.
1. Relationships
Between teachers and children
building through talk (sept) 50–52
consistency of, for infants’ self-regulation (july) 34–39
in effective practice (nov) 44–49
infancy demands (july) 14–20
with problem behavior (nov) 36–42
race/culture stigmas (nov) 79–86
unifying approach, infant/toddlers (july) 46–52
Between teachers and families
applying family systems theory (jan) 12–20
in family child care (july)
40–44
family involvement story-books (nov) 94–97
for home-school continuity (jan) 22–27
in infant/toddler shared care (jan) 29–33
in a reading group (jan) 56–60
for social-emotional competencies (nov) 30–32
supporting, academic achieve-ment (sept) 18–25; infants/toddlers (sept) 53–55
supportive, engaging ways (jan) 10–11
Challenging behaviors
biting (sept) 53–55; and oral development (mar) 17–23
classroom conflict mediation (mar) 88–89
and friendly humor (july) 108–09
in home-to-school transition (sept) 50–52
in same-age/multiage groups (may) 70–76
teacher practice framework (nov) 30–32
techniques to try (jan) 105–06
Children making friends
value of (july) 106–07
Wanna play? (nov) 34–35
Creating harmonious classrooms
children helping children (july) 106–07
play-based approach (may) 86–90
through social skills (nov) 22–28
for toddlers/preschoolers (may) 70–76
2. Curriculum
Cognitive (content areas marked with asterisks)
*arts/creative expression/appreciation
blacktop painting (mar) 83
great books, paperbacks (july) 110–12
music for children’s minds (mar) 62–67
storytelling (sept) 70–76;
for school readiness (sept) 78–89
*early literacy
books in Spanish (mar) 90–93
children as photographers (jan) 101–04
classic children’s books (may) 94–95
as communication with migrant families (sept) 18–25
and diverse families (jan)
42–48
family involvement storybooks (nov) 94–97
in France, lessons from (july) 94–100
good children’s books (see The Reading Chair)
*early mathematics
in kindergarten (sept) 3–41
logico-math thinking, cards play (july) 82–88; errata (sept) 89
and music immersion (mar) 62–67
*health and safety
The Cooking Book (may) 50–52
oral motor development (mar) 17–23
playground action, at home too (may) 34–36
preschool nutrition education (may) 20–24
*science
environmental awareness (mar) 28–34
investigation, four-step process (mar) 36–41
*social studies
books in Spanish (mar) 90–93
class meetings (nov) 54–55
cultural storytelling (sept) 78–89
multicultural (mar) 75–82
*technology
kindergartners use PowerPoint (mar) 24–28
Developmental
*language usage
through class meetings (nov) 54–55
increase, via multiage groups (may) 70–76
learning, a word at a time (nov) 70–78
through music experience (mar) 62–67
rich vocabularies, at-risk learners (sept) 90–95
story acting in kindergarten (sept) 70–76
storytelling, decontext-ualized talk (sept) 78–89
*physical
fitness and strength building (may) 12–19
games, learning roles/skills/relationships (nov) 34–35
movement and the brain (july) 39
needs of children with spina bifida (may) 78–84
oral motor development and biting (mar) 17–23
play for toddlers (may) 32–34
*social-emotional
cultural identity/respect (mar) 75–82
empathy development, in-fants/toddlers (july) 22–29
issues from age segregation (may) 70–76
life lessons (sept) 70–76
security, child’s view (nov) 42
self-esteem and learning (nov) 58–60
self-regulation (july) 34–39
skills to teach (nov) 36–42
via unstructured play (nov) 12
Essential characteristics of
in early childhood transitions (sept) 26–32
for healthy/active children (may) 64
for infants and toddlers (july) 12–13; 14–20
in mixed-age groupings (july) 40–44
3. Teaching
Creating caring communities
for a child with hearing loss (jan) 86–95
climates of respect/empathy (mar) 75–82
and a culture of caring (july) 22–29
curriculum of trust (nov) 14–20
encouraging classrooms (nov) 54–55
including a child with spina bifida (may) 78–84
infants (july) 14–20
life lessons (sept) 70–76
for peaceful problem solving (nov) 22–28
promoting inclusion/culture (jan) 34–40
In enriched learning environments
building on children’s interests (mar) 36–41
creating peace places (nov) 22–28
introducing complex music (mar) 62–67
language arts in France (july) 94–100
men in early childhood (sept) 34–36
of mixed-age groups (july) 40–44
play-based (nov) 34–35
Sure Start in Iceland (jan) 96–100
theme-based, for rich vocabularies (sept) 90–95
Making learning meaningful
card game teaches think-ing (july) 82–88; errata (sept) 89
children’s oral storytelling (sept) 78–89
by documenting process (mar) 28–34
healthy self-esteem (nov) 58–60
life lessons, in story acting (sept) 70–76
nutrition and snacks (may) 20–24
PowerPoint use (mar) 24–28
preschoolers and new foods (may) 37–38
reading comprehension (mar) 68–74
through reflection (july) 101–04
responsive approach, infant care (july) 14–20
Meeting children’s interests and needs
countering toddler biting (mar) 17–23
in culturally diverse classrooms (sept) 77
inclusion, military base program (jan) 96–100
social-emotional, prevention (nov) 36–42
teacher-child relationship, as key (nov) 44–49
temperament and self-regulation (july) 34–39
Time, grouping, and routines
engagement strategies (mar) 12–16
family involvement in care (jan) 29–33
floor time, rethinking play (may) 86–90
for healthy emotional regulation (july) 34–39
making new foods fun (may) 37–38
multiage groups, social behavior (may) 70–76
promoting rich vocabularies (sept) 90–95
reading together (july) 45
for social skills learning (nov) 36–42
To build skills and knowledge
of at-risk learners (sept) 90–95
for children’s futures (nov) 6
conflict resolution (mar) 88–89; (nov) 22–28
for healthful eating habits (may) 37–38
math topics in kindergarten (sept) 38–41
music and academics (mar) 62–67
for physical fitness (may) 12–19
in reading other’s feelings (nov) 22–28
social emotional (nov) 36–42
storytelling/puppets/plays (sept) 78–89
vocabulary development (nov) 70–78
To deepen children’s understanding
construction of meaning (mar) 68–74
emotions (nov) 53
fitness, healthful eating (may) 26–30
social justice (mar) 75–82
4. Assessment of Child Progress
Adapting curriculum
to culture/learning standards (sept) 42–48
to encourage curiosity (nov) 58–60
Appropriate methods
reading comprehension (mar) 68–74
for school readiness (sept) 78–89
student-led conferences (mar) 24–28
teacher-student reflection (july) 101–04
videotaping math play (july) 82–88; errata (sept) 89
Creating a plan
inNAEYC’s accreditation system (may) 60–62
Describing progress
documenting child empathy (july) 22–29
of infant learning, holistic (july) 14–20
Families in the process
movement and the brain (july) 39
second-language learning (sept) 18–25
Identifying children’s interests/needs
behaviors, boys’ misinterpreted (nov) 79–86
Individualizing teaching
for child with spina bifida (may) 78–84
Informing program development
standards, alignment and linking ages (sept) 26–32; relevance (sept) 42–48
5. Health
Healthful environments
for effective teaching (nov) 44–49
to help children self-regulate (july) 34–39
for obesity prevention (may) 26–30
for physical activity (may) 12–19
resources, nutrition/fitness (may) 54–58, glossary 53
for responsive/supportive care (july) 12–13
strategies that work (may) 32–38
where children feel safe (nov) 22–28
6. Teachers
Interaction with children
African American boys (nov) 79–86
cultural/religious sensitivities (sept) 77
easing separation (nov) 14–20
engagement strategies (mar) 12–16
in floor time (may) 86–90
promoting social skills (nov) 36–42
responsive approach (july) 14–20
supportiveness (nov) 44–49
to build on their interests (mar) 36–41
using reflection (july) 101–04
Preparation, knowledge, and skills
associate degrees (sept) 58–59
for career change (sept) 9
in early care/education (sept) 10–16
for infant/toddler specialists (july) 46–52
for partnerships with families (jan) 28
positive influence in learning (nov) 58–60
professional reading (see New Books)
role of associations (nov) 66
for social/emotional competency (nov) 30–32
standards for professionalism (sept) 42–48
student teachers and families (jan) 22–27
a teacher-partnering model (mar) 42–43
Professional commitment
emerging practice criteria (july) 78–81
to English-language learner parents (sept) 18–25
ethics (sept) 10–16
to family connections (jan) 22–27
family systems theory in practice (jan) 12–20
to fighting child obesity (may) 40–48
public awareness of (july) 75–76
to research in practice (may) 70–76
to teacher-child relationships (nov) 44–49
unifying principles of practice (july) 46–52
Resources on
families (sept) 55
infant-toddlers (july) 54–56
practices (mar) 11, 44–45
social skills (nov) 50–53
7. Families
As advocates for children
quality care for infants (july) 20
roles in literacy learning (jan) 42–48
stability (jan) 12–20
In collaborative relationships
building self-esteem (jan) 56–60
with care providers (july) 40–44
on child obesity (may) 40–48
as community (jan) 40
easing separation (nov) 14–20
for infant/toddler care (jan) 29–33
for nutrition/exercise (may) 26–30
Learning/sharing information
via children’s photography (jan) 101–04
on cultural identity (mar) 75–82; sensitivity (jan) 34–40
fathers, social skills (july) 32
on infants and toddlers (july) 54–56
for kindergarten preparation (jan) 50–51
literacy practices at home (sept) 18–25
PowerPoint conferences by children (mar) 24–28
storybook involvement (nov) 94–97
virtual pre-K (jan) 52–53
Support of and understanding
African American parents (jan) 48
American educator in France (july) 94–100
critical to children’s success (jan) 10–11
immigrant parents (sept) 18–25
parents as teachers (jan) 54–55
program accreditation, quality (mar) 56–58
resources for (jan) 61–63
theory application in practice (jan) 12–20
8. Communities
Accessing resources
university lab schools (july) 89–93
Links to
in developing care systems (july) 30–32
educational mission (july) 10
globally, NAEYC leaders (jan) 6
and infant/toddler specialists (july) 46–52
pre-K to K transitions study (sept) 26–32
9. Physical Environments
Design, building, and maintenance
emergency preparations (nov) 88–93
Equipment, materials, and furnishings
for boys’ needs (may) 92–93
for children with hearing loss (jan) 86–95
classroom snack center (may) 20–24
for emergent curriculum (mar) 28–34
for kindergarten math (sept) 38–41
for peace places (nov) 22–28
Health and safety
for children with spina bifida (may) 78–84
physical fitness (may) 12–19
toddlers’ physical play (may) 32–34
Indoors and outdoors
pre-K physical action (may) 34–36
10. Leadership/Management
Effective leadership
associate degree programs (sept) 58–59
embracing change (sept) 4
federal education (mar) 61
lab schools and innovation (july) 89–93
men in early childhood (sept) 34–36
national/international (jan) 6
pre-K bridge to primary (mar) 6; (july) 10
for professionalism (sept) 10–16
program disaster recovery (nov) 88–93
public attention to early years (july) 6
recognition for quality (mar) 56–58
as stewards of education (may) 6
Fiscal accountability
advocacy, policy forum (july) 72–73
licensing visits as opportunity (mar) 84–87
quality rating, state QRSs (july) 30–32
Health, nutrition, and safety
programaction, obesity (may) 40–48
Improvement practices
infant/toddler specialists (july) 46–52
licensing visits (mar) 84–87
men as teachers (may) 92–93
in reading comprehension (mar) 68–74
resources for innovation (mar) 10, 44–45
in “reusables” play (mar) 44
social-emotional competence (nov) 30–32
standards/curricula alignment (sept) 26–32
systemic approach (nov) 62–63
teacher observations (may) 70–76; partnering (mar) 42–43
updating DAP (sept) 63
Policies and procedures
accreditation, NAEYC (sept) 66–67; associate degree (mar) 53
centers’ disaster recovery (nov) 88–93
inclusion (jan) 86–95
Program evaluation/accountability
emotion-focused goals (nov) 32
NANE to NAEYC(mar) 48
quality rating (nov) 62–63
standards, and curricula (sept) 26–32; equity (sept) 42–48
Staffing/stability
disaster preparedness (nov) 88–93
teachers’ role in quality (july) 75–76
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