The weekly plans developed by staff should be reviewed with the following questions in mind: Some teachers note "target children" on their weekly plans-children for whom special activities are planned to promote the development of specific skills or concepts.

The classroom environment should be orderly; it is hard to individualize in a messy, disorganized environment. Signs that individual needs are considered in planning and organizing space and materials include the following.

Staff-child interactions also demonstrate attention to individual needs. Focus on the things staff members do and say to treat each child as an important individual. Does the staff recognize the interests nad abilities unique to each child? Does the staff talk with children about themselves , thier families, their pets, their interests and experiences?

There are many examples of sensitive staff-child interactions Education Coordinators might observe. Staff members might be:

Individualizing for bilingual children means that the staff allows them to use their first language would also encouraging them to learn English. Like all children, bilingual children differ from each other in their level of development, the skill they have learned, personality, strengths, needs, and interests. Selecting and adapting a curriculum that reflects the language and culture of the children enrolled ( as described in Chapter III) is one way that Head Start programs individualize for bilingual children.

Promoting Collaboration

Input from and involvement of other component staff help teachers and home visitors to individualize the program. The perspectives of the Parent Involvement Coordinator, the Health Coordinator, and the Coordinator of Handicapped Services are particularly critical to understanding a child's total situation and overall development needs. Staffing on individual children, often organized by the Education Coordinator and attended by staff from other components, as well as by the child's teachers or home visitor, are an effective way to promote collaboration.

Teamwork among components is especially important for children with handicapping conditions. Education staff should be involved in developing the Individual Education Plan (IEP) required for each handicapped child. An IEP is a comprehensive plan that addresses the needs, strengths, and special service requirements of a child with a diagnosed handicapping condition. For Head Start purposes, and IEP must contain:

Education Coordinators ensure that the education staff receives training and support in working with children who have handicapping conditions, so that they can adapt activities to meet individual needs.
 
THE PHYSICAL ENVIRONMENT

The daily program is conducted in three types of leaning environments: in the classroom, outdoors, and in children's homes. Whether the program is conducted in the classroom or in the child's home, the education staff can select and organize materials and equipment to conform to the curriculum and the daily plan. In center-based programs, the staff has more control over the work environment. The classroom environment should reflect the program's curriculum. The Education Coordinator can play an active role in helping to select materials and equipment, overseeing how teachers organize the environment, and helping the staff to rearrange the classroom to more effectively support program goals.

In the home-based option, home visitors help parents lean to use the home resources and materials found in the home to teach their own children. Here the Education Coordinator may offer suggestions to the home visitor to help parents understand how to organize the children's toys and play areas.

HOW THE ENVIRONMENT REFLECTS
THE EDUCATION PLAN

The Education Plan defines what type of leaning environment supports the curriculum. Some examples follow.

Goal: To promote independence and autonomy

Goal: To help each child develop a positive self-concept Goal: To support the role of parents as the child's first and most important teachers Goal: To promote intellectual development WHEN THE CLASSROOM
ARRANGEMENT IS NOT WORKING

Some classrooms are inviting and clearly support the teachers goals. The children are purposefully active, they know where to find what they need, and they take care of materials.

Other classrooms are less inviting. The same equipment and materials may be organized in ways that work against the teachers' goals. When these teachers are helped to reassess their classroom environment and to rearrange the furniture and materials, they are likely to experience a dramatic change in the behavior of the children. This experience is usually enough to convince a teacher that room arrangement is a powerful teaching strategy.

Children's behavior is an important clue to the effectiveness of the classroom environment. Teachers should be helped to assess their classroom environment and consider changes if the children are observed doing any of the following:

Although these behaviors may have a variety of possible causes, the physical environment may also be considered in assessing how to deal with behavior that is not conducive to leaning. For example, if all shelves are arranged against the walls instead of as dividers defining areas, the open spaces encourage running. If children resist cleaning up, it may not be clear to them where materials are supposed to go.

Checklists for evaluating classroom environments and outdoor spaces are included in the Resource Papers (IV 20-21). They can be used both to assess the environment for possible causes of behavior problems and to provide feedback to teachers on how the environment needs changing.

ADJUSTMENTS FOR CHILDREN WITH
HANDICAPPING CONDITIONS

The primary goal in mainstreaming handicapped children is to enable them to learn in the least restrictive environment and to allow them to operate as independently as possible in the classroom. Adjustments to the environment depend on the type and severity of the handicapping condition.

If a classroom needs to be adapted for a child in a wheel chair or in braces, for example, the staff can be encouraged to:

A number of adjustments are possible and might be explored: Special equipment such as a standing table, bolsters, or wedges may be needed to accommodate other handicaps.

In a classroom serving a child with visual problems, the teacher should take time to orient the child and walk him/her through any new arrangement a number of times to explain the changes.

The Coordinator of Handicapped Services is the program's best resource for education staff needing to make adjustments to accommodate a child with a handicapping condition.

THE LEARNING ENVIRONMENT IN
THE HOME-BASED OPTION

The home visitor's competence in using the home and its immediate surroundings as the learning environment is key to the success of home-based programs. As no two families or homes are alike, individualization is necessary if the program is to be effective. In one home the visit may take place in the kitchen, while in another the visit may be restricted to the living room. In each case the task is to help the parent understand how the home environment can be used to help the child learn.

The creative use of what is available in the home is the task of the home visitor. Because the overall goal is to involve the parents, both the home visitor and the parents need to work as a team. For example, parents can be encouraged to capitalize on teachable moments during daily activities in the home to teach and reinforce concepts such as "big" and "little," "heavy" and "light."

In addition to using what's already in the home, home visitors should supply some basic materials. Supplies such as scissors, glue, puppets, paper, crayons, etc., are to supplement, not replace, what is in the home. Parents are more likely to follow through with activities if they are involved in collecting materials.

THE NEEDS OF ADULTS

Adults also spend time in the classroom. Teachers, teaching assistants, volunteers, and parents have needs that should be accommodated. It is not always possible to provide adults who, work in the center with all the environmental comforts they would like, but some attention to their needs conveys concern and will be appreciated.

Adults need to have a place where the furniture is scaled to their size and where they can do paper work, meet together, and relax. Within the classroom itself, a large rocking chair not only provides a comfortable place for adults to sit but also creates a soft lap for the children. Adults like to have a place where they can safely leave their personal possessions while they are working with the children, and a place where they can take breaks from the busy classroom activities.

A place within the center for parents sends a message that they are important and always welcome. Education Coordinators can work with the Parent Involvement Coordinator to provide a couch, table and chair, a shelf with resources, or an attractive and inviting bulletin board filled with announcements

MATERIALS AND EQUIPMENT

As noted in Chapter III, Education Component staff is often involved and consulted in preparing and monitoring the budget for materials and equipment. Their input on what materials are needed and what supplies have to be periodically replaced is invaluable. Soliciting their ideas conveys a sense of respect for their role and gives the staff control over the program they have to implement. Overseeing the selection of materials and equipment being used at a given time is another aspect of the Education Coordinator's role. There should be a reason for selecting each item used or displayed by the education staff at any given time. In observing what materials are available and being used, some questions to consider include:

Each of these topics will be discussed briefly in this selection.

BALANCE

Achieving a balance in the types of materials displayed means that teachers have considered several aspects of the materials:

Soft materials are those that respond to the touch and provide a variety of tactile, sensory experiences. These include pillows, grass and plants, sewing materials, finger paint, dough, clay, sand, and water. Hard materials include manipulative games and blocks. It is important for teachers to include a selection of both hard and soft materials in the classroom.

Open and closed materials both have a place in the classroom. There generally is no one right way to use open material; that is, a child can create his/her own way of using the equipment. Examples include sand, blocks, most art materials, props for dramatic play, and construction toys. Closed materials dictate a right way in which children are expected to use them. Examples of closed materials are puzzles and matching games, such as lotto. Some materials are in between and allow for creative use within certain restrictions-tinker toys, lego, and peg boards are examples.
 
Simple and complex material are also evident in the classroom. More complex materials usually hold a child's attention longer. But if a child is not ready for too much complexity, it can prove frustrating. Often the same material can be made simple initially, then increasingly complex. For example, play dough by itself, a pile of sand, or a limited number of unit blocks could each be considered a simple material. When, children have explored these materials, the complexity can be increased by gradually adding additional accessories: shovels, containers, and sieves to the sand pile; rolling pins and cookie cutters to the play dough; more unit blocks and cars for the block area.

In selecting materials for the Education Component, preference should be given to materials that can be built into more complex units as opposed to those that have only one use and encourage only one kind of play.

Finally, the levels of mobility elicited by a piece of equipment or material should be considered. High mobility equipment allows children to us their whole bodies. This includes equipment for climbing, running, riding, throwing, building, and swinging. Low mobility equipment requires children to sit still and use their small muscles. Examples of low mobility equipment include small manipulative toys, crayons and markers, scissors (both right and left handed), and books.

DEVELOPMENTAL STAGES

Children use materials in different ways depending on their developmental level. A two-year-old is likely to touch, taste, and bang a play phone; a four-year-old may use it in dramatic play to "make a phone call." Children can master large lego blocks before they can handle smaller ones. When children have had little experience in dramatic play, they need realistic props to entice them into the dramatic play area to imitate and pretend. Only later can they use more abstract and unfamiliar props in make-believe.

In making judgments about what to set out and when, teachers should be aware that in the beginning of the year, especially when children have never participated in a group program before, the selection of materials should be based on an understanding of the level of skills children have developed. For example, it would be in appropriate to put out a complex puzzle with 28 pieces if' most of the children have never seen a puzzle before. Simple four- or five-piece puzzles are best in the beginning of the year. Duplicates of basic materials are better than a wide variety because children can learn from each other and they are not required to wait a long time for a turn. Closed materials, such as peg boards and pegs or simple five-piece puzzles are reassuring, rewarding, and give children a feeling of accomplishment. As children feel more comfortable about using materials, the complexity and variety can be increased.

Education Coordinators might pose the following questions to assess whether the staff is aware of developmental stages in selecting materials.

CULTURAL BACKGROUNDS

Ethnic backgrounds of the children in a given classroom should be reflected in the materials and pictures in the room.
In visiting classrooms, Education Coordinators can observe signs of cultural sensitivity in the following places:

SEXUAL STEREOTYPING

The messages conveyed in children's toys and materials should reflect that both girls and boys can assume nurturing roles in the family as well as a wide range of jobs and professions. Materials to be screened for sexist images include props for the block and house corners, children's books, pictures on the walls, games, and puzzles.

In making observations, Education Coordinators might consider the following questions.
 

HANDICAPS

Selecting and adapting materials for children with handicapping conditions requires an understanding of the particular problem. The Coordinator of Handicapped Services can suggest appropriate materials. For some conditions, special materials are required and may need to be purchased. For example:

Education staff also can be helped to adapt materials already available. For example: No factor is more important in promoting positive attitudes about children with handicaps than the example set by the staff. Additionally, the New Friends Dolls (see the resources list at the end of this chapter) come with patterns, training materials, and activities to promote positive attitudes among all children. There are also many excellent story books depicting children with handicap ping conditions.

CURRENT FOCUS OF THE
CURRICULUM

Education Coordinators can expect to see materials in the centers that were selected for the purpose of teaching a new skill or concept or to extend children's knowledge. These materials might include:

Materials should correspond to the total program and to the teacher's plan for the week. For example, if staff members planned to focus on classification and identification, they might set out materials for sorting and comparing, such as: INTERESTS OF THE CHILDREN

In an effort to identify what children need, many programs forget that children also have strengths and interests. The knowledge that Carlos loves to build tall buildings in the block area, Peter is exceptionally skilled at puzzles, Stephanie helps her father work on cars, and Mary loves to make a collage, will help the staff select materials that will interest these children and then to use the materials to help the children acquire new skills and concepts.

Parent conferences at the center or in the home offer an excellent opportunity for staff to learn about each child's special interests and strengths. Such information should be available in a child's folder. It is just as important for staff in center-based programs to record and use this information as it is for them to note a child's needs.

CLASSROOM MANAGEMENT AND RELATIONSHIPS

Implementation of the Education Component Plan relies to a great extent on the staff's ability to work successfully with the group as well as with individual children.

Good classroom management means that children are developing self-control: they are learning how to make independent choices, to find and return the things they need, to work cooperatively with others, and to solve problems.

In a well-managed daily program, adults and children are purposefully active. They seem to know what to do at any given time, who to turn to for assistance, and  what's expected of them. this is not to say that in well-managed classroom the Education Coordinator will not see children who are angry of sad, over-excited or depressed; children who don't feel good about themselves and who are having a hard time. But the teachers are there to provide guidance and to help them gain control. The teachers know how to plan a program that helps children become self-directed and they know what to do when children need help.

To examine the factors that affect classroom management, it is helpful to review:

THE DAILY SCHEDULE

A daily schedule should be posted in every classroom. No matter how well the teachers know the sequence of the day, a good manager displays the schedule so that everyone-staff, parents, and volunteers-is aware of the day's sequence and structure. In some classrooms, teachers have represented the sequence of activities in pictures so that the children can also "read" the daily schedule.

The daily schedule structures the sequence of activities and allocates time periods for each activity. The schedule should be followed fairly consistently; children develop a sense of security from knowing how the day's events will be ordered. They feel powerful and in control when they can say, "I know what we do next; we go outside!" Within that guideline, however, there is flexibility to accommodate a special activity, such as interacting with a visitor to the center, a particularly interesting activity that the children don't want to leave, or some special event. Additionally, the schedule may be revised during the year as children grow, develop, and expand their skills. For example, the length of the story time may increase.

Although differences will exist from one classroom to another, a well-planned daily schedule reflects:

HANDLING TRANSITIONS

Transitions are often troublesome. They are the in- between times when children are moving from one activity to the next-from clean-up to circle time, from outdoor play to lunch preparation and lunch time. They often become problem periods when children who have nothing to do choose to run around, take out toys that are already put away, or wrestle with each other. Waiting is not easy for young children and when no directions are given, children naturally find something to occupy their time. Usually that is not what adults had in mind!

When behavior problems tend to occur at transition times, Education Coordinators can observe what adults may be doing to contribute to this. The following questions may be helpful in identifying contributing factors.

Attention to transition periods is an important part of good classroom management. Transition times can be used for learning and reinforcing concepts and skills. Teachers who are encountering problems at these times will welcome suggestions on how to handle transitions more effectively. The Resource Papers contain specific suggestions that can be offered to the staff (see "Strategies for Smooth Transitions," IV-22).

DISCIPLINE

Discipline is an important part of classroom management. It involves both the rules established by the staff to guide behavior and the interactions that take place each day.

Good discipline helps children gain self-control so that they live by the rules because they understand and have internalized them, not because an adult is watching. Good discipline helps children learn to respect both ..themselves and others. Children develop self-respect when adults listen to them, verbalize how they are feeling, and help them learn to express their feelings in acceptable ways. They develop respect for others when adults set an example by demonstrating respect for each child's individual needs, are consistent about applying rules, and protect each person's rights to safety and individuality.

Rules are the guidelines that adults and children live by in the classroom. Teachers should be able to articulate what the rules are and how they are communicated to the children. The most effective classroom rules are easy for children to understand, few in number, and consistently enforced. The best way for children to learn the rules is to observe adults who live by these rules them selves and to have them explained simply and firmly at the appropriate time.

If staff members cannot articulate clearly what rules they have established, the Education Coordinator can work with them. Basic rules might include:

How rules are enforced and conveyed to children is as important as the rules themselves. An Education Coordinator can expect to see problems if adults model these behaviors: SUPPORTIVE INTERACTIONS

The quality of staff-child interactions is an important indicator of whether adults understand the purpose of discipline in Head Start in observing staff interactions with children, Education Coordinators assess whether adults:

The Resource Papers include sample statements from teachers that convey support and positive discipline. Some Education Coordinators have found it useful to post these kinds of sayings in the classroom as reminders to staff and parents. The sample statements can also be useful to Education Coordinators in observing and listening to staff interactions. (See "Skilled Ways of Talking to Children," IV-23-24.)

PLANNING: PULLING IT ALL TOGETHER

The long-term and weekly plans developed by the education staff document that the Education Component is meeting the Performance Standards by demonstrating how well the Education Component is:

The information that is used for planning includes: All of this information is pulled together when the staff develops weekly plans and long-term plans that cover two to four months. Unless the education staff uses this information to plan activities, they are unlikely to achieve the goals and objectives of the program, to meet the needs of each child, or to run a smooth program.

Weekly plans should include:

ENSURING THAT WEEKLY PLANS ARE
CONSISTENT WITH PROGRAM GOALS

After observing a classroom and reviewing the weekly plans, Education Coordinators may find these questions helpful in determining how well the staff understands the curriculum and whether they are able to plan and implement developmentally appropriate activities to achieve program objectives.

Staff should be able to explain their reasons for including an activity. Activities should be planned because they will contribute to the children's development, because they contribute to achievement of program objectives, and because they are consistent with the program's philosophy.

To illustrate the connection between program objectives and activities, consider the goal of promoting intellectual skills by "encouraging children to solve problems, initiate activities, explore, experiment, question, and gain mastery through learning by doing." The staff's weekly plan might identify the following objectives and activities to promote achievement of these objectives.

Objective 1: To identify new ways of grouping materials by generating their own categories.

Activities to promote achievement of this objective might include:

Objective 2: To promote problem-solving skills.

Activities to promote achievement of this objective might include:

If weekly classroom plans reveal little connection between daily activities and program objectives, teachers
need assistance. The best place to start is with the Education Plan itself; review the program philosophy, goals, objectives, and the curriculum with the teachers. A format for developing plans must be identified, and several sample weekly plans will need to be prepared with the teachers before they can feel comfortable with the process and appreciate its usefulness.

HOW PLANNING HELPS STAFF TO
INDIVIDUALIZE

If the staff is using assessment information to plan daily activities, it should be evident in the following ways:

PLANNING CONTRIBUTES TO A
SMOOTH PROGRAM AND GOOD
TEAMWORK

When teachers, volunteers, and parents plan together, the chances of having a well organized and smoothly running program are greatly enhanced. Planning is an essential factor in effective classroom management.

When all the adults in the classroom have participated in developing the plans for the week, everyone knows what is expected and who is responsible for what at any given time. This gives the staff time to think ahead and prepare materials that will be needed each day so they are readily available for the children. Children are likely to become restless if they have to wait while the teacher gathers and prepares materials for an activity.

Teamwork is a natural outcome of joint planning. Adults area better able to support on another when they know what activities are planned, the purpose of each activity, and who will assume the lead responsibility. When each person has a thorough understanding of the objectives, he/she is more likely to pick up on learning opportunities and to promote acheivment of these objectives. If adults who are assigned to work with a small group are prepared and organized, the activity will be more likely to succeed with the children. Teachers and parents who have successful experiences working with the children will be motivated to continue practicing effective teaching strategies, such as good planning.

HELPING STAFF DEVELOP
GOOD PLANS

The curriculum provides the framework for planning activities. It defines the scope and sequence of activities that meet program objectives. Long-range. plans demonstrate how teachers will implement the curriculum and meet individual needs during the year. Weekly or daily plans demonstrate how teachers plan to implement the curriculum each day.

LONG-RANGE PLANS

While planning takes place weekly, some thought must be given to what topics and skills will be introduced month by month. Long-range planning ensures that the curriculum is being followed and that there is a plan for covering the topics and skills identified in the curriculum. Most Education Coordinators feel that teachers should make these decisions based on what they know about their children, their community, and individual preferences.

Projecting in two- to four-month blocks of time enables teachers to think ahead about what materials they will need, any changes in the room arrangement that will be required, books they want to get on a particular topic, and trips or special events connected with the plan. There may be budget implications that have to be worked out, letters of invitation, arrangements for transportation, and permission slips to be prepared and signed. Long-range plans make it possible for staff to prepare ahead of time so that they won't be disappointed when a lack, of resources or arrangements prevents them from implementing their program ideas.

In long-range planning, the staff can also decide on special plans for groups of children with common developmental strengths and needs.

WEEKLY PLANS IN A CENTER-BASED
OPTION

Weekly plans define what will take place each day and who is responsible for these activities. Weekly plans should be posted in each classroom so that all adults can refer to them.

Weekly staff meetings in each classroom provide a good forum for teachers and volunteers to get together and plan for the following week. The format selected facilitates the planning process and may vary depending on the following factors:

What may be a good format for one program may not work well for another. Whatever format is used, a weekly lesson plan should include the following information: MONTHLY PLANS IN A HOME-BASED OPTION

Monthly plans for a home-based option program include:

ESTABLISHING LINKAGES WITH ELEMENTARY SCHOOLS

The next educational experience for most Head Start children is in the kindergarten classes of the elementary school system. In order to make this a smooth transition, Education Coordinators establish linkages with elementary school officials, and with the principal and kindergarten teachers at the elementary schools the Head Start children will be attending. The Education Coordinator and the education staff can provide the elementary school staff with information about the Education Component's goals and objectives and the other services provided by Head Start. In turn, the elementary school staff can provide Head Start with information about the kindergarten curriculum, the daily program, and services provided through the schools. This knowledge about the two programs can be used by Head Start and kindergarten teachers and parents to help ease the children's transition from Head Start to school.

LINKAGES WITH SCHOOL
ADMINISTRATORS

The Education Coordinator needs to develop an ongoing relationship with the elementary school administrators in the area served by the program. It is important to provide these administrators with an initial orientation to Head Start, and to keep them apprised of the Education Component's current activities. Strategies for maintaining ongoing linkages with the elementary schools include:

LINKAGES WITH ELEMENTARY SCHOOL STAFF

Establishing linkages with the elementary schools where Head Start children will attend kindergarten is best done by establishing relationships with the principal and kindergarten teachers at the schools involved. These personal contacts will ensure that the two groups work together to promote a smooth transition for the children and the continued involvement of parents in their children's education. The Education Coordinator should provide the elementary school staff with an orientation to Head Start covering the program's developmental philosophy, the comprehensive services, provided, the extent and degree of parent involvement, and examples of how Head Start children are helped to grow and develop. Staff from the elementary school can also provide an orientation for Head Start parents and staff covering the role of parents in the school, how services are provided to children with handicapping conditions, how parents can use the summer months to help prepare their children for kindergarten, registration procedures, and other details about the school-transportation, breakfast and lunch programs, after-school programs, etc.

Throughout the process of establishing and maintaining positive relationships with the schools, it is important to emphasize that the Head Start curriculum is based on child development theories and, therefore, skills that are not developmentally appropriate are not taught. In addition, a child's records are not given to other schools unless parents have granted written permission. The records for children with handicapping conditions are usually transferred so that these children can receive the necessary services, in their next educational setting.

EASING THE TRANSITION FOR
CHILDREN

The Education Coordinator can work with education staff and parents to develop activities to help children prepare for their new school. Sample strategies are described below.

INVOLVING PARENTS IN THE EDUCATIONAL PROGRAM
 
When parents become interested and involved in Head Start everyone benefits. The parents are likely to become more competent and self-assured, the children's learning is reinforced at home, education staff can receive much needed input and assistance, and the community can be come a better place for families. Head Start recognized from the beginning that parents are the prime educators of their own children, and that encouraging the ongoing development of the whole family is the best way to ensure that the progress children make in Head Start will continue.

The Parent Involvement Coordinator has primary responsibility for ensuring that meaningful opportunities for parent participation occur throughout the program. The Performance Standards for the Education Component also identify specific areas of responsibility for the Education Coordinator and the staff. These are:

A description of how parents are involved in developing the Education Component Plan was provided in Chapter III. This section examines three ways in which the education staff can encourage and ensure meaningful daily parent participation: DEVELOPING HOME/PROGRAM
LINKAGES

Education Component staff are often the parents' primary contact and source of information. Teachers and home visitors may therefore serve a dual role as educator and public relations representative for the program. Individual communication between staff and parents provides information about the progress of each child and gives parents an overall impression of the program.

More formal, group-oriented communication also takes place in the Education Component. Every Head Start program is required to develop a written two-way communication system between staff and parents. This system is a part of the Parent Involvement Component Plan. Education Coordinators should be familiar with this plan, assist in its implementation, and be involved in any revisions affecting the Education Component. A visit to a center is a good time to look for indicators that the plan is working and to provide training for staff and parents related to attitudes and skills involved in two-way communication.

Center-based staff make home visits to let parents know how their child is progressing and to promote the parents' own skills as their child's prime educators. Home visitors routinely point out to parents examples of children's progress.

Each of these three types of communications is described below.

COMMUNICATING WITH INDIVIDUAL PARENTS

Parents may want to participate in different ways; not everyone is comfortable with the same activities. Parent participation will therefore vary from family to family. For one parent, coming to the classroom regularly is the  way to participate. For another, contributing special props for the dress-up corner is the appropriate degree of  participation.

Education staff sometimes need support in accepting parents as they are, recognizing that they may have varying perception of life. Other reminders for staff may include the following points about parents.

Education staff may have interactions with parents who are angry, overly demanding, or hostile toward the program. The Education Coordinator can prepare staff for these situations by discussing alternative approaches to responding to anger or displeasure and helping staff to  understand the importance of listening to parents concerns, even when they are presented in a negative way.

Often the staff will have to maintain contact with parents they rarely see. These parents may work, have other small children, care for a sick relative, live too far from the center, or just not feel ready to come frequently. In these instances, other ways of maintaining communication with parents are required. Some suggestions for accomplishing this follow.

Notes. Everyone likes to receive a personal note if the contents are pleasant. Parents who receive such notes are also more apt to write them. Notes could include some thing a child said, did, or showed an interest in, or a report on a budding friendship. Notes of a less personal nature could describe what the class is working on, with an idea for an at-home activity to reinforce that learning or, for the home-based program, a-follow-up activity. If communications are regular, a note about a problem or a request for help is easier to receive.

Telephone calls. Reassuring words over the phone are another way to keep parents in touch with the program. A call to a sick child lets the parent know that the staff cares about the child. A call to ask about a new baby lets the parent know the staff cares about the rest of the family too.
 
GROUP-ORIENTED COMMUNICATION

Much of the communication between parents and education staff involves presenting information to all the parents as a group, either in newsletters, at meetings, on a bulletin board, or through other written notices.

Some specific communication techniques the staff might implement are described below.

Newsletters. Prepared by parents and teaching staff monthly or as needed, newsletters can be used to communicate the following information:

Newsletters should be short and easy to read. It's usually more effective to send out brief newsletters frequently than long ones infrequently. The newsletter should be available in the primary languages of the community. Everyone likes to see their name in print, so be sure to include both parents' and children's names as often as possible, and make sure that over time, each child's name has been mentioned.

Finally, newsletters should be fun to read. It is important to communicate policy updates to parents; but don't fill the whole newsletter with this type of information. Avoid educational jargon and acronyms.

Program Calendar. The staff can develop a program calendar to include dates and information about major program activities, such as when home visiting is scheduled, when centers will be closed, and when parent training events will take place. The calendar can also give additional dates for field trips, birthdays, center committee meetings, health screenings, and home-based parent meetings and group socialization times.

Parent Meetings. Classroom and Center Committee meetings can provide a regular opportunity for both formal and informal, staff-parent communication about such topics as child development, the curriculum, home activities, volunteering, participating in trips, and celebrations. The Education Coordinator can facilitate this process by planning with parents, parent involvement staff, and education staff to develop a format for center meetings that allows some time for both the staff's presentations and for the parents' own agenda items.

Center Parent Room or Parent Corner. This space, which is often the responsibility of the Parent Involvement Component, provides a comfortable spot for teachers and parents to share conversation and coffee. Education staff can also plan with parent involvement staff to use it to display the Education Component Plan, curriculum ideas, at-home activity sheets (regularly up dated), and other educational or parenting materials.

Parent Bulletin Board/Display Space. Materials displayed here may cover the same topics mentioned for newsletters, and more. Suggestions for enhancing communication through the use of a bulletin board fellow.

CONDUCTING HOME VISITS IN
CENTER-BASED PROGRAMS

Head Start's Performance Standards call for a minimum of two home visits a year in center-based programs. Many programs opt for additional scheduled home visits because it is such an effective way to include parents in planning the activities that will help their child develop. Sometimes the education staff needs to be reminded of the benefits of home visits.

Home visits are not always easy for staff, nor is it always comfortable for parents to invite staff into their home. Therefore, planning for home visits is very important and should begin when parents first enroll their children in the program. Staff can inform parents that home visits are part of the program and explain why they are important, how long they last, and what takes place. However, parents also need to hear that their participation is not required but desired, and will in no way affect whether or not their child continues in the program. The home visiting schedule should be planned together by the parents and the staff. Ideally the first home visit will take place in the fall to coincide with the child's entry into the program.

In planning home visits with the staff, a review of the steps and procedures is often helpful. These steps are outlined below.

Scheduling the visit. Schedule appointments at mutually convenient times. This is the time to share expectations for the visit and to encourage the parents to make a list of things they would like to talk about.
 
Getting ready for the visit. Review the child's records and any anecdotal notes. Ask other education staff for their suggestions or points to make about the child's progress. Bring along samples of the child's work. Try to recall a recent incident to relate involving the child. Most parents love to hear about what their children do when they're away from home. If an activity will be demonstrated, prepare the materials in advance.

Making the visit. Be on time. Find the address on a map before setting out. Try to make parents feel at ease by being warm and friendly. Take along something for the child to do so the parents are free to talk. Ask parents what they would like to talk about, then state what else will be covered. Try to make time for everyone's concerns. Review the child's assessment, progress, and plans. Try not to use jargon or words that will not be easily understood. Give parents some specific ways to help the child-practicing concepts, ideas, and skills learned at the center such as matching games or rhyming sounds. Introduce activities using materials found in the home, such as sorting or separating small buttons or bottle caps in an egg carton. Close the visit with a review of what you've discussed and plans for the child's continued classroom and home activities.

The staff also needs suggestions for dealing with problems that may occur during home visits. Role-playing difficult situations in advance is one way to practice handling situations such as:

Anticipating problems and practicing how to deal with them will help the staff feel more positive and self confident about making home visits.

INCLUDING PARENTS IN PLANNING
THE PROGRAM

Parents should be encouraged to become actively involved in planning the daily program. As parents learn more about the way teachers plan each day's activities, they will come to recognize that there is a purpose for everything included in the daily program. The active involvement of parents in planning the weekly home visits-including defining and implementing goals for the child and family-is unique to home-based programs.

As an example, suppose the staff at one of the centers has decided to focus on the neighborhood. They have already identified some possible activities. Parents can participate by choosing between several suggested activities or by brainstorming ideas for places to visit, people to invite to the classroom, and props for the house corner. In other words, the staff presents a framework, while parents contribute suggestions or opinions on how to enhance the activities.

Some specific suggestions to offer the staff on including parents in planning daily activities are described below.

INVOLVING PARENTS IN THE
CLASSROOM

Anyone who has ever worked with 15 or more three and four-year-olds at once knows how valuable an extra adult can be. Head Start encourages parents to become classroom volunteers for a number of reasons.

When teachers are stuck and need new ideas on how to involve parents, Education Coordinators might suggest contributions that parents can make. These examples are all ways for parents to have meaningful interactions with children. When the staff takes the time to plan for such meaningful involvement, every one benefits. Parents are more eager to participate as classroom volunteers when they can see how important they are to the children. The children benefit whenever there are more adults available to meet their needs. The staff benefits too, not only because they have someone else to share the work, but also because they've seen parents as a valuable resource that enhances the quality of the daily program.

Supervision and training of classroom volunteers are discussed in Chapters VI and VII.

STRATEGIES FOR SUCCESSFUL IMPLEMENTATION OF THE
EDUCATION PLAN
RESOURCES

OVERSEEING THE DAILY PROGRAM

Feeney, Stephanie; Christensen, Doris; and Moravcik, Eva. Who Am I in the Lives of Children? Charles E. Merrill Publishing Co., Columbus, OH 43216. 1983. $23.95.

This basic introduction to teaching young children can be used both in introductory and curriculum courses in early childhood education and by teachers already practicing in the field. The book begins with explanations of underlying concepts of child development and early childhood education. It also includes a multiplicity of tested guidelines, strategies, and suggestions for coping successfully with the troublesome parts of teaching. Discussions of practical issues such as planning, observation, assessment, the learning environment, curriculum, and working with children with special needs are included.

INDIVIDUALIZING

Arenas, Soledad. "Bilingual/Bicultural Programs for Preschool Children." Children Today,  July/August, 1978. Head Start Bureau, Department of Health and Human Services, P.O. Box 1182, Washington, DC 20013. Free.

This article explains the unique problems that biingual/bicultural children face during their preschool years and the importance of a bilingual/bicultural program in helping children adjust to the new language and culture. Fundamental principles of successful programs are provided. ACYF's efforts in curriculum development, staff training, resource networks, and research also are summarized.

Bentzen, Warren R. Seeing Young Children-A Guide to Observing -and Recording Behavior. Delmar Publishers Inc., 2 Computer Drive West, P.O. Box 15-015, Albany, NY 12212. 1985; $13.13.

This book for students of early childhood education and child development, practicing teachers, and patents includes seven observation methods: specimen description, time sampling, event sampling, anecdotal records, diary records, frequency counts, and checklists. Exercises are provided, interpretation discussed, sample forms included, and a glossary of terms provided.

Cohen, Dorothy, and Stem, Virginia. Observing and Recording the Behavior of Young Children. Teachers College Press, 1234.Amsterdam Avenue, New York, NY 10027. 1971. $11.95.

This book includes in-depth information about classroom observation techniques. It emphasizes ways to interpret the recorded information and how to use the information to develop classroom activities.

Heckin, M., and Mengle, P. New Friends: Mainstreaming Activities to Help Young Children Understand and Accept Individual Differences. Chapel Hill Training Outreach Project, Lincoln Center, Merritt Hill Road, Chapel Hill, NC 27514. 1983. $45.00.

The activities presented in this book are to be used with "New Friends" dolls with handicapping conditions. The book includes patterns for making the dolls. Their use encourages children to accept other children who have handicapping conditions and makes children who have handicapping conditions more at ease.

Mainstreaming Series. U.S. Department of Health and Human Services, 1979. The manuals are available from the RAPs.

This series of eight manuals contains practical classroom suggestions that teachers can easily implement. Each manual addresses a specific handicapping condition: speech and language impediments, visual impairments and blindness, hearing impairments and deafness, or thopedic handicaps, health impairments, leaming disabilities, emotional disturbances, and mental retardation.

Meisels, Samuel J. Developmental Screening in Early Childhood: A Guide. NAEYC, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786. 1985. $3.50.

This guide is designed for teachers, administrators, parents, and others concerned with understanding and implementing effective developmental screening programs for young children. The guide begins with a discussion of the purpose of screening and its role in the assessment and intervention process. It provides guidelines for selecting a screening instrument and performing the screening. Detailed descriptions of four valid screening instruments are also included.

Southworth, Lois B; Burr, Rosemary L.; and Cox, Andrea B. Screening and Evaluating the Young Child: A Handbook of Instruments to Use from Infancy to Six Years. Charles C. Thomas, 2600 5. First Street, Springfield, IL 62717., 1981. $16.75.

This book, which provides an overview of instruments that can be used with children from infancy to six years, is intended to simplify the process of selecting tests for use by teachers of preschool children. Part I organizes brief descriptions of individually administered in struments into eight categories: cognitive, comprehensive, language/bilingual, motor skills, readiness, socioemotional, speech/hearing/vision, and visual motor/visual perceptual. Part II lists summaries of group-administered instruments in one of four categories: cognitive, perceptual, readiness, and socioemotional. In total, 204 instruments are described.

Souweine, J.; Crimmias., S.; and Mazel, C. Mainstreaming Ideas for Teachers of Young Children. NAEYC, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786. 1981. $5.00.

This book offers helpful hints for mainstreaming children with handicapping conditions. The suggestions are very practical and deal with a wide range of handicaps, from very mild to very severe.

U.S. Department of Health and Human Services. The Coordination of Handicapped Services in Head Start. Chapel Hill Outreach Training Project, Lincoln Center, Merritt Hill Road, Chapel Hill, NC 27514, In Press.

This is comprehensive and practical guide for Coordinators of Handicapped Services in Head Start. Includes a set of sample forms, regulations, and other resource materials.

Wolfe, Barbara L.; Griffin, Maureen L.; Zeger, Jordana D.; and Herwig, Julia. Development and Implementation of the Individual Service Plan in Head Start (TEACH). Cooperative Educational Service Agency No. 12, (626 East Slifer Street, P.O. Box 564) Portage, WI. 1982.

Developed by Portage Project TEACH (Training for Educators and Administrators of Children with Handicaps), this training guide is intended to disseminate information so that Head Start programs can continue to upgrade their capability to provide quality services to all Head Start children, particularly those with handicapping conditions. Topics covered include screening, diagnosis, educational and family assessment, development and implementation of the Individual Service Plan, and transitioning.

PHYSICAL ENVIRONMENT

"Arranging the Classroom: Case Study of the High/Scope Preschool." High/Scope Press, 600 North River Street, Ypsilanti, MI 48197-2898. $35.00. Fifteen-minute color filmstrip and cassette tape.

A teacher from the High/Scope Preschool describes attempts to arrange and equip her class room to give children opportunities to exercise emerging cognitive abilities that are critical to the formation of more mature modes of thinking. She discusses the changes in classroom structure and equipment during the course of the year.

"Classroom Structure and Equipment." High/Scope Press, 600 North River Street, Ypsilanti, MI 48197-2598. $175.00 purchase, $16.00 rental. 8-minute, 16-mm color film.

This film addresses the structure of the classroom and the organization of materials, both crucial considerations in the design of a preschool program. It discussed how to divide the classroom into work areas (interest centers), how to equip these areas, and how to arrange materials to encourage children's thinking.

Dodge, Diane Trister. Room Arrangement As a Teaching Strategy. Teaching Strategies, 6407 32nd St. NW, Washington, DC 20015. 1977. $35.00.

This practical training package includes, a filmstrip, cassette, and booklet on how room arrangement and the display, of materials affect children's behavior and ability to learn. Cassette is also available in Spanish.

Harms, Thelma, and Clifford, Richard M. Early Childhood Environment Rating Scale. Teachers College Press, 1234 Amsterdam Ave., New York, NY 10027. 1980. $7.95; $5.95 for 30 scoring sheets,

This rating scale gives an overall picture of the environment including use of space, materials, and experiences to enhance children's development. Seven areas are covered, including children's personal care routines, creative activities, social development, and adult needs. The publication includes forms for assessing the environment and detailed descriptions of how to rate each item from inadequate to normal, good, and excellent.

CLASSROOM MANAGEMENT AND RELATIONSHIPS

Honig, Alice S. Love and Learn: Discipline for Young Children. NAEYC, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786. 1985. Available for $.25.

This article traces the stages of development and discusses what children need from adults, how to promote self-control, and how to handle typical difficulties in positive and supportive ways.

Stone, Jeannette. A Guide to Discipline (revised-edition). NABYC, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786. 1978. $2.00.

This easy-to-read booklet explains briefly and clearly the purpose of discipline, how to avoid problems, what to do when behavior problems occur, and how to talk with children. It provides sample responses to use in various situations.

Warren, Rita M. Caring: Supporting Children's Growth. NAEYC, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786. 1977 (NAEYC No. 213). $3.00.

This short book promotes respecting children's intelligence and integrity as a means of encouraging the growth of well-disciplined, caring children. It provides strategies for sharing strengths and acknowledging each child's capabilities.