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This article discusses two early childhood professors' experience of teaching a week-long collaborative course on Reggio Emilia, the Project Approach, and documentation. Principles of adult learning were used as a foundation to structure and organize the course, in which the early childhood education students applied their knowledge and skills to in-depth investigation of projects and documentation of learning. The article discusses issues of conflict that emerged among group members and reflects upon conditions needed to support intellectual discourse. Final reflections from the students and professors are highlighted. (Contains 18 references.) (Author)

The 4-H Volunteer Continuing Education Academy was developed to provide 4-H club leaders a continuing education opportunity, to assist them in developing and enhancing the skills and knowledge necessary for their volunteer role, and to provide a means for 4-H livestock and horse club leaders to recertify. All participants reported satisfaction with the academy and indicated that they would attend again and would recruit other volunteers to participate. The academy can be replicated in many ways and introduced at any level to provide continuing education and volunteer support. This article describes the academy and provides information for those who may wish to implement a similar program.

Based upon several years of team-teaching intensive early childhood education courses, the authors discuss their experiences of building teacher-learner relationships through cooperative and collaborative learning. After witnessing significant conflict occurring within groups over the years, the authors began to investigate, discuss and integrate notions of cooperative learning, collaboration, conflict and change within their early childhood courses. Considerations for limiting unproductive conflict and encouraging productive conflict among adult learners are highlighted. Guided by current research, the authors developed and applied several practices and strategies to support relationship building, promote respectful interactions, and to assist groups to negotiate conflict and work collaboratively on goals and projects.

Notes that teachers have differing views toward children who bully. Addresses characteristics of bullies and their victims, incidences of bullying among children, the effects of bullying on children, and recommendations for teachers' support, including school-wide, classroom, and individual interventions. (DLH)

The rural Montana Befrienders program pairs homebound older adults with volunteers aged 19-35 for companionship and assistance. Formal and informal evaluation identified benefits for seniors, their families, and volunteers. Most of the elders wanted volunteers to spend more time with them. (SK)

In the Befrienders program, young adults visited, interacted with, and assisted homebound, isolated older adults. Participants (20 younger, 22 older) and the seniors' family members identified numerous benefits and valued the intergenerational relationships that were formed. (SK)

Children's feelings of loneliness related to family and peer relationships have only recently been documented by researchers. These feelings are now being recognized, researched, and assessed in children as young as five years of age. Helping professionals need to understand short- and long-term consequences of children's loneliness as it relates to their personal well-being and self-esteem. (Author)

In a review of research on children without friends, the author notes the serious implications of growing up friendless. Issues covered include the process of identifying these children, their sociometric status and behaviors, the relation between children's status and dropping out of school, and considerations for teachers. (LB)

Describes the ways in which primary grade science teachers can use hands-on scientific activities to answer children's questions about science. In such activities, children discover and experiment with materials and objects to understand scientific ideas and processes. Suggests that teachers should encourage children's curiosity. (BB)

Examines relationships between parental perceptions of family environment and preschool children's and teachers' perceptions of social and general competence. Thirty-six preschool boys and 34 preschool girls and their parents were subjects of the study. Data suggest important links between parental perceptions of family environment and children's perceptions of competence during early childhood. (RWB)

A study of the relationship between parental opportunities for and management of children's peer interactions and the social competence of their child suggests important links between parental opportunities provided for play and the peer social system. (JOW)

Discusses process- and product-oriented early childhood curricula. Describes ways in which process learning can be incorporated into all aspects of the curriculum to support young children's growth. (RJC)

Discusses social competence in young children and its implications for social and academic adjustment later in life. Suggests methods which teachers can use to assess social competence and to help children develop social skills. (RJC)

Examines the relationship between parents' knowledge of and satisfaction with their children and the children's sociometric status. Results suggest important links between parents' knowledge and role satisfaction and social competence in children's peer relations. (Author/BB)

Focuses on factors that can contribute to stress in young children due to family relocation and strategies to smooth the transition. (BB)

Describes results of a study of differences between rural parents' and non-parents' knowledge about child development. Reports adults' knowledge in general was limited, but women and parents with children scored higher on the child development measures than men, with or without children. Discusses implications and directions for parent education. (Author/DHP)