PUBLICATIONS - Supporting successful child development and continuous learning from birth through age eight
BEYOND THE JOURNAL ARCHIVE 

Young Children—the Journal of the National Association for the Education of Young Children (NAEYC) ran a series of columns with contributions from NAECS-SDE members and other partners. Following are links to the “Beyond the Journal” archives of these articles:

  • November 2009 Young Children – Of Primary Interest. Read-Alouds with Critical Literacy Literature in K—3 Classrooms/Wendy B. Meller, Danielle Richardson, and J. Amos Hatch    View as PDF document
  • July 2009 Young Children – Of Primary Interest. Beyond the Fizz: Getting Children Excited about Doing Real Science/Steve Spangler                                                                                                                             View PDF document
  • March 2009 Young Children – Of Primary Interest. Teaching Math in the Primary Grades: The Learning Trajectories Approach/Julie Sarama and Douglas H. Clements View PDF document
  • November 2008 Young Children – Of Primary Interest. Social-Emotional Learning in the Primary Curriculum/Mary Mindess, Min-hua Chen, and Ronda Brenner View as PDF documenttext only
  • July 2008 Young Children – Of Primary Interest. Using Brain-Based Teaching Strategies to Create Environments That Address Learning Standards/ Pam Schiller and Clarissa A. Willis
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    PDF | text only
  • March 2008 Young Children – Of Primary Interest. Developing Self-Regulation in Kindergarten: Can We Keep All the Crickets in the Basket?/Elena Bodrova and Deborah J. Leong View as PDF | text only
  • November 2007 Young Children — Of Primary Interest. Fostering Positive Transitions for School Success /Jayma Ferguson McGann and Patricia Clark View as PDF | text only
  • July 2007 Young Children — Of Primary Interest. Centering Your Classroom: Setting the Stage for Engaged Learners /Gayle M. Stuber
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    PDF | text only
  • March 2007 Young Children — Of Primary Interest. Ready or Not, Here We Come: What It Means to Be a Ready School /Paula M. Dowker, with Lawrence J. Schweinhart and Marijata C. Daniel-Echols
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    PDF | text only
  • November 2006 Young Children Of Primary Interest. In Praise of Butterflies: Linking Self-Esteem and Learning/by Harriet A. Egertson
    View as
    PDF | text only

OF PRIMARY INTEREST ARCHIVE

Prior to NAECS-SDE's contributions to "Beyond the Journal,"  the Of Primary Interest newsletter was published by Association with the support of departments of education in the following states: Iowa, Massachusetts, Missouri, Montana, Nebraska, North Carolina, Rhode Island, Vermont.  The newsletter has discontinued publication. However, these past issues of the newsletter are maintained on this Web site for archival purposes. 

Volume 9

Number 3, Summer 2002

  • Preschool to Kindergarten: A New Model for the Transition Process
  • Differentiation of Instruction in the Elementary Grades
  • The Importance of Reading and Writing in Grades K-3

Number 1 & 2, Winter & Spring 2002

  • Recess and the Importance of Play 

Volume 8

Number 4, Fall 2001

  • Maternal Education and Progress in Kindergarten

Number 3, Summer 2001

  • Developmentaly Appropriate Practices in Primary Education

Number 2, Spring 2001

  • Beating the Odds in Teaching All Children to Read
  • Fostering Thoughtful Literacy in Elementary Classrooms
  • Early Literacy:  What Should Young Children Know and Be Able to Do?

Number 1, Winter 2000

  • Early Childhood Programs:  Integral to School Reform 

Volume 7

Number 3 & 4, Summer & Fall 2000

  • STILL Unacceptable Trends in Kindergarten Entry and Placement 

Number 2, Spring 2000

  • Quality Child Care Affects Children's Success in Primary Grades
  • A Note on Social Promotion
  • Improving Children's Readiness for School:  How is Your State Doing?

Number 1, Winter 1999

  • Looping: Adding Time, Strengthening Relationships
  • Quality Preschool Child Care Impacts Second Grade Outcomes
  • Second-Grade Literacy Accomplishments

Volume 6

Number 1-4, 1998-1999

  • Effective First-Grade Teaching Methods
  • First-Grade Teachers Who Build Strong Readers and Writers
  • Assessing for Readiness?
  • First-Grade Literacy Accomplishments
  • Myths About Literacy Development
  • He Has A Summer Birthday:  The Kindergarten Entrance Age Dilema 
  • Grade Retention: A History of Failure
  • Third Grade Literacy Accomplishments
  • Update.  Retention in the Early Grades
  • NAEYC Professional Development
  • Colorado  State Board of Education
  • Retention in the Early Grades: A Review of Research
  • Retention in the Early Grades: Alternative Strategies

Volume 5

Numbers 1-4,  1997-1998

  • A Developmental Approach to Assessment of Young Children
  • The Grading Ritual: Unreliable and Unsuitable--But Unalterable?
  • An EVEN START Means Success in School
  • "Between a Rock and a Hard Place in the Primary Grades"
  • Ready or Not...Preparing Young Children for the {Kindergarten} Classroom
  • Ready Schools
  • Guidelines for Developmentally Appropriate Practices
  • Preventing Reading Difficulties in Young Children
  • 100 Most Frequent Words in Books for Beginning Readers
  • Helping Children Learn About Reading
  • Examing the Transition into Kindergarten
  • Continuum of Children's Development...
  • Primary Level Literacy Education: Three Planning Models
  • Literacy Instruction in the Primary Grades

Volume 4

Numbers 1- 4, 1996-1997

  • Starting Points for Implementing Developmentally Appropriate Practices in the Primary Grades
  • The Influence of Child Care Quality on Kindergarten Success
  • Position Statement on Interdisciplinary Learning, Pre-K - Grade 4
  • Top 10 Signs of a Good Kindergarten Classroom
  • The Effects of Positive Transitions on Early Literacy
  • Transitions Affect Everyone
  • Does Class Size Make A Difference?
  • Worksheets in Kindergarten
  • Language-Rich Home and School Environments are Key to Reading Success
  • The Home-School Study of Language and Literacy Development
  • Physics for First-Graders
  • Helping Children Develop Oral-Language Skills

Volume 3

Numbers 1-4, 1995-1996

  • Manipulatives Are Not Enough: Necessary Conditions for Math/Science Concept Development
  • Total Quality Education
  • Implications of Understanding the Brain
  • Whole Language, Literacy Development, and Kindergarten
  • Adult Interactions
  • New Jersey Transition Project
  • Assessment Through Protfolios in the Primary Grades
  • Wanted: Advocates for Play in the Primary Grades
  • Inviting Help from Parents
  • Class-Size Effects in the Primary Grades: Research in Tennessee
  • Full-Day Kindergarten Proposed in Massachusetts
  • Multiyear Programs
  • Scaffolding in the Zone of Proximal Development

 

Volume 2

Numbers 1-4, 1994-1995

  • Standards of Quality for Primary Programs
  • Developmentally Appropriate Art Instruction
  • Readying Schools for Students
  • Constructing Curriculum
  • Transition to School
  • Perspectives on Quality
  • First Impressions / Primeras Impresiones
  • Texas' Strategies
  • The Colorado Quality Standards
  • Transition Activities Planning
  • Transitions: A Historical Perspective
  • Responding to Misinformation About Developmentally Appropriate Practice
  • Transitions: Current Recommendations
  • Readying Schools for Young Children
  • Zygotsky's Zone of Proximal Development
  • It's Elementary!

Volume 1

Numbers 1-4, 1993-1994

  • Recent Research Supports Developmentally Appropriate Practice in the Primary Grades
  • Kentucky's Primary School Program
  • New Curriculum for the Primary Grades
  • Resources for Primary-grade Classroom Teachers
  • Authentic Assessment: The Case for Portfolios
  • Research in the Primary Grades Compares Practices with Beliefs
  • The Alaska Elementary Restructuring Network
  • Oregon's Non-Graded Primary
  • Linkages Between Head Start and the Primary Grades Advocated
  • Characteristics of Appropriate Primary Classrooms
  • Paradigm Shift Needed in Primary Classrooms
  • Constructivism in the Classroom
  • Shouldn't Preschool People Advocate for Better Elementary Schools, Too?
  • Ready or Not?  What Kindergarten Teachers Believe
  • National Education Goals: Planning for Readiness
  • Developmentally Appropriate and Intellectually Ambitious Primary Classrooms
  • Primary Grades Interest Group Mission Statement