Early Childhood Folio 1 (1983)

Is it safe, emotionally, to pass the baby from hand to hand, to leave it in a child centre, to take it to parties, to leave it in hospital? (From set: Research Information for Teachers, 1980, No. 1)

Putting things in order is an important way of organising and thinking about them. How do pre-schoolers come to this learning task and how do they progress? (From set: Research Information for Teachers, 1981, No. 1)

You guessed right; people from the Pacific Islands. But why? Research reveals enough clues to make solutions possible. (From set: Research Information for Teachers, 1979, No. 1)

How much contact is there between adults and children in N.Z. preschools? Focussing on conversation as one aspect, this account of recent research tells us. (From set: Research Information for Teachers, 1982, No. 1)

How does the size of the building affect play? How does the size of the group? How does the type of equipment you provide, or the number of items, or the number of adults, or what they do? Many basic questions are answered here. (From set: Research Information for Teachers, 1981, No. 1)

Project PATH (Parents as Teachers of the Handicapped) has asked parents and professionals about the services given, has trained parents in how to teach their handicapped children, and has monitored the (encouraging) results. (From set: Research Information for Teachers, 1981, No. 2)

Activities sheets and graphs to help you re-plan your pre-school environment. Here is simple research you can do yourself, with practical results. Plus a preliminary study of noise-producing factors in eight relatively new kindergarten buildings in Auckland. (From set: Research Information for Teachers, 1976, No. 2)

Of course fathers are important! Aren't they? A review of research. (From set: Research Information for Teachers, 1982, No. 2)

When are open areas too open, and closed areas too closed? Help with suiting the physical arrangements you make to the play you wish to stimulate. (From set: Research Information for Teachers, 1976, No. 2)

Too much TV rots the creative mind? Or enhances general knowledge and language development? A survey of teachers' views. (From set: Research Information for Teachers, 1977, No. 2)