Child's play – is it a needless luxury in an educational programme or does it provide long-term benefits to society? Kathy Sylva examines the results of three research projects which challenge both critics and advocates alike. (From Early Childhood Development and Care Journal, 1984, Vol. 15, pp. 171–183.)

Young people behave and talk very differently at home and at school. This research report shows that our assumption about potential can be quite wrong. (From New Society, Sept. 1984, pp. 270–272, (reprinted set: Research Information for Teachers ,1985, No. 2))

Three recent books, two from the United Kingdom and one from New Zealand, are based on three research projects. The results and lessons for us are examined. (From set: Research Information for Teachers, 1984, No. 1)

Perhaps girls miss out on pre-school experiences with equipment which would help them find mathematics much more natural at school. Action was taken in four kindergartens to help and the results are here. (From set: Research Information for Teachers, 1985, No. 2)

From her research into what makes some children difficult and what teachers do about it, Adrienne Rossiter makes practical and tested suggestions about how to arrange help for the child and the teacher. (From set: Research Information for Teachers, 1983, No. 2)

Even quite young children have some understanding of the meaning of sickness and health. Does this have implications for the teaching of health in the classroom? (From set: Research Information for Teachers, 1986, No. 2)

What's to be done to improve things for 'latch key' children, those youngsters with both parents working full-time? Working from data collected in one area Anne Meade is able to put together advice to schools, voluntary agencies and parents. (From set: Research Information for Teachers, 1984, No. 1)

Who cares for the caregivers of pre-school children in New Zealand when sickness, financial problems or emotional crises strike? This research project examined the support networks of sixty-eight families and discovered some interesting answers. (From set: Research Information for Teachers, 1986, No. 2)

Playcentres train their parents to supervise their own playcentre sessions. But when you have trained what further use can you make of your training? A survey of what trained supervisors do now. (From set: Research Information for Teachers, 1983, No. 2)

Does their teacher training help young teachers make a success of their relationships with parents? Trainees with a foot in both camps comment, explain and advise. (From set: Research Information for Teachers, 1984, No. 2)