Children involved in project work are encouraged to serve the group needs and share responsibility for what's accomplished.

Learning to deal with setbacks, and maintaining the persistence and optimism necessary for childhood's long road to mastery are the real foundations of lasting self-esteem.

As you consider whether to move a child into formal academic training, remember that we want our children to do more than just learn how to read and write; we want them to learn in such a way that they become lifelong readers and writers. If we push our children to start learning these skills too far ahead of their own spontaneous interest and their capacity, we may sacrifice the long-range goal of having them enjoy such pursuits.

Communicative skills develop when there's something meaningful for children to communicate about-when they are taking an active role.

We are doing earlier and earlier to children what we shouldn't do later.

In both cooperative learning and project work, the teacher encourages children to talk to one another. This helps them pay attention to each other's efforts and ideas. Children take to these kinds of exchanges very readily, but the teacher really needs to encourage this interaction.

Provide lots of opportunities for children's natural curiosity to manifest itself. With very young children, our role is one of supporter and guide.