All children, are born with the disposition to make sense of their experiences.

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

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.

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.

When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.

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

Of course children benefit from positive feedback. But praise and rewards are not the only methods of reinforcement. More emphasisshould be place on appreciation--reinforcement related explicitly and directly to the content of the child's interest and efforts.