Education Teaching Books

I only read the first two chapters. The format was very dry and hard to read. This book was not what i was hoping it would be. I hope there are other books about the Montessori approach that aren't as bland.

I had high expectations for this book based on prior reviews, and was severely disappointed. Instead of expected profound insights into child psychology and wise practical advices, I found a wordy discourse on the life of bees and butterflies, shallow preaching, and amazing ignorance. As a child psychologist she is plain incompetent. One example: describing a situation where a child started crying when a stranger brought in an umbrella and put it on a table, and stopped crying when the umbrella was taken away, the author attributed the crying to some mysterious "love of orderliness" in babies, instead of realizing the obvious fact that the child was simply scared of a large unfamiliar object, as is often the case with small babies. The author is ignorant in general science as well. For example, she claims the knowledge of human anatomy didn't exist at all untill 17th century, completely ignoring the rich experience of ancient Egyptians etc. Overall, this book is outdated, ignorant, and shallow, and is of little practical help in bringing up children.

I've been curious about Montessori for some time and this book was wonderful at introducing her teachings. She explains how many teaching methods are not only ineffective but harmful because they oppress a child's natural desire to learn and create. While, I think what she was saying was idealistic at times, I think all parents and schools would benefit by reading this book and incorporating these principles in how they teach children

Since 1936, when her seminal work 'The Secret of Childhood' was first published, Maria Montessori has been the leading figure in promoting a holistic education approach to children of all ages. Concepts as radical as the three fundamental freedoms (the freedom to repeat work, the freedom to move around the classroom and the freedom to choose which work they want to do) that each child should have, blast forth form the pages like a breaking news story.

However, the 'secrets' in the book quickly surface as Montessori begins with a look at the traditional perception of the child. She believed that the child was going to be the major concern of the twentieth century and when the education systems that exist today are compared to those of the turn of the 20th century, it can easily be argued that she was right.

She does not end with feeble predictions, however, and goes on to talk of how adults have failed children and will continue to do so unless they change their attitude to children. For some this book will not turn out to be the rainbows and cuddly toys that they traditionally associate with books concerning young children! She pulls no punches in condemning those who have held children in such low regard for so long.

The psychological features present in the new born child, feature strongly in the early part of the book. Montessori cites the work of Hugo de Vries as a precursor to her work on 'Sensitive Periods', which are essentially, periods of time throughout the child's development where he is able to learn certain life skills. Once these periods are missed, it is unlikely that the child will be able to learn the skill, ever. These skills include speech, mobility and several others. From this snippet alone, it would seem that this work is very important to all parents, or people who are thinking about being parents.

Next there is a look at 'Order' and how important a well ordered environment is to the child. It is not as simple as putting everything away so that the child can not hurt him or herself with things or break things. Montessori believes that the child should be encouraged to explore the environment. She believes that the only real way that the child can do this, is if the environment is maintained so that the child can become familiar with its contents. The environment, she is careful to add, is not solely made up of the physical rooms and items, it is also made up of actions, sounds and everything that a child is exposed to.

The second part of the book focuses on how to educate the child. As with much that Montessori writes, there is a certain spirituality contained in the book that seems to help adults in their comprehension of the fact that the child is to be perceived as a whole being. Throughout the section that tells a brief history of the first school, there is clearly a more metaphyical nature to this approach of education.

The first school was opened in 1907, called Casa dei Bambini. The observations that Montessori took here are the basis for the Method she is famous for and also the overall essence of this book. Montessori, unlike most other educators, designed her classrooms to be 'hands-on' learning environments. She fashioned the equipment based on the work of 19th century education innovators, Jean-Marc Gaspard Itard and Edouard Séguin, with an emphasis on 'Sensorial' education and what she called 'Practical Life' exercises. (These exercises consisted of everyday tasks such as washing hands and buttoning coats, which she determined, led the children to higher independence). The materials were very didactic and allowed her to focus on the theory that she had of the child needing work for the hands.

In the next section, she discusses the observations that she was able to make from the children in this setting. As mentioned earlier, she determined that there were three essential freedoms that the child needed to have in order to be successful. These freedoms are interspersed with observations about various other psychological behaviors that the children displayed. Their propensity for 'order' astounded Montessori and soon she allowed them to put the materials away, instead of having the teacher of the classroom do it. This, seemingly, small incident and many more like it, are the makings of Montessori. Her focus on detail is what allowed her to see beyond what other adults had either failed to see or had chosen to ignore.

She continues with interesting information concerning the child's lack of attraction to toys that were placed in the room, due to their focus on the didactic materials that were present instead. She also discusses traditional rewards and punishment systems and how children are typically turned off and unaffected in the way that the system is designed to work. She writes instead, about 'Spontaneous Discipline' which she infers is directly related to the sense of order and the work for the hands.

She continues the controversial (in some circles) theme of the book that introduces the role of the child as that of 'worker'. She exponentially speaks of the instincts that the child shows for work and follows this with the differences between the adult's work and the work of the child. Throughout the whole book, the focus that Montessori puts on elevating the child to a higher plane than that of the adult, is constantly noticeable.

Her theories of inner growth through work are tied together in the last section also and we see the anthropological expertise that Montessori has brought to this study. She shows the steps that each of us go through to become an adult.

In recognizing the wisdom of this great observer of people, this book goes a long way to helping the argument that the child-focused approach is the finest way to create great adults from children.

This as well as many books written by Dr. Montessori are enlightening, educational and serve as a model for all parents raising children today. Her vision of peace and all of her teachings need to be brought to responsible parents and care givers. Children are our future....peace was Maria Montessori's vision....teach it!

This book really impacted me and the direction to go in my administration and teaching roles! I am a better leader and teacher b/c of the principles taught in this book! Gives a great approach on how to inspire others to accomplish more and succeed. Easy book to read! It is set up in a fictional story. The story was slow to grasp at first because I kept saying, "get to the point". Once the story was set up it began to pour out applicable information that the fictional story really brought out insights into. I really liked it after that. that is why i recommend this book to all educators. It doesn't make you feel like a failure. We are just normal and trying to do the best we can and wonder why everyone seems so exhausted and bored in schools. This book gave me a great approach to create energy within others! And it is a very simple approach.

Note: This book doesn't really talk about discipline or methodologies or theories, but provides a practical approach of how to improve the quality of instruction, and increase student and teacher satisfaction. Through the fiction side of the book it allows you to observe a successful school and one that is failing and how the failing school becomes a success! I now am going to take my classes to a new level of energy b/c of this book!

Easy read! At first it doesn't seem like it is going to apply b/c it is building the story. Then it catches steam and flows with good stuff.

Clearly, one of the best books I've ever read regarding education. This book was a required reading for a graduate course, but it should be required for any educator who truly wants to help make children more successful. It made me examine how I have been ZAPPING (encouraging, motivating) students and colleagues and SAPPING (demotivating, discouraging) students and colleagues. Although I can't go to the 12th dimension with Ralph, I'm hoping I will look at my students, my school in a way that will allow me to be more of a ZAPPER and less of a SAPPER.

This easy-to-read book sends a powerful message concerning the importance of empowerment and ownership in education. The lessons that can be learned from this publication will remain beneficial as long as education is an existing institution. Everyone should place himself/herself in the shoes of Joe Mode and see how the empowerment process can and should be implemented. To see firsthand how empowerment can improve teacher and student performance is totally astounding.

This book should be required reading for every school administrator starting with the State Commissioner of Education.

This book is light-hearted and easy to read. It provides the reader with a real sense of how to empower employees to create the best school possible. After reading this book, you will feel empowered to make a difference in your school. A must for all practicing school administrators.

Zapp! should be required reading for every educator in the USA. Its an easy read and an inspirational account of a principal who wants more for his students, staff and himself. The power to empower is underestimated in our schools today. Zapp!could change any educaator with the desire to grow.

This is one of the best home discipleship books written. Get your children and family grounded in Truth as soon as possible! It is your job and responcibility, not the church's.

This book is an excellent resource for doing daily family devotions. It devotes a week to each question of the Shorter Catechism, using each day (less Sunday) to focus a particular aspect of the question. I've found that it's an easy way for kids to understand the fundamentals of the faith (even my 5-year-old understands it!).

The caveat is that, as another reviewer mentioned, one of the Catechism questions teaches infant baptism. I'm not sure how we'll handle that when we get to it (it's towards the end of the book). We might still go through it but use the Scriptures to explain how infant baptism is not sufficient for cleansing sins and how baptism is the New Testament always involved adults (Gospels, Acts).

The rest of the book is tremendous. If you can handle the section on infant baptism, you'll find the rest of the book to be very valuable in helping your kids to develop a biblical worldview. It's not just important to know WHAT to believe but WHY they believe it so that they be discerning in life.

Just a note to say that this book is a Presbyterian catechism, not a Baptist one. The main difference I see is that of baptism and the Lord's supper being "effective for salvation." That, and it teaches that infants should be baptized. I don't want to start a discussion of the merits of one view over another. I just wanted to point out the differences to those who may be considering buying the book. I wish I would have known this before I bought the book.

I am considering purchasing:

http://www.amazon.com/Scriptural-Exposition-Baptist-Catechism/dp/1599250527/ref=pd_ecc_rvi_1/104-6073377-0082326

I highly recommend "Training Hearts, Teaching Minds" by Starr Meade for anyone who has a family, or is in any way involved in the Biblical training of anyone, of any age, no matter how long they've been born again. As a church planting Pastor this is a book that I recommend that all of my congregation get, read, and apply to their daily lives and personal / family devotions. It will continue to reinforce the basics of the Christian life and take you continually deeper into the depths of God's Word. This is the first, but certainly not the last, thing I will be reading and recommending by Starr Meade; I will continue to praise Jesus for this book!

Philemon 25 to you and your family,

Pastor Tim Camp

I do daily devotions with my kids and it can be hard to find a resource useful for both a 5 yr old boy and 11 yr old girl. This book works perfectly. Rock solid theology with pleasant discussion material. It does move along slowly (37 weeks alone on the specifics of the 10 Commandments) but it can be done in 15 minutes a day. If you are new at devotions or just want solid teaching instead of feel-good fluff I strongly recommend this book. Best for ages 3 to 15 but new Christians of any age could get a good basic education with this daily devotional.

For several years I thought of things that are studied by the howard gardner " Frames of Mind" So far the book has been more than I expected, and makes parents think about what they have to teach their kids at home, and how to realize the different types of perspectives towards dealing with children. A very important trait is the defenition of theory and hypothesis, intresting that the MI is known as a theory with so many people antagonizing with it.

kids have an amazing potential waiting to be revealed and the only way to do it is to understand personally all the "Frames " that form your children hidden capacity and potential.

When you read the book you realize and understand a lot of reactions and the effect of your knoledge over their learning skills.
The book is oriented to teachers, but who could better teach our own children than us.

A Liberating and Spiritual Awakening Book!

Although the concept of Multiple Intelligences had existed for some time, Gardner brings fresh thoughts to the subject. His book "Frames of Mind" explains a non exhaustive list of human intelligences.

The book is an academic study primarily written for experts in his field. Although good, it can be tough to read for people outside the field. Thomas Armstrong helped interpret these intelligences for the general population in his book: 7 Kinds of Smart.

Having said that, Frames of Mind it is a powerful work that is worth investing the time to read and understand for those who want to understand the roots of the subject.

Whether there are seven kinds of intelligences or more is not that crucial, nor is the possibility that there are subsets to any or all of these different types of intelligences.

What is important is that if there are multiple intelligences, (and I for one agree), then a whole new world of opportunities awaits those who are willing to learn their true strengths and passions in life.

Formal schooling puts strong emphasis on Logical-Mathematical and Linguistic intelligence. Musical Intelligence (music class), Body Kinesthetic and Spatial-Intelligence (gym), Interpersonal Intelligence (intertwined in all classes--getting along with others), and Intrapersonal Intelligence (not taught much) are considered lower priority intelligences in our schools. Logical-Mathematical and Linguistic intelligences are clearly important. However, knowing about and exploring your other intelligences is beneficial as well.

Knowing that you possess other intelligences and the ability to pursue your natural gifts (full or part time) can be a liberating experience and a spiritual awakening!

The Re-Discovery of Common Sense: A Guide to: The Lost Art of Critical Thinking

7 (Seven) Kinds of Smart: Identifying and Developing Your Multiple Intelligences

I was looking for an intro/overview of Multiple Intelligences. Written for a college student by a professor. Way over my head, dry, but incredible references. Not for a beginner.

In one sense what Howard Gardner does in this book is expand our sense of what the human mind is and the human being actually does. For instead of accepting what had long been the standard model in which there are essentially only two different kinds of Intelligence, verbal and mathematical he takes note of other sides of our action which were not connected with the theory and study of Intelligence.
Gardner suggests that there are seven basic kinds of Intelligence. These kinds of Intelligence were defined by Mark K. Smith in Infed Encylopedia as follows.
"Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals....
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically....
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns....
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements....
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas....
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. ...
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations..."
Gardner also suggests that there may be at least two other kinds of Intelligence, a form of intelligence which enables us to connect with, understand relate properly to the natural world. And a spiritual intelligence .
This theory of Intelligences which Gardner sees as a new theory of human nature has its primary importance as educational tool.
It is also developed in some sense to overcome the straitjacketing of the standard model of Intelligence Testing.
As a layman I cannot say much about the scientific weight and value of this theory. It seems to make sense on common sense terms. But one might also want to ask if there is not a certain heirarchy in value , importance relating to the various kinds of intelligence.
What is clear is that this work is of major importance for all those who would study human abilities, and their development.
By broadening our understanding of what Intelligence is Gardner would also seem to have the goal of widening the circle of those people who we ordinarily think of and define as 'intelligent'. And also more importantly eliminating for many the sense of stigma at not necessarily being the most successful at the standard kinds of Intelligence Test.

While it is an admirable attempt to create a more complex description of human intelligence than the traditional I.Q. measures, Gardner's theory is still pretty crude. He proposes that there are discrete types of intelligence that operate independently of each other--cognition is a lot messier than that, and if one thinks about it for awhile it is impossible to neatly separate different kinds of thinking.

Musicians, for instance, must constantly employ "kinesthetic intelligence" as well as "musical intelligence" just to manipulate their instruments or voices. There is also often overlapping between "musical intelligence" and "linguistic intelligence"; the great tenor saxophonist Coleman Hawkins, for example, stressed the importance of "playing the lyrics", or using the words of a composition to guide the way he played. Certainly for blues, folk and rap performers it is impossible to separate language from music. Conversely, great writers use musical elements such as rhythm, repetition and assonance in their work; the same elements are an integral part of spoken language, and it was the ability to use them so powerfully that made orators such as King and Roosevelt effective.

There are many other examples of how inextricably bound Gardner's proposed modes of thinking are. Einstein stated that in addition to being able to move numbers around and think abstractly, it was his ability to visualize concepts, to "think in pictures", that enabled him to develop his theories.

On the other hand, Gardner also oversimplifies the enormous complexity that involves each type of intelligence he lists. Visual processing, for example, takes place in so many different parts of the brain that one can hardly consider it a discrete operation. Language is also dizzyingly complex.

Rather than focusing entirely on the kinds of intelligence needed for specific disciplines--a horizontal model-- it might useful to consider a more vertical understanding of cognition. Explicit (conceptual/factual/critical) intelligence is quite distinct from implicit (procedural/intuitive) intelligence--they employ separate parts of the brain and require different approaches to learning. ultimately though, they are also very interdependent processes that constantly complement each other. Mathematics requires us to memorize multiplication and addition tables in a very mechanical, thoughtless way; only when this rote learning is fluid enough can we explore the more conceptually challenging aspects of that discipline.

Gardner also states that people who are gifted in one type of intelligence are usually not gifted in others; there is certainly no shortage of examples that contradict this notion. Leonardo is the most obvious one-- aside from his accomplishments as an artist and scientist, he virtually stopped painting between the ages of 20-25 because he was in such high demand as a musician! Michelangelo, Cellini, Rubens, Blake and Newton are a few other multi-talented giants throughout history who come to mind. More recently, there was an entire generation of rock stars who started off as visual artists during the sixties and seventies--Lennon, Bowie, Eno, Ferry, and Byrne were all gifted in more than one mode. It is true that very few people become GREAT in more than one field, but few people become GREAT at anything-- that does not mean they are not multi-talented.

My hunch is that the very opposite of Gardner's statement is true: most people who are gifted excel in more than one of his dimensions of intelligence. The human brain is a restless organ and, if encouraged, a creative child will voraciously explore and combine different kinds of thinking. There are examples, such as Mozart, of astonishing highly-specified talents but I think these are not the norm. Ultimately, it is the ability to think metaphorically and see relationships and structures that allows us to create important work in any discipline, even though we might be attracted to particular avenues of expression.

Finally, self-esteem, identity and other emotional factors are obviously crucial elements in all learning--Gardner's approach to teaching creates the risk of prematurely labeling students as either gifted or limited in particular areas. many people are told at an early age that they are not good at math, art, writing, etc., and end up permanently stunted in their development. this is the classic "wizard of oz" scenario--we get a notion that we are dumb/heartless/cowardly and this becomes who we are until someone tells us otherwise. it is extremely important for teachers to make children aware of what a magnificent, versatile organ the human brain is and how great their potential is in many possible fields of endeavor.

To Dolores Hiskes:

I would like to thank you for your wonderful book! I am a 58 year old woman who learned to read without phonetics....the word recognition method. This method has not served me well either as a young student or as an older reader. I have always been a very slow reader and my spelling has been poor. I have always wanted to improve my reading skills but felt pretty discouraged about ever being able to do so. I saw your book advertised somewhere and got the idea to start myself back at the beginning (as it was) and work through Phonic Pathways. Your book is beautifully organized. The material is presented in a format very easy to take in and learn (not that I don't have to work at it though!!!!!).

It has taken me 6 months of daily disciplined study, but the results are very gratifying. I am also working through Reading Pathways, which is very helpful. I think my eye tracking ability is improving little by little as I go.

I am so grateful that you have provided me with a way to improve my reading and spelling skills.

B. Meltzer

I bought this book to start teaching my 4 yr old how to read It is very well organized and step by step , which I need.The way it is laid out you do not need any other books to teach reading with. The only complaint I would have is that it's all in black and white. No color which a 4 yr old likes. Wouldn't be a problem for an older child. This book is great for the parent who has no idea how to teach a child to read.

I teach in the resource room at my school and use your program with
grades K-7. My students range from IEP's to just struggling readers. I use both the Reading Pathways and Phonics Pathways books. I have seen HUGE success with my struggling kids; especially the younger ones. Parents are telling me over and over how much better their children are reading! Even the children are excitedly telling me "I can READ!" Needless to say, I am so thrilled at their success!

I just want you to know how much I love your program!! Even though I thought I had the training and resources I needed, I could tell I still wasn't reaching some of my students. So, I went searching and luckily found Reading and Phonics Pathways. I've had some training in Orton-Gillingham and I love Pathways so much better. I do incorporate a little of OG as well as some Morgan Dynamic Phonics, but your books are by far superior to them both. They make teaching and learning FUN!!

I have students begging me to do the pyramids. They can't wait to get
into my room and see what we'll be doing that day. Thank you, thank
you!

Excellent, excellent practice for my first grade daughter. She can read in her head faster than she can speak. The exercises in this book has been so helpful for her to read aloud more fluently. We love it.

This book has a lot of great phonics activities, but the little "worm" character that leads you through the book is a bit strange. I don't know that older students would really "buy into" it, although it is touted as being usable for multiple grades. The games are great, but some of the pages are kind of visually "busy," and I have had to retype the information for my kids so that they can focus on what they really need to learn. (Keep it simple!!!)

Very worthwhile purchase for anyone who teaches math to intermediate students. The suggested activities are not found in any other math books I have seen and should help create math learners who are not "formula" driven.

Van de Walle breaks down problem based classrooms in an understandable format. This book really helps teachers hone their skills in hands on/problem based teaching for mathematics. There are lots of activities to help you teach your students. This book is a must have for 5-8 Mathematics teachers.

I like this book, I own both K-2 & 3-5. There's alot of overlap so I recommend which ever age group you would use it with more.

A professor recommended Van de Walle's books to me so I bought this one. This book explains how to teach math so that students build on existing knowledge, rather than learn sets of algorithms without understanding their meaning. It offers a range of specific lessons for all math topics for grades 5 - 8, it explains how to teach the same topics to diverse learners, how to teach to the standards. It comes with amazing templates that are downloadable. It shows you how to take advantage of your existing math textbook, supplementing it to make it more student-focused.

I just finished a semester of Ed. Psych. with this textbook. It is like every other textbook you've probably been forced to buy - bloated, overpriced, and contains 10x as much information as your course will ever be able to cover. If you have a choice, look elsewhere.

Great product- I received it quickly and was able to utilize it for a class I was taking.

On Solid Ground is a comprehensive guide for teachers who would like to implement a reading workshop in their classrooms. I found this book to be a very valuable resource. The book also includes an appendix full of reproducible sheets that support instruction and organization.

I just "happened" upon this book a few years ago, and since I first opened the cover, I have been amazed at how it "talks" to the reader. I was drowning in the beginning of my Reading Recovery year, and this book helped me to put teaching reading into not only a global perspectative but into plain language. Since that time, I have re-read this book every summer before I head back into the "regular classroom" in hopes that I will be renewed and refreshed when beginning with my new students. I have referred many teachers to this book and would recommend it as a MUST have in the Professional library of every teacher. NO you dont need to borrow a copy from someone. You need to buy one(and I didnt get paid to say that!) LOL You need to be able to mark it up and refer back to it all year long. My copy is now tattered and torn but what a wealth of information Ms Taberski has given me.

I am a first year teacher working in an elementary urban education classroom. I found this book to be a happy marriage between theory and practice. It is clear you are reading a book by a veteran teacher, not simply someone who theorizes about education. There are so many aspects to this book that I found useful. Taberski's chapter on assessing student needs and organization of classroom space were most helpful. Read this book and if you have a chance check out Sharon taberski at one of her workshops - she is an inspiration to us all. Be sure to check out the appendices at the end of the book - great reproducibles there!

After teaching for 22 years as a special ed. teacher, I read Sharon's book. It changed how I teach forever. Using Sharon's ideas, I decreased the amount of talking I do, increased the amount of reading my students do and saw tremendous change in even my most disabled students. One 4th grade student made 4 years growth in the first six months after I began to use Sharon's strategies and returned to her regular class. All students made significant improvements. I highly recommend her book and her ideas to every teacher of young children. You won't be sorry.

I am an elementary teacher, turned stay at home mom. My oldest just started Kindergarten last week, so I was in search of a workbook to use with my 3 year old daughter. I love the colors, and the ability level is just perfect for her. She loves the stickers and that the volume of work on each page is low, setting her up for many successes.
We were already familiar with the Brain Quest decks, so it was a "no brainer" to get the workbook, and I'm glad I did.
PS-I took it to my local office supply store and had them spiral bind the book. It is great because now it lays flat without trying to close while we work or having to tear out pages. Binding cost me less that $5. Well worth the investment. Just remember to pull out the ABC poster from the back, and possibly the stickers and mini deck pages.

This is one in a series of workbooks, each of which offers an abundance of learning activities, exercises, and games that are presented with superb production values. Appropriate to the given age level, much of the material focuses on basic subjects such natural science, mathematics, history, and social studies while enabling children to strengthen their reading, reasoning, and writing skills. The editors of Brain Quest believe that:

"All kids are smart - though they learn at their own speed

All kids learn best when they're having fun

All kids deserve the chance to reach their potential - given the tools they need, there's no limit how far they can go!"

I agree, while presuming to add that children will learn more and have more fun meanwhile if, when completing various exercises, adults are involved. As a parent of four and a grandparent of ten, I can personally attest to the pleasure an adult will also have. Each volume in the series is a WORK book. Exercises are completed with crayolas or pencils on the page on which it appears. Correct answers are provided. One caveat: Resist the temptation to control the learning process as a child completes an exercise.

This volume, Pre-K (ages 4-5), was written by Liane Onish, with Jane Ching Fung serving as consulting editor. It is worth noting that Fung is a past winner of the Milken Foundation National Educator Award. The material consists of organized curriculum-based exercises that help children to gain an understanding of ABCs, 123s, phonics, vocabulary, shapes and colors, sorting and matching, "My World," science, and "Fun and Games." Also included are more than 150 stickers, an all-new Brain Quest Mini-Card Deck, and a fold-out "Alphabet Letters" poster.

Here is a representative selection of exercises:

Find the cars with e and color them purple. (Page 15)
Touch and count the objects in each group. Circle the groups of 10. (145)
Say Fish. Fish begins with the F sound. Circle the pictures that begin like Fish. (65)
These animals are small. Say the name of each animal. Then color each picture. (189)
Color the sun yellow. Color the flowers yellow. Color the bees yellow. (208)
Draw an X on all the silly things that do not belong in the house. (263)
A habitat is where animals live. Draw a line from each animal to its matching habitat. (278)
Help Madison find the magician. (300)

Each of the volumes in this series (pre-K through Grade 4) would be an excellent book for parents, grandparents, and others to purchase and then share with a child at an appropriate stage of her or his development. No doubt there are precocious children who will prefer more challenging material associated with later grades but I think it would be a mistake to rush the learning process. Worse yet, to indicate little interest in it.

Congratulations to the Workman Publishing Company and especially to the editors of Brain Quest. How pleased they must be to know that their materials have already helped to nourish so many young minds and to delight so many young hearts and, fortunately, will continue to do so for the development of other children in months and years to come.