Vol. for 1870 includes Addresses and journal of proceedings of the Central College Association.

The authors developed an approach for thinking and communicating about documentation and then explored its use in early childhood programs, including the schools of Reggio Emilia. The result is a framework, collection system, and display method that works in U.S. schools. Methods are applicable to many different curriculum models, including thematic teaching and the project approach. Features extensive examples of children's and teachers' work.

This work provides an overview of the progress that has characterized the field of research and policy in art education. It profiles and integrates history, policy, learning, curriculum and instruction, assessment, and competing perspectives.

The articles in this volume shed light on some of the major tensions in the field of children?s rights (such as the ways in which children?s best interests and respect for their autonomy can be reconciled), challenges (such as how the CRC can be made a reality in the lives of children in the face of ignorance, apathy or outright opposition) and critiques (whether children?s rights are a Western imposition or a successful global consensus). Along the way, the writing covers a myriad of issues, encompassing the opposition to the CRC in the US; gay parenting: Dr Seuss?s take on children?s autonomy; the voice of neonates on their health care; the role of NGO in supporting child labourers in India, and young people in detention and more.

Kisari Mohan Ganguli was a translator from South-Asia or possibly from British-India, known for being the first to provide a complete translation of the Sanskrit epic Mahabharata in English. His translation was published as The Mahabharata of Krishna-Dwaipayana Vyasa Translated into English Prose between 1883 and 1896, by Pratap Chandra Roy (1842–1895), a Calcutta bookseller.