1. What arguments can early childhood advocates use to preserve the arts in the face of budget allocations favoring academic disciplines at the expense of other content areas?
2. How do we cut through the media hype that alternately overstates or debunks the promise of early art experiences to contribute to young children's later intel-lectual success?
3. Why, after so many years of discussion of "process, not product," do some early childhood teachers continue to plan and carry out art activities in which young children all make or do the same thing and aim toward a finished product that can be displayed or performed for the benefit of adults?