4 ■ Introduction and emotional, and learning and language development, enhancing the developmental areas with published research that is twin- and supertwin- specific. The third part synthesizes practical information for early child- hood teachers. Chapters 6 and 7 introduce the unique needs of preschool multiples and the program practices that best meet their needs. These practices establish a foundation for school guidelines and prospective policies. My basic assumption is that as soon as teachers have adequate background and practical information about multiples, they will literally and figuratively make room for multiples in their classrooms. You will find comments from preschool teachers, program admin- istrators, and families of twins threaded throughout the chapters. I have gathered observations of twins for more than thirty-five years in varied educational settings. The names of teachers and children in all of the examples have been modified with the exception of direct quotes from adults. In the appendixes, you will find a list identifying the unique needs of twins, a list of the program practices that best meet their needs, and a Teachers Taking Action template to assist you in reviewing the needs and practices. A glossary, a list of additional resources, and references complete the book. The groundwork for establishing the unique needs and program practices is based on a study I conducted that was specifically designed to identify the needs of twins in center-based preschools (Arce 2008). A panel of four experts reviewed and confirmed the conceptual frame- work. Most the foundational concepts emerged from the valuable work of David Hay, Patricia Maxwell Malmstrom, Pat Preedy, and Nancy Segal. The contributions from these four international experts provide important insight regarding multiples and their early development and education. Two additional groups of professionals, teachers, and academics contributed to the study. The teachers were drawn from the center-based preschools accredited by the National Association for the Education of Young Children (NAEYC). The sample of preschools was included because NAEYC Accreditation Academy includes the widest range of early childhood programs, including publicly funded, private- for-profit, and faith-based programs for young children. The academ- ics were researchers, authors, professors, physicians, counselors, and children’s advocates. The needs and practices lists that emerged from my study synthesize the perceptions of experts, teachers, and academics. The wording in a few of the statements that identify the needs and practices have been slightly Twins_4th pages.indd 4 4/24/10 2:29:43 PM