When "Sesame Street" launched in 1969, it was the first show to attempt to teach young children school-readiness skills with catchy songs and playful Muppets. Not only did it revolutionize the children's media landscape, the program sparked a love of learning among generations of children all over the world. For "Revisiting the…

From a preeminent researcher, this book looks at the key role of joint attention in both typical and atypical development. Peter C. Mundy shows that no other symptom dimension is more strongly linked to early identification and treatment of autism spectrum disorder (ASD). He synthesizes a wealth of knowledge on how joint attention develops, its…

How do responsive adult-child interactions influence early language development? How do a child's language skills develop in tandem with social-emotional development, executive function, and literacy? What are effective ways to help parents support their child's development? Uncover the answers to these questions in this fascinating book, which…

Eight low-functioning and non-verbal children with autism were presented with a modified version of the "still face" paradigm in an investigation of their expectancies concerning human social behavior. Results indicated the children were unable to form a generalized expectancy for social contingency in human beings with whom they have not yet had…

This compendium, a deliverable for "Assessments for Social, Emotional, and Academic Learning with Preschool/Elementary-School Children," focuses on tools to assess the social and emotional learning (SEL) of preschool and elementary school students (i.e., five- to ten-year-olds), along with aspects of the contexts in which they learn and…

Introduces this thematic issue of CHILD DEVELOPMENT which addresses schooling and child development. (PCB)

This volume explores the key developmental transitions that take place as 1- to 3-year-olds leave infancy behind and begin to develop the social and emotional knowledge, skills, and regulatory abilities of early childhood. Leading investigators examine the multiple, interacting factors that lead to socioemotional competence in this pivotal period,…

Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators; home and school goals that are mutually supportive and shared; better…

This case study of two young males (ages 3 and 5) with autism who have preoccupations with feminine activities and objects addresses the establishment of gender identity in children with autism and the need for further study of the complex interplay of environmental and neurobiologic factors affecting gender identity and preoccupations in autism.…

General and specific issues of the risk and resilience framework in the social development of children with learning disabilities include: (1) integrating current research with prior related studies; (2) measurement problems; (3) more differentiation regarding gender and severity of learning disabilities; (4) potential risk and protective factors;…

This response to a paper on risk and resilience models in learning disabilities research supports this framework for research and practice with regard to the social and emotional functioning of children with learning disabilities. Research is urged to address the effect of family functioning and parenting, peer victimization, and the interaction…

This study compared perceptions of parents of 19 children with Down's syndrome (DS) who had undergone plastic facial surgery with perceptions of parents of DS children who had not received surgery. The comparison found little evidence of positive impact of the surgery on parents' perceptions of their children's physical, personal, and social…

This paper highlights the need for research on the motor, cognitive, and psychological development of children with congenital limb deficiencies. Issues reviewed include optimal age for prosthesis fitting, training procedures, prosthesis usage, cognitive deficits, and vulnerability to psychosocial problems. (Author/DB)

This longitudinal study followed the social development of 239 students (including 10 students with learning disabilities) from kindergarten through fifth grade. Repeated measurements of peer acceptance, reciprocal friendship, self-concept, and social skills found a substantial amount of instability in social competence components for the students…

This response to Vaughn and Hogan (EC 608 627), who reported a longitudinal study on the social competence of 10 children with learning disabilities, looks at problems in doing longitudinal research; the influence of environmental factors; and developmental issues. Possible interventions with children having consistent social problems are noted.…