This digest offers guidelines in providing challenging reading opportunities for gifted students. Research findings concerning the characteristics of the gifted child as reader (e.g., they read earlier, better and more) are noted. Specific needs of gifted learners can be met by: using literature as a supplement to the readings in basal texts;…

This digest addresses the necessity for holistic learning--the integration of intellectual, social, and emotional aspects of undergraduate student learning. Research findings, theoretical models, and the relationship and interdependency of these developmental areas are briefly reviewed and recommendations are provided to faculty, administrators,…

This digest discusses the findings of empirical studies on teacher-directed and child-initiated preschool programs. Three long-term preschool curriculum comparison studies--the High/Scope Preschool Curriculum Comparison, the Louisville Head Start Study, and the University of Illinois Study--were started in the 1970s. These studies indicated that…

Those who advocate for developmentally appropriate practice (DAP) do so based on the conviction that these classroom practices enhance children's development and facilitate learning. This ERIC Digest examines recent research on DAP and social-emotional and cognitive development, and describes what we have learned about DAP in early childhood…