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Massey, Don – Elements: Translating Theory into Practice, 1979
Presents a theoretical model for the process of political learning in children and from this draws implications for practice in terms of a sequential curriculum framework. (SJL)
Descriptors: Age Differences, Current Events, Curriculum Design, Educational Objectives
Peer reviewedSiegler, Robert S. – Monographs of the Society for Research in Child Development, 1981
Describes and discusses the rule-assessment approach, a new research strategy for studying developmental sequences in children's acquisition of knowledge. Four experiments were conducted to illustrate the utility of this approach across a variety of concepts and a wide range of ages (three-year-olds to college students). (Author/CM)
Descriptors: Adolescents, Age Differences, Children, Cognitive Development
Juhasz, Anne McCreary – Health Education (Washington D.C.), 1983
Sex education programs should be built on sound principles of learning and development and should take advantage of cognitive, behavioral, and social learning theories. Educators should be able to order factual information about sexuality sequentially and to structure learning experiences to meet the student's stage of development. (PP)
Descriptors: Age Differences, Decision Making, Developmental Psychology, Developmental Stages
