Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI--Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a)…

The frequency and distribution of social problem-solving strategies, goals, targets, and outcomes were coded during preschoolers' free play. Flexibility and persistence in problem-solving sequences were examined, and the relative importance of strategies, goals, targets, and the identity of the problem solver in predicting social problem-solving…

Two classrooms of first graders (N=40) were administered Damon's moral judgment measure, Shure and Spivack's social problem solving measure, and the Stanford-Binet vocabulary. Concurrently, two observers in the children's school environment recorded incidences of successful resolutions of interactions, amount of derogation, and the number of times…

Investigated how children's decisions about allocating money to story characters were affected by the relationship (friends versus strangers) among the characters. Children's rationales for their decisions showed that equality was the most salient principle for decisions at all ages and that older children provided rationales based on benevolence…