On March 3, 1963, nine-year-old Jack Chase of Torrance, California, wrote a letter to President John F. Kennedy. In his single-page note, featured in this article, Jack described his plans for staying physically fit. He said he would walk to school, the store, and the library "because I know a strong boy makes a strong man and a strong man makes a…

The three authors exchange ideas on career education at the elementary level and, specifically, in relation to social studies instruction. (JR)

Reviews aspects of child development from various theoretical perspectives. Discusses developmental trends in pre-school years, early elementary years, and upper elementary years. (AV)

Examines research concerning young children's ability to learn history without the appropriate developmental ability to understand time. Argues that much research is conducted within a narrow focus causing educators and researchers to ignore the development of the child. (KO)

Explains how teachers can initiate mapping experiences with young children by providing motor experiences inside and outside the classroom. Experiences should be followed by work with three-dimensional models, then with two-dimensional paper, and finally with lines. (Author)

Suggests that educators will increase learning if they base curriculum on children's thinking patterns. Discusses prominent characteristics of young children's thinking and selection of content appropriate to these thinking patterns. (DB)

Discusses some of the problems involved in social science teaching at the elementary school level, including general lack of knowledge among subject matter specialists about children, ignorance of child development specialists regarding social science disciplines, and the failure of educators to observe children's behavior before they develop and…

Suggests five basic questions that social studies classroom teachers can use to help students understand the concept of change. Questions are, "Is something different?"; "What is changing?"; "What caused the change?"; "How much do we pay for this change?"; and "Is the change worth what it costs?" Activities based on these questions are suggested.…

Considers how elementary social studies teachers view the early values development their students receive in the home. Discusses the influence of parents, the modeling process, discipline, parents as teachers, and proposes a cooperative parent teacher project for values education. (CK)

Reviews literature dealing with children's understanding of economic concepts. Suggests that developers of economic education curriculum for elementary school should be aware of cognitive development and of children's informal economic learning from parents, the mass media, and interactions in economic behavior settings. (Author/DB)

Offers three public policy perspectives on the issue of juvenile violence: (1) kids need a nonviolent popular culture; (2) kids at risk need more help; and (3) kids need more moral discipline. Presents a way to approach each of the perspectives. (Contains references.) (CMK)