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Theory into Practice | 7 |
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Blyth, Dale A. | 1 |
Calhoun, John A. | 1 |
Collins, Raymond C. | 1 |
Elkind, David | 1 |
Hartup, Willard W. | 1 |
Moore, Shirley G. | 1 |
Sanders, Tobie S. | 1 |
Thornburg, Hershel D. | 1 |
Traeger, Carol Monroe | 1 |
Wolfgang, Charles H. | 1 |
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Thornburg, Hershel D. – Theory into Practice, 1983
The issue of whether or not early adolescence is a transitional or stable period of development may be dependent on our ability to describe ways in which early adolescents are quantitatively and qualitatively different from when they were children and how these early adolescent characteristics are forerunners to the more elaborate constructs of…
Descriptors: Adolescent Development, Child Development, Cognitive Development, Developmental Stages

Blyth, Dale A.; Traeger, Carol Monroe – Theory into Practice, 1983
Theory and research concerning early adolescent self-concept and self-esteem indicate that: (1) many early adolescents' cognitive changes affect dramatically the way they see and evaluate themselves; (2) a variety of new significant others are involved in early adolescent self-concept; and (3) changes taking place during adolescence are not as…
Descriptors: Child Development, Cognitive Development, Peer Groups, Preadolescents

Wolfgang, Charles H.; Sanders, Tobie S. – Theory into Practice, 1981
The use of symbols in the play of young children during the preoperational period of cognitive development provides the foundation in representation that will be needed later when using higher abstract forms such as written words. (JN)
Descriptors: Abstract Reasoning, Child Development, Cognitive Development, Developmental Stages

Moore, Shirley G. – Theory into Practice, 1981
Early childhood educators have long recognized the value of early socialization experiences provided by the peer group. Early peer experiences contribute to social development in that the importance of cooperating, sharing, and competing among equals is learned for the first time. (JN)
Descriptors: Academic Achievement, Child Development, Cognitive Development, Early Childhood Education

Calhoun, John A.; Collins, Raymond C. – Theory into Practice, 1981
An overview of research and evaluation developments concerning Head Start, preschool education, and day care during the past decade is provided. Possible ramifications for the future are shown from the reexamination of early education programs. (JN)
Descriptors: Child Development, Cognitive Development, Cost Effectiveness, Day Care

Elkind, David – Theory into Practice, 1989
This article elaborates on three principles which are the foundation of the developmental approach to early childhood education. These principles are multiage grouping, nongraded curricular materials, and interactive teaching. (IAH)
Descriptors: Child Development, Cognitive Development, Developmental Stages, Developmentally Appropriate Practices
Hartup, Willard W. – Theory into Practice, 1973
The needs of children have not been major forces in shaping child development research; the pressures of such influences as war, violence and poverty on their lives have received little attention. Changes in the child development sciences have been linked primarily to changes within the discipline. Educational research has been no more relevant to…
Descriptors: Behavioral Science Research, Child Development, Cognitive Development, Cultural Context