THIS STUDY WAS THE FIRST PHASE OF A THREE-PART PROJECT WHOSE GOAL IS TO ESTABLISH VALID CRITERIA FOR IDENTIFYING THE HOUSE-TREE-PERSON (H-T-P) DRAWINGS OF NORMAL CHILDREN THROUGHOUT THE ELEMENTARY SCHOOL YEARS. THE SPECIFIC OBJECTIVES OF THIS STUDY WERE (1) TO IDENTIFY WHICH ITEMS OF THE H-T-P TEST CHARACTERIZE NORMAL DEVELOPMENT THROUGH GRADES 2,…

Child development literature suggests that the child is neither merely a victim of his biological nature nor of his environmental history. Educational programs should, therefore, be built on the concept of a dynamically active learner constantly interacting with his environment. (Author/JF)

Criticizes accepted premises regarding family influence on the child: (1) particular external conditions are inevitably associated with fixed consequences for all children; (2) some psychological structures created by early experience are stable over time; and (3) the mother-infant bond is the primary determinant of the child's future…

A brief overview of the history of the scientific study of the child in Canada is provided in this paper. Discussion begins with an account of the scholarly interests and activities of James Mark Baldwin, who brought modern psychology to Canada, and Frederic Tracy, who objected to child-centered approaches to child rearing. The remainder of the…

The contributions of child development research to the understanding and prediction of children's behavior are assessed. Substantive achievement in the areas of parent-child relationships, personality development, and day care/preschool education is summarized. (SK)

Reviews research on the heritability of intellectual factors, personality factors, and psychopathology. Discusses the importance of investigating within-family environmental differences in order to understand the environmental origins of individual differences in development. (Author/BJV)

This paper argues for the integration of traditional concepts of developmental domains to provide more unified early intervention programing for young children with disabilities and their families. Research is reviewed which supports an integrated approach to child development. (DB)

This study compared self-regulation and external regulation procedures in the treatment of children's disruptive classroom behavior. Following the collection of baseline data, three of the four most disruptive children in each of 10 first and second grade classrooms were reinforced by the experimenter for achieving low rates of disruptive…