This research extends the range of domains within which children's gestures are found to play an important role in learning. The study involves children learning about balance, and the authors locate children's gestures within a relevant model of cognitive development--the representational redescription model (A. Karmiloff-Smith, 1992). The speech…

Examines research on the importance of understanding children's biological timetables for mind and brain development, and forces that can threaten this neurodevelopmental timetable during critical periods. Discusses the brain's adaptability, and focuses on the importance of knowledge derived from the study of special populations for understanding…

A model of the sources and consequences of mismatches between gestures and speech is presented that argues that the transitional knowledge state is the source of the mismatch and that such mismatches signal that a child is in a transitional state of concept acquisition and is ready to learn. (SLD)

This monograph reports the proceedings of a symposium that considered issues in the use of learning hierarchies in both psychological and educational research. The opening paper presents a brief overview of research on learning hierarchies. Issues considered include the use of behavior analysis as a basis for generating hierarchies, the extent to…

Assessing readiness among young children today implies undertaking a broad range of observations and activities in an atmosphere where children can feel comfortable and interested. Until recently, readiness meant readiness for reading. A mental age of six and a half was accepted as the prerequisite for beginning reading instruction. There has…

A model for predicting organized youth sport participation readiness has four predictive components: sport-related fundamental motor skill development; sport-specific knowledge; motivation; and socialization. Physical maturation is also important. The model emphasizes the importance of preparing children for successful participation through…

Presents a developmental framework for cultural competence training with children. Recommends that social workers synchronize training with children's developmental levels and cultural learning readiness in cognitive, affective, and behavioral areas. Translates multicultural practice theory into concrete skills and methods that social workers can…