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| Child Development | 3 |
| Evaluation Criteria | 3 |
| Intellectual Development | 3 |
| Ability Identification | 1 |
| Childrens Games | 1 |
| Creativity | 1 |
| Downs Syndrome | 1 |
| Drafting | 1 |
| Educational Games | 1 |
| Elementary Secondary Education | 1 |
| Evaluation | 1 |
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| Roeper Review | 1 |
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Peer reviewedCohen, LeoNora M. – Roeper Review, 1988
A comprehensive theory is needed to explain the gifted/creative child's developing intelligence. Literature-based criteria are suggested for evaluating theories and for distinguishing theories from program applications, within four broad categories: nature of the gifted child, education and identification, framework of the theory, and criteria for…
Descriptors: Ability Identification, Child Development, Creativity, Elementary Secondary Education
Peer reviewedMelyn, Michelle A.; White, Delilah T. – Pediatrics, 1973
Developmental data on 612 home reared, Down's Syndrome children, from birth through 16 years of age, were collected over 20 years from an outpatient clinic for mentally retarded children and were statistically analyzed to ascertain normative times of motor, language and intellectual developmental behaviors. (Author/MC)
Descriptors: Child Development, Downs Syndrome, Drafting, Evaluation Criteria
Download full textQuilitch, H. Robert – 1974
If a toy is classed as "educational," some demonstrable educational outcome ought to result from playing with it. Formerly, games and toys designated as "educational" were often strategies for painlessly imparting school subjects to children. Today, "developmental skills" or "readiness experiences" are typical objectives of many of the toys on the…
Descriptors: Child Development, Childrens Games, Educational Games, Evaluation
