Spontaneous speech samples of 15 children were analyzed for appropriate and inappropriate use and nonuse of the past tense verbal inflection. It was found that: (1) two types of overgeneralization errors have acquisitional relevance; and (2) partial regularity blocks overgeneralization errors. Two hypotheses were not supported. (CHK)

The authors believe that children are achieving anonymity because of circumstances in the home and organizational patterns of the school. It is suggested that educators follow four key elements in setting up the school for instruction and learning. Two major recommendations are offered to help alleviate the lack of discipline and stability in the…

A study tracked the developmental and behavioral recovery of infants and preschool children (N=12) who had suffered brain injuries. Significant developmental recovery and behavioral progress occurred during the first 3.5 to 4 months following insult. However, self-stimulatory and atypical rhythmic habit patterns increased as the children passed…

Reviews early preschool intervention program evaluations showing that by second grade there are no educationally meaningful differences in academic achievement between participating and nonparticipating children (though there are behavioral differences). More research is needed on children aged eight to ten to facilitate continuous achievement…

Discusses the benefits of activity therapy for preteens and adolescents, where the client is engaged in nonverbal modes of relationship--games, free play, movement, drama, music, art or other activities, as the chief therapeutic media in which conflicts are resolved and intellectual and emotional energies freed. Reviews the literature, describes…

Follow-up study of 4- to 14-year-old children (N=42) who had participated in a home-based infant stimulation program indicated that approximately 66 percent of subjects (most of whom had serious developmental disabilities) were in special education programs full-time, 20 percent were mainstreamed, and 15 percent were in regular classrooms…

Addresses several important aspects of young children's involvement with security objects, including why certain children have them, how they are used, when attachments to such objects are cause for concern, and how teachers and parents can respond in ways that promote the young child's development. (BB)

Forty students aged 9-18 were asked to explain the meanings of lexically ambiguous advertisements from magazines, newspapers, and brochures. Older subjects explained the meanings correctly more frequently than younger subjects. The psychological meanings of the ads were found to be more difficult to explain than the physical meanings. (Author/JDD)

Describes a four-year longitudinal study of the drawings of a preschool boy which preceded four experiments related to observations made in the longitudinal study. Concludes that scribble patterns are a reflection of accidental motor activity. Implications for art education and theories of development of children's art are discussed. (Author/BSR)

This article focuses on young children's perceptions of teachers and mothers and compares the perceptions of preschool and kindergarten children with respect to the roles of these important adults. It concludes that children's perceptions are socially constructed based on their experiences within the school setting. (Author/JL)

Investigated the criterion-related validity of the Battelle Developmental Inventory (BDI) when used with 70 handicapped children less than 30-months-old. Compared scores with those on the Bayley Scales of Infant Development. Supported the validity convincingly using multivariate data analyses. Commends the BDI's value in assessing delays in…

Reviews two recent books that place the discussion of Japanese education within the social and psychological context of Japanese culture. One book depicts Japanese society's commitment to children; the other explores conceptual and empirical issues related to U.S.-Japanese comparative studies in child development. (RH)

Mothers' speech directed to their children (N=61) from three groups --nonretarded, Down Syndrome, and language-impaired--was examined to evaluate the ways mothers adjust their speech to the child's developmental condition and linguistic competency. Mothers showed differences in mean length of utterance, use of total imperatives, evaluative…

Demonstrated that children enrolled in therapeutic day treatment programs made developmental gains but that not all children benefited equally. Indicates the need for social workers to evaluate treatment programs critically and to use the evaluation results to modify ongoing treatment and to facilitate placement decisions. (Author/KS)

Reviews recent research studies about child development and child care, examining how an understanding of the former can improve the latter. Outlines what is needed for a sense of being personally cared for, focusing on these themes: bodily comfort, sensitivity to personal differences, rhythmatic interactions, predictability, dependability,…