Evaluated effects of mixed-age and same-age classrooms on dimensions of mastery during play for young children developing normally and for disabled children. Found that children's developmental maturation was related to the sophistication of their play mastery for children without disabilities in both settings and for children with disabilities in…

This paper describes two measurement integrity analyses conducted using data on the Battelle Developmental Inventory, obtained from a sample of 78 children with severe disabilities. Procedures used to conduct internal reliability and construct validity analyses are discussed. Researchers are urged to evaluate a test's construct validity when their…

A study using instructional cards about appropriate developmental and behavioral expectations of children and nonviolent approaches to child behavior management child with pregnant and parenting teenagers (approximate n=1,890). Found significant positive gains on all questions. Knowledge gains were generally sustained over several months. (BRM)

Discusses the developmental risks to children of extensive day care. Suggests the following federal family policy: (1) parental-leave policies that enable one parent to remain at home during the child's first critical months; (2) parental option to work part time during the child's first year; and (3) greater availability of quality child care.…

Explains the developmental pathways of the School Development Program: physical, psychoemotional, social-interactive, speech/language, cognitive-intellectual, and moral-ethical. Describes its principles, including identification, imitation, internalization, interpersonal relationships, language mediation, and recognition that all children can…

The School Development Program includes a School Planning and Management Team, a Mental Health Team, and Parents Program. The mental health component involves collaboration of child development and mental health experts and the community in dealing with individual student and global school issues in mental health. (SK)

Interviews with homeless people in east Tennessee reveal how they came to be homeless and the problems encompassing homelessness. Most did not develop the sense of home that is formed early in life in stable families and that contributes to formation of self-concept. (LP)

The results from four early intervention evaluation studies are described in relationship to their impact on parent-child interaction. Intervention effects on child development were unlikely to occur unless mothers modified their style of interacting. Only their level of responsiveness was associated with positive developmental outcomes.…

Examines an often-overlooked issues of gender equity--the importance of fathers in the development of their children. Highlights include: the lack of male presence in many children's lives; benefit of involvement for children and fathers; timeliness for supporting fathering; and a partnership between libraries, literature, and fathering. (AEF)

Argues that worksheets are limited teaching tools because they do not address preschoolers' developmental needs such as hands-on play. Presents characteristics of early learning that can be facilitated by play, which fosters children's social and language development, physical skills, and creative and critical thinking. Suggests that learning can…

Probable ages of normalization were calculated for 24 children with speech delay, using Kaplan-Meier analysis. Formulas are provided that permit calculation of the likelihood that individual children will normalize by a given age. Analysis revealed two different paths to normalization with children following one of the paths likely to retain…

A study involving 58 children (17 to 36 months) with developmental disabilities in the prelinguistic period of development and their mothers found that the relationship between intentional communication and later language was, in part, due to covarying relationships with maternal responsivity. (Author/CR)

Maintains that Pieper and Pieper's book shares Montessori's ideals and approach, and that it achieves a balance between strict behaviorist approaches and permissiveness. Notes the book's strengths, including the authors' research and clinical experience and numerous examples. (KB)

Maintains that Adams and Fruge's book promotes thoughtful, planned discipline appropriate for children's developmental stages, from the perspective of Montessori parents. Notes that the work concisely discusses how behaviors are learned and offers advice on making changes. (KB)

Outlines the patterns and processes of visual representation which occur during early childhood and suggests some differences that may be apparent in relation to the young gifted child. Stages of development are described and the use of children's drawings as indicators of giftedness is also outlined. (Author/CR)