Any intelligent discussion of educational policy must be based on an understanding of the ambiguous, marginal status and function of children and youth in our society. The integration of the young into the larger society, particularly their contribution to the productive life of the community, is at a low level. There is a declining interest among…

Reports on what schools are doing to meet the needs of children of battered women. (Editor)

Children's developmental progress was studied to determine if location and types of services for handicapped preschoolers (classroom or home and classroom combined) were significantly related to child progress. Data indicated an overall trend for progress for all participating children, but neither service delivery model emerged as the superior…

Describes an attempt to study and map the development of children's conceptions of materials. Interviews with preschool, first-grade, fourth-grade, and seventh-grade students revealed a dramatic improvement during the years studied in children's abilities to talk and think about materials. (ML)

Describes the reading development of a child of average mental ability but with visual memory, auditory memory, and auditory discrimination problems. Concludes that instruction should be tailored to the child's level of development in order to maintain the child's positive attitudes and to progress in reading and writing achievement. (SRT)

The study evaluated developmental progress in three groups of infants (9-30 months) presenting Down syndrome (n=28), mild disability (n=16), or moderate/severe disabilities (n=16). To evaluate intervention impact, formulas that measure rate of development and change in rate of development were computed. Findings indicated rate change formulas were…

Longitudinally examines how the complexities of the family economic environment may affect children's health, behavior, and ideas about the world of work. Family economic factors considered include father's/mother's work status (especially parental unemployment); per-capita income; health insurance; father's job security; and satisfaction with…

Reviews experimental studies and field investigations of the influence of violence in the mass media on aggressive behavior. Relates this research to recent developments in cognitive psychology. Suggests that the cognitive-neoassociationist hypothesis provides the best explanation for the overall findings and may subsume other hypotheses…

Argues that field research can provide evidence about the long-term socialization and developmental effects of media violence on viewer's behavior. Summarizes findings from a number of quasi-experimental studies about the effects of naturally occurring media violence. Concludes that these findings are often consistent with the hypothesis that…

Examines some of the ways television may influence the imagination, motor activity, and aggressiveness of preschool and early school-aged children. Proposes a model in which a number of family and personal variables influence the growing child's response to television, and reports the results of several empirical studies that investigated family…

Examines developmental changes in children's ability to comprehend visual and verbal narrative. Finds that understanding and integrating temporal aspects of a narrative is more difficult for young children when the story is presented visually than when presented verbally, whereas older children comprehend narratives in both formats equally well.…

Described is a neurodevelopmental team assessment system called Interdisciplinary System to Plan Early Childhood Treatment (INSPECT). INSPECT monitors the status and progress of young brain-injured children by combining and synthesizing the results of norm-based, adaptive curriculum-based, and clinical judgment scales. A case profile illustrates…

This review of the literature examines the development of humor in infants and young children, and looks at ways in which adults can support children's understanding, appreciation, and creation of humor in play and verbal and social interactions. (BB)

Examines developmental changes in the resolution of conflicting goals involved in self-evaluation among children entering second, fourth, and sixth grades who represent high, medium, and low ability levels in arithmetic. Results are discussed in terms of strategies for balancing self-assessment with self-enhancement needs. (Author/RWB)

Discusses results of a longitudinal study comparing three models of preschool education for disadvantaged children: a teacher-oriented DISTAR program, a High/Scope collaborative model, and a traditional nursery school program. While all three programs improved IQ scores, participants in the DISTAR model reported twice as much delinquency as those…