The author offers clinical examples of ways in which the attainment of formal operations in adolescents both exacerbates chronic disabilities and contributes to the etiology of new disabilities (such as in teenage obesity, anorexia nervosa, and depression). He suggests treatment guidelines. (CL)

Study indicates that for children, but not for adolescents, the number of concepts produced was inversely related to the level of abstractness of the stimuli. (Author/MG)

Preliminary report of a longitudinal study. (ST)

Questions the efficiency, economy, and learning benefits of formal instructional programs at the preschool level, particularly for middle class children. Concludes that academic preschool for this group is undesirable. (DR)

Results support view that development of part-whole perception is mediated by logiclike perceptual regulations. (MH)

Describes implications for early childhood education of Piaget's ideas about the child's concept of the world. Particular emphasis is given to the child's exploration of the real world. (HS)

Outlines three constructs, the assumptive reality of childhood and the imaginary audience and personal fable of adolescence, which help explain normal and problem behavior. Counselors are asked to accept the young person's view of reality as valid and help him/her distinguish between personal and social reality. (Author)

Author explains the child's egocentrism" (physical, intellectual, linguistic, and social) and suggests that adults adopt a policy of intelligent neglect." (Author/SP)

Reviews some of the major cognitive, social, and emotional achievements of young children and discusses some of their limitations. Divides description of development into intellectual, language, social, and emotional development. Notes that this division represents adult categories of thought and does not represent young children's actual modes of…

Stresses the development of complex cognitive processes during adolescence and sees the challenge of the curriculum in the question of greater match between the learner's cognitive level and the material to learned. (JOW)

Discusses problems in both the "unfolding from within" and "enforcement from without" theories of children's cognitive development. Suggests that "mediation from above," which assumes that children are not independent beings, at least in the beginning, offers additional insight into children's interactions with adults. (WD)

Problems of integrating children from early education programs (3-to-5-year-olds) into the structure and curriculum of kindergarten are discussed in relation to the changing roles of both kindergarten and early education teachers. (BRT)

Young children think and learn differently, yet early childhood education is now subject to new pressures. Many believe that early exposure to technology accelerates mental development and improves sensory and mental capacity. There is no factual support for this idea. Children who grow up with technology are not necessarily more proficient with…