Reviews three books: (1) "Contemporary Issues in the Early Years: Working Collaboratively for Children" (Gillian Pugh, editor); (2) "Social Interaction and the Development of Language and Cognition," (Alison F. Garton); and (3) "Child and Nature," (World Organization for Early Childhood Education). (AC)

Asserts that Bennett's edited work offers an informed, sophisticated, and thought-provoking overview of current issues in developmental psychology. Notes the volume prompts theoretical and empirical reflection and provides fair representation of trends and advances in mainstream child developmental psychology. Suggests that a more thematic…

Suggests that children construe the world as they develop relationships with other individuals. Offers considerations regarding developmental changes marking the first year of life and argues that cognition is framed in public social exchanges and private dialogical thinking. (DLH)

Behavior analyst teaching child development courses would do well to look into this book as the main text for the course. It represents the most comprehensive attempt to date to try and integrate the developmental literature with the study of basic mechanisms of learning. The book is written in a clear and concise manner that can be understood by…

Comments on the articles presented in this issue, discussing factors that influence the climate for learning. Ways that beliefs, past experiences, and cultural competence of adults may influence their ability to work collaboratively and support children's collaborative work are discussed, as are the effects of various adult interaction styles on…

Maintains that the strength of Bronson's book lies in its synthesis and connections to the major ideas in both developmental and educational psychology. Notes that the book's predictable organization makes it a handy resource for professionals working with children from birth to age 8, but suggests that the depth of knowledge displayed raises…