The authors explore how children's play can support the development of the foundations of mathematics learning and how adults can support children's representation of--and thus the "mathematization" of--their play. The authors review research about the amount and nature of mathematics found in the free play of children. They briefly…

Argues that the capacity for consciousness of self and others arises from developing representational and perceptual activities, especially during play. Examines young children's development of symbolic play, from sensorimotor exploration to representational play through five stages involving gestures of recognition, self-pretend and pretend play,…

The volume addresses itself to two basic competencies needed by teachers of the slow learning child: a rationale permitting consistent interpretation of the child's learning behavior and a repertory of techniques for presenting information in a myraid of ways, from which the teacher can select classroom presentation methods most appropriate for…

Development of object permanence skills was examined longitudinally in 20 visually impaired infants (ages 4-25 months). Order of skill acquisition and span of time required to master skills paralleled that of sighted infants, but the visually impaired subjects were 8-12 months older than sighted counterparts when similar skills were acquired.…

Seven sequential ordinal scales of sensorimotor development are briefly described. These scales permit modification in the strategy for assessing infant development, investigating its structure and investigating infant-environment interaction. (GO)

Three experiments explored 5- and 7-month-olds' intermodal coordination of proprioceptive information produced by leg movements and visual movement information specifying these same motions. Results suggested that coordination of visual and proprioceptive inputs is constrained by infants' information processing of the displays and have…

A longitudinal study of three children examined the relation between object permanence and language development. (Author/NCR)

Children and adults were tested on six speeded perceptual-motor and cognitive tasks, including a (1) response time task; (2) button tapping task; (3) pegboard task; (4) coding task; (5) picture matching task; and (6) mental addition task. Age-related change in processing time on most of these tasks was described by a single exponential function.…

Some very practical questions about how children learn the first language compel us to study brain functions and how these functions evolve. They also bring the studies of linguistics and neurology together. The purpose of this paper is to relate some of the research that describes language acquisition with the research about the early development…

Examined perception of object unity in partial occlusion in 72 infants. Recorded how long subjects looked at a display of complete and incomplete rods. In test and control conditions, infants looked longer at broken rods than at complete rods, suggesting that infants' cognitive, visual, or attentional skills may be insufficient to support…

This paper describes the purposes and procedures of a longitudinal study designed to: (1) relate mother-infant interaction patterns to infant age, sex, and social class; (2) relate mother-infant interaction patterns to infant sensory-motor development; and (3) to examine the relationship between infant sensory-motor development and infant sex and…

The purpose of this paper was to relate Jean Piaget's stages of the learning process to the developmental aspects involved in reading comprehension. The need to correlate the developmental stage of the child's mind with the right types of activities was stressed. When a child has succeeded in the task of relating knowledge and affect to language…

INTENDED FOR SPECIAL EDUCATION TEACHERS, REMEDIAL SPECIALISTS, AND PSYCHOLOGISTS, THE HANDBOOK PRESENTS A SERIES OF CONCRETE ACTIVITIES AND EXERCISES FOR CHILDREN WITH LEARNING DISABILITIES. FIFTY-THREE BASIC LEARNING ABILITIES OR RESOURCE PROGRAMS ARE GROUPED UNDER SIX MAJOR AREAS--GROSS MOTOR DEVELOPMENT, SENSORY MOTOR INTEGRATION, PERCEPTUAL…

PRESENTING AN OUTLINE OF SUGGESTIONS, ACTIVITIES, TEACHING AIDS, AND GUIDELINES FOR EFFECTIVE PROGRAM PLANNING, THIS CURRICULUM GUIDE IS DEVELOPMENTAL, SEQUENTIAL, AND SPIRAL SO THAT EACH SUBJECT AREA IS TAUGHT, REINFORCED, AND ENRICHED THROUGHOUT THE PROGRAM. MAJOR AREAS ARE MOTOR DEVELOPMENT, PERCEPTUAL TRAINING, COGNITIVE SKILLS, SELF HELP,…