Argues that since 17 percent of a child's growth occurs between four and six, kindergarten programs should stress all aspects of child development; cognitive, social, affective and psychomotor, rather than being school readiness programs. (MS)

In an effort to provide on a continuous basis information on the growth and development of Detroit's preschool students, a procedure for "Preschool Progress Reports" was implemented. The procedure requires teachers to record classroom observations of all students' skills three times during the school year on preprinted scan sheets, which…

In this paper, development during the adolescent period is considered from a counseling perspective. Although many of the issues of young adults continue to confront older adults, this paper discusses the issues that are special to this age group. It suggests that the emotional and social domain is best represented by the theory of Erikson, which…

Children's sociodramatic play is very much associated with their growing ability to use symbols for a variety of functional purposes external to the symbols themselves. Defining such play as "voluntary social role-playing involving two or more children," this paper draws on research on sociodramatic play to: (1) discuss the nature of…

Based on the view that adults are more effective in teaching positive behavior and in responding to children if they have some knowledge about child development, this pamphlet outlines children's typical abilities and behaviors at various ages from birth to 8 years. The pamphlet is designed to help parents protect their children as they grow up so…

In this paper some behavioral indices of attachment are defined and some of the factors that affect its development are considered. (Editor)

Describes classroom approaches for encouraging healthy social interaction: social skills training, and interpersonal cognitive problem solving. Addresses service delivery considerations, such as personnel, purpose, types of children, research and service, and scheduling. (AOS)

In Australian workshops 20 parents of gifted children, under age 12, sought information in three areas: understanding of their children's development (e.g., intellectual ability, social-emotional factors, and motivation); school and related needs (e.g., children to proceed at own pace, for parents to understand school system); and sources of…

Contains 15 articles investigating and discussing issues generated by Piaget's theory of cognitive development. Discusses and examines questions related to object permanence, transitivity, conservation and the concept of necessity as these relate to children. Deals with the origins and causes of development, logical development, social and…

Compared the social cognitive styles of abused children with a control sample and found differences in perceived locus of control of social events and social role comprehensions. Similar trends emerged in perspective-taking skills and social sensitivity. Suggests these differences could not be attributed to IQ or class disparities. (Author)

Evaluative intervention research studies in pretend play are investigations that examine the potential of imaginative play in young children to demonstrate a relationship between play and cognitive, social, and emotional growth. A review of the research indicates that children who engage in imaginative play yield higher test scores than those in…

Because gifted children are different in level of emotional development, interactions with peers, and learning characteristics, they require special support. Drawing on experience with enrichment programs for young gifted children, this article explores ways of establishing nurturing learning environments that develop self-esteem, engage long-term…

Describes features of social pretend play and identifies characteristics of young children's cognitive and social play that may inhibit their participation. Describes approaches for supporting the social pretend play of children with mild to moderate developmental delays and disabilities, including assessment of play skills, use of structured play…

A review of the literature on mixed-age settings reveals benefits in the areas of social and cognitive development. Research on the psychosocial advantages of mixed-age groupings is less consistent. Factors such as group size, age range, time together, and context-specific curriculum activities may have a relationship to the level of success and…

Used heart rate and respiratory sinus arrhythmia (RSA) assessed at 33 to 35 weeks gestational age to predict developmental outcome at 3 years for very low birth weight infants. Found that RSA measures predicted developmental outcome beyond effects of birth weight, medical risk, and socioeconomic status. For infants < 1,000 grams, RSA maturation…