The phrase "school readiness" was, until recently, most often used in connection with a child's preparedness to meet the demands of a first grade classroom. With the contemporary push down of the curriculum, readiness is now taken to mean the child's preparedness to meet the demands of kindergarten. Whether in regard to first grade or…

Attempts to show that many early adolescent behaviors which adults attribute to bad motives, derive instead from intellectual immaturity as described by Piaget. The apparent hypocrisy of adolescents is often a failure to distinguish between the expression of an ideal and its pragmatic realization. Piaget helps shift a whole new set of behaviors…

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)

Discusses children's reactions to death from a developmental viewpoint. (SB)

The question of how to integrate developmental (Piagetian) and psychometric conceptions and assessments of intelligence is considered. A solution which incorporates the contributions of each position--intelligence as forms and as traits--is offered. Premises and objectives of each tradition are reviewed and compared. Overlaps make synthesis…

Drawing on longitudinal followups of Head Start children, cross-cultural data from Denmark, and studies of gifted and talented persons, this article advises parents that out-of-home care need not be harmful to their children. However, a high-pressure academic program might have long-lasting negative effects. Cites 14 references. (MLH)

Employing a child-centered approach to the growth and development of children from birth to age 16, this book describes in detail the personal, social, and intellectual development of children as they progress from infancy through adolescence. It contains anecdotes and examples that capture the unique qualities of each age and stage of child…

Presents a stage-structure analysis of reading applicable to any method of reading a teacher might choose to use. (Author/MP)

The author introduces some constructs that provide a linkage between the Piagetian theory of cognitive development and curriculum analysis: externalization and automatization; the intellective unconscious; and the logical substructure of the task. He then offers some examples of developmental analysis of secondary level curriculum materials.…

This article elaborates on three principles which are the foundation of the developmental approach to early childhood education. These principles are multiage grouping, nongraded curricular materials, and interactive teaching. (IAH)