Describes a study of the features of British children's narrative writing, at ages 7, 10, and 13. The results indicated a progression from a simple chronicle of events, through simple stories based on a disruption of the probabilities, to more highly developed stories. (HTH)

A British study asked 475 children aged 7-11 to write a piece explaining what good writing is. Children appeared extremely concerned with technical skills more than composition. Developmental stage differences may explain that their concerns reflect what bothered them most at the time and they did not mention what was less bothersome or what they…

This article summarizes viewpoints expressed at a British special education conference on whether it matters if children acquire a standard pencil grip. Some participants felt children should be encouraged to use the standard tripod grip, while others believed children should be allowed to choose their own style of grip. (CR)

Assessed the science process skills and the Piagetian development level of about 90 secondary school students in years 7, 8, and 9. Found only a simple two-level hierarchy (basic and integrated) of process skills. Found considerable overlap between science process skills and Piagetian development level. (28 references) (Author)

This book is intended to give teachers and student teachers a better understanding of the thinking of adolescent students in science lessons and to indicate the difficulties such students have in understanding the more abstract or formal ideas with which they are presented. It is practical in its orientation as the issues discussed are illustrated…

This research report relates to one aspect of a longitudinal study conducted into children's spelling development during the first three years of formal schooling. The study aimed to monitor the development of conventional spelling in the unaided writing of children 5-7 years of age attending one of six schools in Great Britain and to consider the…

The author presents a general framework of social studies concepts and inquiry processes to be developed in the middle years, which correlates to primary and secondary offerings and which are appropriate to the developmental stages of students aged 8-13. (SJL)

Five key concepts in Home and Family Education were identified: Nutrition, Management, Interdependence, Development, and Protection. With the help of practicing teachers, main ideas within each concept were sequenced for instruction, based on the logic of the concept and the developmental stages of students, ages 8-13. (Author/SJL)

Issues concerning psychology and education that were raised at the 1983 British Psychology Society Education Section Conference are discussed. With respect to teacher training courses, a major issue is whether only practical experience and reflection on the experience can make theoretical learning relevant and usable. (RM)

In a sample of 100 children, aged 8-14, there was a clear association between consolidated concrete operational thinking and Kohlberg's Stage 2 moral reasoning, and some evidence that, in order of development, logical thinking precedes role-taking, which precedes moral reasoning, at corresponding levels of conceptual complexity. (Author/SJL)

Reviews contributions made by Marie Clay to the field of reading instruction and literacy. Maintains that Clay refused to be drawn into the battle between the phonics and "whole-word" approaches to reading instruction. Discusses the current status of language instruction in Great Britain and Clay's continuing significance. (CFR)

Contends that criticism of progressive pedagogical methods may be creating an ideologically neutral orthodoxy of primary school practice in Great Britain. Expresses caution about this development by defending principles underlying progressive education. Argues for the development of child-centered teaching methods within the National Curriculum.…

Investigated concept development related to particulate theory of matter in 130 children (ages 8-12) in two contrasting Warwickshire middle schools. Results are set against background policies/practices in science teaching as revealed by responses from teacher questionnaires (N=60) and analysis of several science curricula. (JN)

Separate papers discuss: (1) sensory deprivation; (2) effects of high rise housing; (3) clumsy children; (4) screening and labeling "at risk" students; (5) Piaget's conceptual development stages; and (6) movement education. (CP)

The difficulties experienced by deaf parents' hearing children (n=10) as they approached puberty were studied and compensatory education programs sought for them through residential and regular schools. The children exhibited conversational difficulties, memory problems, reasoning difficulties, and poor language comprehension. Children's…