Sports are popular across the nation and youth sport participation is at an all-time high, yet children are quitting youth sports at an alarming rate. If this trend is going to change, several areas of concern must be addressed. The climate created on youth teams can be polarizing, having the potential for significant positive or negative…

The successful transition into adulthood of students with disabilities should be a priority for parents, students, educators, and leaders in special education. The Individuals with Disabilities Education Act (IDEA) amendments of 1990 first mandated transition services for individuals with disabilities. Subsequent amendments to the IDEA in 1997 and…

The paper describes "Partners in Child Develoment--A Creative Approach to Parenting," a developmental profile of 160 competencies of children (birth to 5 years) which is designed to be used by parents to chart their child's unique developmental pattern. It is explained that each competency is described, with suggestions for new…

Mothers', fathers' and teachers' perceptions of young children's five motor, gross motor, and language skills were scored as underestimates, hits, or overestimates. Comparisons yielded no differences between groups except mothers overestimated gross motor skills, and teachers underestimated fine motor skills more than fathers. Correlations…

Reviews development, evaluation, and utility of the Life-Skills Development Inventory-College Form. Results taken from 553 college students establish the reliability and validity of the revised instrument for assessing life-skill achievement in college students. Implications for developmental interventions in response to identified student needs…

This value-added analysis of the short-term effects of early intervention on 489 preschool children found that children with language impairments or multiple disabilities made developmental gains beyond that predicted by maturation alone in several skill areas, whereas children with speech impairments benefited in the cognitive domain only.…

Jean Piaget's belief that children's developmental levels largely determine what they can learn is challenged. Research concerning the existence of cognitive structures in children is critiqued, and problems with administering Piagetian tasks are pointed out. Educators should not restrict children's exposure to learning because, according to…

Children judged the ability and effort of peers whose test performance varied across two dimensions: number of problems attempted and percentage correct. There was a developmental progression in the children's evaluative approach. Younger children used only one cue, number correct, to evaluate both ability and effort. Older children used both cues…

A comprehensive three-level program evaluation plan assesses overall impact of early intervention programs through assessment of children's progress toward developmental milestones; quarterly child progress through administration of a program-relevant, criterion-referenced tool; and weekly child progress toward specific instructional objectives by…

Reports research on teachers' beliefs about children's development. Discusses (1) teachers' estimates of ages at which children succeed on tasks, (2) teachers' ability to engage in task analysis, (3) their view of children's error, and (4) their view of developmental accounts. Concludes that good teachers' beliefs provide an inadequate basis for…

The feasibility of standardized assessment of features of children's organization of knowledge and the demonstration of differences in organization between stages of development were investigated. It was possible to standardize developmentally derived instruments, in the same way as empirically derived tests because such evaluations concern the…

Presented is Volume I of an educational evaluation and planning package designed in accordance with Massachusetts' special education laws. The package is designed to assist the Core Evaluation Team process, a multidisciplinary approach to educational assessment and development of individual education plans. The guide focuses on three skill areas:…

Measures used at the Division of Developmental Studies at the University of Georgia in constructing a student profile (specifically, of high-risk college freshmen) are discussed. The areas measured concern: goals; learning styles; career exploration; stress and academic anxiety; developmental tasks; and locus of control. The goals checklist…

Developed by professional educational staff, the curriculum of developmentally sequenced objectives for preschoolers (SOP) is designed for use in infant stimulation programs, for preschool training for all levels of retardation, with severely and profoundly retarded school age children, and for trainable and educable children during the earlier…

A holistic approach to early childhood education requires attention not only to what we know about child development and its implications for teaching, but also to the content of the curriculum. This collection of chapters on research and practice on developmentally appropriate integrated curricula is combined in a manner to assist theorists,…