The author comments on reactions made by Vincent Rogers, Elisabeth Hirsch, and John E. McGill to his original paper. (Author/RM)

The reaction paper discusses how the traditional view of social studies for younger children as a content subject has contributed to ineffective programs. A new approach which views social studies as a skills subject is recommended. (Author/RM)

The article reviews the bases for social studies programs for young children that have developed through the years and comments on the lack of intellectual quality in these programs. (Author/RM)

The author agrees with B. Spodek that the Kamii-Piagetian framework for cognitive goals is a useful conception for teachers and curriculum workers, but cautions that Spodek's analytic scheme may encourage teachers and curriculum workers to compartmentalize learning. The overriding importance of the classroom teacher in improving programs is…

The reaction paper discusses two of the goals for social studies posited by B. Spodek: social knowledge and representation. Specific and concrete examples to enable teachers to translate theory into practice are provided. (Author/RM)

Relates physical education of young children to development of the children's motor capacities and suggests how certain types of physical education can be used to stimulate physical and mental development. Most examples are taken from research undertaken in the U.S.S.R. (DB)

Schools exist to prepare non-adults and adults for various functions in the community. The five aims discussed here are: (a) duties of a citizen, (b) professional work, (c) participation in social life, (d) private life, (e) organization of leisure. (JB)

Reviews the place of creativity in the two major orientations of art education: (1) creative self-expression; and (2) discipline-based art education (DBAE). Asserts that critics of DBAE argue that it is dry and does not allow for creative expression. Rejects this notion and claims that properly implemented DBAE produces intellectual and emotional…

The intent of this yearbook is to provide a positive posture for nurturing desirable changes in the status of science teaching. It is written for elementary school teachers and all who are involved or concerned with curriculum and instruction in the elementary school. The yearbook provides the basis for continued professional growth of teachers by…

The philosophy underlying the African Primary Science Program, according to the author, is that the essence of science is not merely the statement of principles; it involves the struggle to find out about the material world. This program sought to develop the intellectual alertness of the children, and improve their questioning, and problem…

This handbook for educators and parents discusses the need to include philosophy in the elementary classroom. The authors point out that as a question-raising discipline, philosophy is appropriate to guide children's natural inquisitiveness through the educational process. It encourages intellectual resourcefulness and flexibility which can enable…