Describes major theses of Piaget's work on development of intelligence. Implications of this work are significant in terms of methods, curriculum, and sequence of topics and activities used in science classrooms. Author cautions, however, that work of other child psychologists should not be completely forgotten because of Piaget's ideas. (PS)

Stresses the importance of learner involvement, and adult patience and understanding, for a child's success in learning and consequently in living. (EB)

Lists characteristics possessed by gifted young children and provides a checklist of processes necessary to the development of their special talents. Suggests ways to use this information in developing a curriculum for the gifted and talented student. (MA)

Suggestions are given relating to having plants and animals in the classroom to stimulate development of the understanding of the concept of being alive, a concept not really understood by children under age nine. The research reviewed promotes firsthand experiences to help form concepts of living and nonliving, of identity and causality. (EB)

Demonstrations are presented in which children can be introduced to evidence of specific concepts enabling them to participate in such a way that any conceptual conflicts that might arise in this learning situation can be gradually reduced. (EB)

Presents an environmental recreation program set up to initiate and improve upon the levels of personal and social functioning of the handicapped child. Programs are based in community centers or parks, in a neighborhood play area or near a woods. It is considered a nonthreatening approach. (EB)