Limited research has explored mothers' perceptions of teachers' pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment…

Limited research has explored mothers' perceptions of teachers' pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment…

This study explores patterns of development in cognitive, as well as social and emotional skills for children in the first year of school in Russia. The data analyzed are drawn from the International Performance Indicators in Primary Schools project. This is a large-scale assessment project involving 2741 children from two Russian regions. A…

Chicano mothers were observed teaching their own five-year-old children. Field-independent mothers used inquiry and praise; field-dependent mothers used modeling. Trends suggest that the teaching strategies to which the child is exposed may influence which cognitive style the child develops. (Author/CP)

This study examines the relationships among third and fourth grade teacher practices in cognitive development: understanding, application, synthesis, and judgment; emotional/social development; their students' self-reported opportunities for emotional/social development; and academic self-concept. In addition, this study investigates the…

The study was conducted to determine if the cognitive environment of the child from a high ability family could be classified as expansive or restrictive. It was concluded that mothers of gifted children have both styles available to them. The individual orientation of the high ability mother dictates the s tructure utilized. (CD)

The effectiveness of the Mother-as-Teacher home intervention program is examined. The goal of this program is to enhance lower socioeconomic status mothers' teaching style. The extent to which enhanced maternal strategies affect the cognitive performance is assessed. (JMF)

The purpose of this study was to assess the effects of a 12-week intervention in 6 black and 9 white low income homes in order to modify maternal teaching behavior and influence child functioning. Home visitors worked with the mothers once a week mainly utilizing objects and events in the home for educational purposes. It was hypothesized that a…

This annual report by the Research and Clinical Center for Child Development at Hokkaido University in Sapporo, Japan contains 10 articles by Japanese and American researchers on various aspects of children's cognitive and affective development. The following articles are presented: (1) "Making the Cut: Early Schooling and Cognitive…