Suggests that play begins with infant-adult interaction soon after birth rather than with much later peer interactions. Proposes a developmental sequence of infant play that reverses the sequences of the Howes peer play scale, and cites pertinent literature to support that proposal. (BC)

Examines the relationship between music and human development. Gives an overview of research on children's musical responses. Says music educators can create an environment where children can develop musical knowledge and skills. Urges more longitudinal research like Harvard University's Project Zero where characteristics of developmental stages…

This paper argues that schools are not the means by which diverse societal ills can be cured, but schools should be considered the dependent measure for assessing behavioral applications for social change. The concept of child services centers is proposed, providing parent education, community development, emergency care, health care, nutritional…

This annotated bibliography, designed for practitioners and those involved in improving practice, contains 218 citations on topics related to youth physical fitness. Topics include children's fitness and activity status; contents of, and rationale for, fitness education; program suggestions, methods, and strategies; drug problems; and fitness…

A 7-month longitudinal study of 20 2- and 3-year-old children shows that children at an early age already know that counting words each refer to a distinct numerosity, although they do not know to which numerosity. It takes children a long time to learn the latter. (SLD)

Pediatricians (n=342) responding to a survey reported that they nearly all routinely performed some type of developmental screening; most recommended more training in developmental/behavioral pediatrics in residency programs; and 83% were aware of Public Law 99-457, but less than half were familiar with all of its provisions. (Author/JDD)

Reviews four books on early childhood education: "Understanding the Nursery School" (David Hartley), which examines Scottish Nursery Schools from a sociological standpoint; "Teaching Media in the Primary School" (Adrian Emerson); "Learning Difficulties in Primary Schools: Delivering the Whole Curriculum" (Kevin Jones…

Reports two studies that used social validation methods to collect parents' and teachers' implicit theories of indicative and contraindicative aspects of children's creativity. Compared those theories with theories reported in previous research. Tested a revised version of the Parental Evaluation of Children's Creativity that samples both…

Notes that parents need to be supported, valued, and educated to contribute to healthy sexual development of their children. Presents rationale for counselors to guide parents as primary sex educators for their children through collaboration with counselors, administrators, and parents. (Author/NB)

As part of a continuing dialog, this response to Johnson and McChesney Johnson (1992) focuses on the many areas of overlap between principles of Developmentally Appropriate Practice and current early childhood special education principles of early intervention. (Author/DB)

As part of a continuing dialog, this response to Carta et al. (EC 607 082) raises questions about the comparability of early childhood special education and Developmentally Appropriate Practice principles and examines philosophical differences over the meaning of integration of curriculum and assessment and the importance of active engagement. (DB)

Reviews the research on (1) developmental stages of play among young children; (2) solitary play as a separate continuum with its own developmental stages; and (3) benefits of solitary play on the child's whole development. (BB)

Mothers' ways of structuring conversations about past events are related to children's abilities to structure personal narratives. When mothers provided temporally complex and informationally dense narratives about the past to their 2 1/2-year olds, the children recounted similar accounts a year later. (Author/BB)

Reviews three aspects of literature on parental and nonparental child care pertaining to socioemotional development during infancy, preschool, and school-age years: (1) determinants of parenting and factors influencing parental behavior and parent-child interactions; (2) link between parent-child interactions and child development; and (3) effects…

Argues for expanding the present discourse on developmental appropriateness on the grounds that this discourse assumes consensus about child development; is premised on a suspect notion of broad, universal stages; and ignores alternative perspectives on learning and development and the relationship between the two. (LB)