Results supported Piaget's viewpoint that mental imagery and general symbolic functioning are dependent on the growth of intelligence with respect to the preadolescent period. (Author)

Describes program of testing kindergarten children to discover, as early as possible, potential impediments to learning. Parent conferences foster home interest for children who need special help. (CJ)

Encourages use of Head Start and community resources, professionals, and mothers in shaping children's early experiences to maximize educational potential. Stresses need to give mothers information on child development from the prenatal period through the preschool years. (DR)

Indicates that 18- to 20-month-old infants can detect the correspondence between auditorially and visually perceived speech; that is, they manifest some of the components related to lip-reading phenomena in adults. This demonstration of the bimodal perception of speech in infancy has important implications for social, cognitive, and linguistic…

Reports progress in the development of the Needsort, a research tool, for the assessment of the three developmentally earliest, within Maslow's framework, conative needs (physiological, safety, belongingness). Discusses item analyses, item selection methods, reliability studies, and validation studies across a broad range of populations. (Author)

Proposes children develop an understanding about death in an orderly sequence progressing from total unawareness in early childhood to the point of logical consideration in terms of cause and effect. Discusses implications for parents, teachers, and counselors for helping children deal with death. (RC)

Argues that understanding of five major dimensions of normal child development can be useful for those who work with special children: child development theories, norms, research models, intervention models, and communication techniques. (RH)

Researchers analyzed the responses of second-, fourth-, and sixth-grade students who read three fables, and traced the relationship between grade level and stage of moral development. The children reflected different stages of moral development. The use of fables to elicit responses to moral questions is discussed. (PP)

Examines the connections between children's writing and their earlier developed form of graphic symbolism--drawing--and explores research on early writing development. Considers the range of contexts for drawing and writing presented in the classroom. (HTH)