This document reviews research findings on criteria used to determine age of entry into first grade. Criteria discussed include chronological age, mental age, I.Q., sex, and physical development (teething, visual development, etc.). In general, the research reviewed supports later entry, especially for children with below average intelligence. For…

This paper reviews research and evaluation results which indicate the effectiveness of Head Start. Research concerning the effects of Head Start on the academic achievement and cognitive and social functioning of children is summarized briefly, and research on the impact of medical, dental, and nutritional services made available by Head Start is…

This series of four experiments on children's causal sequences was directed at: (1) extending Brown's research on temporal ordering to causal relationships portrayed in picture sequences; (2) investigating the developmental progression of skills involved in understanding and remembering sequences; and (3) examining the development of reversible…

Thirty mothers of Title 1 children (5-11) were matched for marital status, sex of children, ethnic background, age, and level of formal education. They were randomly assigned to a waiting-list control group, a parent treatment group, and a parent-and-significant-others treatment group. The dependent measures were the following: (a) "the way I feel…

This paper examines children's early attempts at describing events absent in space and time, referred to as the "reportative function." The first part of the paper offers some explanations for the late emergence of the reportative function in young children's speech. Part two presents examples of children's attempts to report past events…

Argues that the area in which the artistic development of young children can be helped immediately, without awaiting teacher retraining in the various arts, is story telling: if children are continually asked to tell stories, and if delight is shown in their stories, then the stories improve; eventually children want to write them down. (Author/JM)

Suggests a way for teachers to organize their observations of children into valid, reliable, nonjudgmental descriptions in order to help an assessment team diagnose special problems. Gives guideline questions concerning visual, motor, social-emotional and other behaviors that can alert teachers to inconsistent development in young children. (BRT)

Shows the necessity of foreign language education for cognitive and attitudinal purposes as well as for utilitarian reasons. Foreign language learning/teaching can be of great educational value when it follows the thread of the logical and psychological steps in the creative/discovery procedure. A learning algorithm is mapped on page 61. See FL…

The authors employed the Raven Test of Logical Operations (RTLO) to assess development of cognitive structure for subjects of ages 8 to 19. Their conclusions support in part the development sequence described by Piaget. Lack of hierarchical order in some cognitive operations may indicate limitation of the instrument. (Author/EB)

Both theory and organizational structure support the isolation of teaching faculty and counseling staff in most institutions of higher learning. At Oakton Community College (Illinois), a student-centered philosophy which contends that cognitive and affective growth are intimately related has lead to the integration of teachers and counselors. (NHM)

Part 4 of a series on Art Education for the Disadvantaged Child. Paper presented at annual meeting of the American Educational Research Association (Chicago, February 1965), and also appears in "Studies in Deprivation, July 1968.

This book presents a comprehensive review of empirical research on early childhood education and human development in Latin America. Commissioned in 1976 by the Office of Latin America and the Caribbean, part of the International Division of the Ford Foundation, New York, the study was two-faceted. First, researchers were instructed to review…

This study examined the effects of certain contextual linguistic variables on the logical performance of subjects in grades 4, 6, and 12 of selected British Columbia schools as well as some theoretical problems underlying assessment of the development of logical abilities. The task consisted of 27 syllogistic problems based upon the information…