Proposes a cultural framework for examining socioemotional development of infants and young children across cultures. The framework recommends three distinct yet interrelated units of analysis for research on socioemotional development across cultures: cultural contexts, cultural complexity, and cultural pathways. (JPB)

Describes a study exploring the social dynamics within a typical preschool classroom that included a 3-year-old with severe visual impairments. Notes findings that this child was an active participant in shared social experiences with his peers, which contributed to his membership and acceptance. Discusses adult mediation and interpretation of the…

The skill of accepting criticism was taught individually to eight female adults with moderate developmental disabilities. Evaluations, which were based on a ten-item checklist with a three-point scale per item, were conducted during role play situations. Results indicate that the training program was effective for all subjects. (Contains…

Examined whether parenting and child characteristics of term and preterm 2- and 3.5-year-olds had common paths of influence on children's independent cognitive and social functioning at age 4.5 years. Found that high levels of mothers' maintaining children's interests across these ages supported later independence, but directiveness needed to…

This article suggests "mainstream inclusion" be replaced by "educational inclusion" in order to avoid the implication that venues other than mainstream schools are inferior. It argues that placement of pupils with disabilities should be informed by a consideration of the effectiveness of the venue in raising academic and social standards.…

Offers suggestions for improving administrative interpersonal skills, which are just as, if not more important, than technical skills. (LMI)

Demographic, economic, and social realities make linguistic and cross-cultural competence essential skills for today's students. This article discusses three innovative program types that build on basic education while enriching it through second languages: second-language immersion for native English-speaking students; developmental bilingual…

The conflict created between the need to belong and the development of sexual identity in gay and lesbian adolescents is investigated. Using naturalistic inquiry, interviews were conducted with gay/lesbian youth who participated in high school support groups. One particular example is discussed in relation to educational and counseling issues.…

Harold Kushner, the author of "When Bad Things Happen to Good People" (1981), insists that public schools should never advocate particular religious views nor serve as forums for debating religious values. However, shared values such as truthfulness, accuracy, personal responsibility, acceptance of limitations, kindness, and cooperation…

Challenging obstacles that adolescent lesbians encounter are described; strategies for creating a supportive environment for students forming their adolescent identity, regardless of sexual orientation, are presented. Homophobia, identity development, isolation and passing, coming out, and minority issues are discussed. Direct intervention, staff…

The fourth in a series of articles on meeting the social and emotional needs of gifted students, this article provides ideas that teachers, parents, and counselors can consider as they work on behalf of gifted students. Suggestions focus on improving communication, building relationships, developing identity, and adapting adult coping mechanisms.…

European American, Japanese, and Chinese 11-month-olds participated in emotion-inducing laboratory procedures. Facial responses were scored with BabyFACS, an anatomically based coding system. Overall, Chinese infants were less expressive than European American and Japanese infants, suggesting that differences in expressivity between European…

Reviews the literature on young children's peer social development. Addresses implications of social learning theory and empirical research. Discusses recurring themes, including child/peer versus child/adult interactions, incorporation of toys and games, influence of mothers, and gender peer preferences. Considers areas lacking empirical support…

Adolescents are challenged to adjust to a new physical sense of self, new intellectual abilities, and cognitive demands; expand verbal skills; establish emotional and psychological independence from parents; establish adult vocational goals; develop productive peer relationships; manage their sexuality; and develop self-control. Transitional…

Discusses the responsibilities of school and society in the failure of effective socialization and the pattern and causes of the collapse of the British education system. Addresses the three phases in the development of social education and argues for the social education of the young in Britain. (CMK)