Discusses the history, characteristics, and purposes of the "ecole maternelle," the French system of free public preschool education for two- to five-year-old children. Focuses on the classes for two year olds, and particularly their enrollment levels, schedules, and links with day care. Describes research on the classes. (BB)

Various client-centered, dynamic, and cognitive/behavioral counseling approaches are suggested for development of greater social awareness and competence, more positive self-esteem, and a more cohesive sense of self in learning-disabled adolescents and adults. Individual case vignettes are offered to explain both the rationale and strategies of…

This study demonstrated the application of mediated learning experience to language assessment of primarily Puerto Rican and African-American children (n=50) in three Head Start classes. Results support the hypothesis that a task matching young children's socialization better differentiates between nondisabled and language-disordered children than…

Maintains that, because social development begins in the early years, it is appropriate for early childhood programs to include periodic formal and informal assessments of children's progress in the acquisition of social competence. A checklist of social attributes for teachers to use in examining children is provided. (BB)

Studied patterns of boys' social development by examining data from two longitudinal studies: a Finnish study of eight year olds begun in 1968; and a French Canadian study of six year olds begun in 1984. Patterns were identified using variables of aggression, hyperactivity, inattentiveness, anxiety, and lack of prosocial behavior. (LB)

Kindergartners and first and second graders viewed a videotape of a classroom scene in which a child who exhibited behaviors characteristic of peer-rejected children received teacher feedback. Positive feedback resulted in higher preference and moral judgment scores and more positive descriptions of the child in the video. (BG)

Relationships of family cohesion and adaptability to adolescent intimacy development were explored by administering the Family Adaptability and Cohesion Evaluation Scales Survey and the Fundamental Interpersonal Relationship Orientation--Behavioral Version to 70 male and 137 female high school students. Results suggest different effects on…

Uses an 8-item Social Responsibility Scale to investigate social responsibility in a study involving 149 U.S. undergraduate students. Observes that satisfaction with the university and gratification delay are more powerful predictors of social responsibility among males. Identifies the socially responsible as those satisfied with an organization…

Investigated relationship of educational level and marital status of parents, number of children in family, and family stability to social, emotional, and academic development of college-bound high school sophomores (n=52). Found significant differences in autonomy, initiative, ego integrity, guilt, isolation, academic interest, study methods,…

This literature review examines the role of the educational setting in determining the self-perceptions and identity of hearing-impaired adolescents. The paper addresses social relationships in educational settings, perceptions of the social environment by hearing-impaired adolescents, factors influencing self-perceptions and identity, and…

Four high school students who were peer tutors to students with severe disabilities received social interaction training and were then compared to four controls. The training increased the frequency of initiations of interactions from tutors, increased the proportion of social rather than task interactions, and increased targeted social behaviors…

The article examines the educational implications of people's inclinations to blame social victims for their plight, looking at the situation of immigrants and issues of apathy. The article suggests that genuine encounters with suffering may offer the best hope for educational and social progress. (SM)

Offers a theoretical and methodological approach to study of children's socio-cognitive interaction. Observation of object-centered activities among three age groups of children showed different modes of collaboration. Processes were similar across age groups; roots of basic peer interaction patterns reach back into infancy. Similarities across…

Comments on Verba's ideas about collaboration in peer interaction in this issue. Praises Verba for setting new direction in the study and understanding of social processes in cognitive development and for establishing important continuities in how children communicate with peers. Notes that Verba's analyses suggest natural categories of…

The observational study of effective instructional processes in kindergarten by DeVries and others is critiqued. It is maintained that (1) the study takes a narrow approach to constructivism that does not reflect current thinking; (2) there are flaws in the coding system used; and (3) the understanding of instructional issues involving minority…