Ten specific activities aimed at studying soil in a vacant lot are presented along with a discussion of necessary/useful equipment and an expemplary lesson plan. (JC)

This paper suggests a variety of practical strategies which can be used in qualitative analysis of participant observation programs. (JR)

This paper reviews evidence for and against imitation as a factor in the acquisition of syntax. It is concluded that the effects of imitation of children's speech are too pervasive to be dismissed as irrelevant. An important question is how a child extracts grammatical information from imitated sequences. (CHK)

The purpose of this study was to determine the differential effects of imitating versus not imitating children on their subsequent tendency to imitate a model. Subjects were 54 kindergarten children. (MS)

A comparison of 28 mildly mentally retarded children with 28 children of average intelligence (mean mental age six years) in learning conservation skills found both groups benefited from Direct Instruction methods, but retarded children acquired only pseudoconservation from Observational Learning methods. Their learning was not tenacious and did…

Presents an overview of a long-term unit centering on observations of biological change. Explains the purpose, procedures, and activities of long-term projects as: watching a plot of land; seeing how a baby grows, and witnessing kitten birth and growth. Suggests additional activities which address the concept of continuity. (ML)

Attempts to assess the effects of the mode and patterning of rehearsal on the acquisition and retention of modeled behaviors varying in organizational properties. (Author/RK)

Preschool children who did not group a set of geometric stimuli according to complete similarity on a pretest were taught classification wither in a modeling or in a reinforcement condition. Modeling was found to be an effective means of teaching classification behavior. (ST)

Degree of organization in presenting stimuli, and training through modeling versus guided practice, were studied on a dial-reading concept using 144 third or fifth graders. (ST)

Results of this study indicate that a model who gives verbal cues increases learning by retardates over both model-only and no-model treatments. However, a model only condition failed to differ from a no-model treatment. (Authors)

Examined the relation between the spontaneous occurrence in play of simple two-part action sequences and the frequency of these sequences and their components following modeling at 12, 15, and 19 months of age. Play following modeling was typically more advanced but only 19-month-old children generally were able to imitate complete sequences.…

Modeling and direct instruction were used to train children to cooperate rather than compete. Children in treatment conditions showed significantly more cooperation than did control groups after immediate assessment. Seven weeks later age but not treatment differences were observed in generalization of training. (Author/DB)

Tests the hypothesis that there is a relationship between children's comprehension of a syntactic form and the effectiveness of modeling in promoting imitation of that form. Subjects were 71 four- and five-year-old children. (Author/MP)

Describes "mini-lab" as one of the requirements for a university undergraduate course in child psychology. Students observe and record the activities of children in a child care center. (KC)

Discusses the importance of considering theory to be rooted in observation and suggests that no observation stops with itself but instead yields another observation. Suggests that what must occur is that teachers become prepared to observe their observations: to look and look again. (MG)