Six basic assumptions are necessary for the counselor to function effectively in a school setting. (1) There exists a relationship between the individual's performance (physical or psychological) and his ability (used or not used). (2) The performance of the client is modifiable. (3) The force or forces affecting the developmental pattern can be…

Intended for researchers and evaluators, the document presents a review of Head Start research and an annotated bibliography of literature relating to the Head Start Program. Briefly summarized in Part I are the findings and extent of research related to the impact of Head Start in the following five areas: child health, social development of the…

Using the book "Fostering Intellectual Development in Young Children" by Kenneth D. Wann and the book's impact on education as a point of departure, this paper presents a way of looking at the early childhood curriculum that goes beyond the book but is in keeping with its concerns for the education of young children. The book was a…

Paralinguistic and kinesic expression begin at birth and are essential to the development of language. Rhythm, for example, a suprasegmental event, appears to be present at birth or prior to birth. The relationship of physiology to communication is evident in the observations of extra-linguistic aspects of communication, such as movement, the use…

This article describes the major areas of adjustment faced by physically handicapped students and suggests implications for a developmental restaging program in the schools. (MM)

Examines science education research studies concerned with the development of formal thinking in adolescents according to Piagetian theory. (Author/GA)

A longitudinal study of three children examined the relation between object permanence and language development. (Author/NCR)

The Hiskey-Nebraska Test of Learning Ability was administered to 550 deaf children and 614 hearing children. Three of the eight subtests showed different factor patterns when the results for the two groups were factor analyzed, suggesting that sensory deprivation alters the equilibrium and integration of perceputal and conceptual abilities.…

Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. Two groups (36 Ss) of educable and trainable mentally retarded adolescents in an institution were compared with two groups (38 Ss) of nonretarded children (ages 8-9 years old) on a modified tic-tac-toe game for foresight in logical problem solving. (MH)

Compares the results of surveys done in 1975 and 1985 with Indiana teachers regarding their physical environment and related problems. Results indicated that teachers had limited environmental literacy but had higher marks in 1985 than in 1975. (TW)

The literature on the moral judgment and moral development of mentally retarded individuals is reviewed. The relative contribution of mental age, chronological age, cognitive functioning, social experience, and environmental factors to the moral characteristics of this population is discussed. (Author/RM)

Reports on a study conducted in Spain in which the environmental preferences of 11 to 14-year-old children were examined using a collection of photographs. Results include the indication that the environmental attitudes of children attending a 15-day nature camp changed noticeably in at least five different aspects. (TW)

Reviews two software programs for Apple series computers. Includes "Orbital Mech," a basic planetary orbital simulation for the Macintosh, and "START: Stimulus and Response Tools for Experiments in Memory, Learning, Cognition, and Perception," a program that demonstrates basic psychological principles and experiments. (CW)

A study in which Logo programming was used to teach problem-solving skills to fourth to eighth grade students is described. The results, and their implications for further use of the computer to teach higher order thinking skills, are discussed. The possible use of Prolog programming to teach reasoning skills is described. (JL)

Identifies and discusses the epistemological roots of various terms that have been used to describe student conceptions in the literature with a view to suggest which term science eductors should adopt. Argues that "alternative conceptions" is preferable to "alternative frameworks" for use in describing student conceptions in…