Descriptions and implications of five stages of professional development of science teachers are provided. Behavioral characteristics for each stage are stressed. (CW)

Studies two nonidentical twin boys with severe, specific developmental language disorders with respect to their linguistic, neurolinguistic and pragmatic development. Finds that, in spite of poor linguistic awareness, the boys acquired normal reading/spelling skills; however, the boys differed considerably in some aspects of reading and spelling…

Developmental differences in behavior and self-perception were examined in 44 children suspected of having been sexually abused and 41 comparison children. Results suggest that subjects' self-perception varied by their developmental level, and that some preschool children responded to abuse with elevated perceptions of themselves. No group…

Supervisors representing different levels of experience viewed videotape vignettes of counselors demonstrating the first three developmental levels of Stoltenberg's (1981) Counselor Complexity Model and assessed each counselor. Results indicated that supervisor experience did not influence the assessment of developmental level or ability to make…

Suggests study by Kuhn and others (PS 524 345) is too ambitious and that the processes described are not wholly representative of developmental stages. Argues the methodology of study was progressive problem solving, and that experimenter's questions resulted in contrived stages. (JW)

Examines how three and four year olds assert identity, connection to family and peers, and power through early writing skills. (HTH)

Investigated birth-order differences in children's early vocabulary development. Compared the composition and age of acquisition of the first 50 and 100 words of 9 firstborns and their younger siblings, using a longitudinal maternal diary methodology. A small but significant birth-order effect was found for the age at which the 50-word milestone…

Spelling instruction for students with deafness is examined in the context of the whole-language approach. Stages in the development of spelling ability are identified, and five strategies for young writers are suggested. (DB)

Two experiments examined causal links among age, processing time, articulation time, and memory span in elementary school children. Found that age was correlated posssitively with memory span but negatively with processing and articulation times and that age-related change in processing time was associated with a decrease in the time required to…

This study examined Quick Incidental Learning (QUIL) of novel vocabulary by 88 primary school-age children with and without specific language impairment (SLI). Among normally developing children, results documented a robust ability to learn words in the early school years. Children with SLI demonstrated significantly less word-learning ability…

Addresses importance of planned motor skill development, providing specific guidelines for adults working with three-, four-, and five-year olds. Describes the influence of motor development on cognitive, language, emotional, and social development. Suggests using verbal feedback, visual assistance, and demonstration for teaching motor skills.…

Assessed the science process skills and the Piagetian development level of about 90 secondary school students in years 7, 8, and 9. Found only a simple two-level hierarchy (basic and integrated) of process skills. Found considerable overlap between science process skills and Piagetian development level. (28 references) (Author)

Criteria, not uniform standards, are appropriate for schools, since neither available resources nor socioeconomic levels are uniform. Education's aim is not to train an army marching to the same drummer. Teachers' challenge is to provide conditions fostering the growth of personal characteristics that are socially important and personally…

This study examined differences between the preverbal communicative behaviors of 20 premature and 20 full-term infants at 4 and 7 months of age. Significant differences between groups were found in such communicative skills as gestures, eye contact, tactile-kinesthetic behaviors, and vocalizations. Mothers also differed in their communication…

Examined preschoolers' strategic behavior on a task in which they must decide whether two arrays are the same. Results indicated that the course of strategy development is complex, there is much diversity within a child and among children in both strategy production and strategy utilization, and that children act in ways that are counter to…