Examination of the profiles and developmental trajectories of adaptive behavior of 80 children with Down's syndrome indicated a significant weakness in communication skills (especially expressive language), relative to daily living and socialization skills. Children ages 1-6 showed significant age-related gains in adaptive functioning, but older…

Notes that traditional early childhood science programs have attempted to facilitate children's understanding of the physical or natural world. Suggests another view: that children are developing scientific thinking processes or learning strategies in the personal and social domains, and that this should be seen as part of science program in early…

Three experiments explored the developmental relationship between counting and number conservation in children from three to six years old. Results indicated that there was a close relationship between the two; that only the oldest children gave evidence of conserving; and that, in general, there is evidence of protracted development in young…

Argues that the issue of quality in day care provision for children is relative, but that the best alternative to a universally accepted definition of quality is a conceptual framework within which different definitions of quality can be constructed. Describes and develops six dimensions of quality in day care: effectiveness, acceptability,…

The development of pointing, reaching, and other communicative gestures in 22 preverbal children with Down syndrome, ages 21 to 47 months, was studied in two contexts (referential/declarative versus instrumental/imperative) and with mothers versus agemates with Down syndrome. Considerations relating to delayed language development with this…

Examined students' self-descriptions of situations, individuals, and incidents that evoked feelings of guilt to determine developmental and gender differences in guilt. Content analysis revealed changes in percentage of students at three grade levels who spontaneously mentioned a situation as guilt producing. Striking and distinctive patterns in…

Examines from an existential view the development of abstract thought in adolescents and the conflicts arising from its process. Proposes an existential model that views various types of adolescent behavior as the manifestation of the adolescent's defense mechanisms developed in response to existential conflict; presents specific examples of…

Discusses the variation in developmental effects of childhood sexual abuse across individuals and within individuals over time, and the timing of the impact of the abuse on the victim's psychosocial development, with special attention given to adolescent development. Implications for treatment are considered. (JPS)

Examined the relationship of maternal interaction and private speech to task performance, using a sample of four- and five-year-old children. Findings underscore the positive, self-regulatory function of private speech, highlight the role of adult communicative support in extending the child's competencies, and call attention to the cognitive and…

The development and validation of a Learning Style Questionnaire (LSQ) for use with upper primary school children studying science in an Asian context are described. Four important learning dimensions were identified: (1) concrete-abstract; (2) passive-active; (3) low-high self-confidence/self-esteem; and (4) superficial-deep motivation. (KR)

Describes a process approach to teaching and learning in preschool settings. The approach uses child-initiated play in a prepared environment, and encourages children's formation of symbolic mental representations through social interaction and mediation. Offers guidelines for the implementation of the process approach. (MM)

Provides an abstract of the book, "Developmentally Appropriate Middle Schools," which examines young adolescents' physical, psychosocial, and cognitive characteristics, and suggests developmentally appropriate educational experiences. The book includes the idea that young adolescents' individual development should be the basis for curricular,…

Describes a treatment program which combines cognitive, behavioral, and expressive therapies targeted at reducing dysfunctional patterns of cognition, affect, and behavior of aggressive youths. Also presents interventions for unwilling and resistant clients. (HTH)

Two years after the end of a two-year intervention program set within the context of science learning intended to promote formal operational thinking, achievement of students (n=234) was tested by their results on British National examinations taken at age 16. Male experimental subjects achieved an average of 40 percent more grades of C or above…

To evaluate the part that nascent skeptical doubt plays in shaping adolescent social-cognitive development, 61 high school students clearly classified as in concrete or formal operational stages of cognitive development completed a measure of epistemic stances. A relationship was found between cognitive and epistemic development. (SLD)