This is a study of how young children gain social competence through pretend play or role playing. Subjects were 38 Caucasian children (19 females, 19 males) who were observed at four ages: 12, 18, 24 and 30 months. The same set of toys, which included a doll, a saucepan, doll bottles, coffee mug, teacup, teaspoon, doll crib, blanket, toy phone…

This report provides data from a larger study investigating consumer socialization of children which focused on the processes by which children acquire knowledge skills and attitudes related to consumer behavior. The research has utilized two theoretical perspectives: cognitive development and information processing theories. The data reported are…

Challenges adult educators to provide the educational experiences and resources necessary for adults to handle life tasks. Introduces the "teachable moment", as part of a lifelong curriculum, which relates the tasks associated with each developmental life stage to appropriate adult education program responses and possible outcomes. (TP)

Reviews the history of human development, and of family development and its interdisciplinary nature. Explores variations as well as the universality of the family life cycle and developmental tasks. Presents examples of the applications of family developmental concepts by a variety of practitioners in the family field, offering ideas on research…

Student Development Task Inventory (second edition) (SDTI-2) was completed by Black students at five urban colleges in metropolitan Detroit, Michigan to provide usuable information for college student personnel workers who work with similar populations. Findings revealed that SDTI-2 scores were highly dependent on school of attendance and class…

Examined the effects of Piagetian-like tasks' characteristics on the performance of those tasks by different age group students. Indicates the method of task presentation had an effect only on young students' performance, while numerical content had an effect on the majority of students in all grades. (Author/CW)

Discusses the need to help students develop critical thinking skills, reviews definitions of critical thinking, and argues that bibliographic instruction is an appropriate teaching strategy for developing such skills. An example of an education class in which bibliographic instruction is used in this way is given. (16 notes with references) (CLB)

Reviews research on, and offers definitions for, play and learning in infancy. Discusses the developmental sequence in early exploratory play and learning, individual differences in exploratory play, and the relationship between rearing environments and quality of exploratory play. Discusses implications for planning and implementing infant care…

The performance of 40 hearing and 40 hearing-impaired children, aged two-five years, was compared on a battery of nonverbal tasks and a nonverbal intelligence test. Age significantly affected the results, consistent with a developmental change. In cognitive development, the hearing-impaired children were comparable to same-age hearing children.…

All teachers can understand and meet the educational needs of individual students in the context of their developmental stages through preparation in such teacher education programs as the one at La Salle University (Pennsylvania) where developmental theory is the unifying theme combining training programs for elementary and special education…

Observation of mothers and their two-year-olds (N=10) in routine, free play, and novel discourse settings suggested that object labelling was more varied in natural than in experimental settings. Basic level tokens were less prevalent and subordinate level term usage was more common in the routine and novel contexts. (Author/CB)

Presents theoretical perspectives of change of Benne, Chin, Lewin, and Rogers, and draws out strategies that designers of games, simulations, and workshops may find useful. Highlights include rational/empirical, normative/re-educative, and power/coercive strategies; Lewin's force-field model; and Rogers' stage model. (MBR)

Reports that although the traditional domain of developmental lag models has been dyslexia, this type of model is actually more helpful as an aid to understanding the normal achievement variations found among nondyslexic children. (FL)

Reviews bases for contemporary discontinuity theories of mental development, presents findings that support alternative proposition of continuity and scrutinizes assessment methods from which these continuity results derive. Also offers several models that help explain the continuity findings, and argues that individual differences in mental…

Contrasts a child not ready for school with a child who is developmentally prepared to enter school and argues that if all school systems could administer and interpret the results of a developmental examination, the number of unhappy children, special needs children, and grade overplaced children would be greatly reduced. (HOD)