The development of numeracy is discussed as being an important aspect of the learning process. (MP)

Described are two methods of calculating developed by the Dutch WISKOBAS Project: addition and subtraction with a loop abacus and multiplication using a grid model. (MP)

Investigates several key statements from Piaget's cognitive psychology and their meaning for science education. Concludes that teaching must be conducted as reversibly as possible so that when the teacher presents his own assimilation schemata it will be equilibrated by the pupils' schemata. (GA)

Summarizes the findings from a recent research study of the processes and products of science teaching in English schools. The study identified three main styles of science teaching; these are discussed in terms of their effectiveness and in relation to the implementation of modern school science curricula. (Author/GA)

In the public school, the speech and hearing therapist attempts to foster child growth and development through the provision of services basic to awareness of self and others, management of personal and social interactions, and development of strategies for coping with the handicap. (MM)

The cognitive development of lower-class English-speaking monolingual and English-Spanish speaking bilingual children in kindergarten, third, and sixth grades was compared by means of standard verbal and nonverbal measures. The verbal ability of bilingual children was assessed in both English and Spanish. Their scores in both languages were low.…

The article gives a checklist of questions for teachers to ask in the functional assessment of learning disabled children, and gives guides in decisions on instructional prescriptions. (PHR)

Outlines a dual model of cognitive development in which patterns of cultural stimulation are reconstructed in the child's cognition. It provides a mathematical language for the representation of structures in sensorimotor actions and verbal explanations as they occur in the context of the everyday life of the child. (Author/RH)

Explores age differences in children's conceptions of play, pretending, and toys. Examines parallel structural changes in other areas of development, such as language acquisition. Subjects for the study were 5-, 7-, 9-, and 11-year-old children. (BD)

Learning of the concept of horizontality by fourth graders was investigated. Comparisons by age and sex were made. (BB)

Points out that an aspect of Piaget's theory, the concept of stage, is being misrepresented through vague and incorrect use of the idea. (Author/GA)

Data were collected on tactics used when making a sequence of set comparisons in terms of more or equal number. (MP)

Discusses how affective goals in science education can be identified. The discussion includes (1) the common definition of affective domain; (2) Krathwohl's taxonomy of affective objectives; (3) self-concept objectives; (4) evaluation of outcomes; and (5) developing behavioral objectives dealing with the affective domain. (HM)

A recently developed test of basic Piagetian abilities, the Colored Blocks Test, is described, and new data collected in rural Hawaii and in a working class Chicago suburb are used to defend its validity as a tool for cross-cultural measurement of cognitive development. (Author/AM)

The technology of behaviorism and the social consciousness of normalization have produced monumental changes for developmentally handicapped children but lack an intrinsic developmental perspective. Piaget's cognitive-developmental theory is proposed as a framework to provide content, direction and structure for educational and habilitative…