Differences between developmentally appropriate and traditional classroom practice include the following: integrated vs. separate curriculum, meaning-driven vs. skill-driven, incidental vs. explicit learning, heterogeneous vs. homogeneous grouping, ready now vs. getting ready, child-centered vs. teacher-directed, autonomy vs. heteronomy, previous…

The Psychoeducational Profile was translated into Chinese, adapted, and administered to 23 autistic children and 40 children with normal development, ages 3-7, in Hong Kong. The scale was found to have criterion-related validity, discriminant validity, and properties of a developmental scale. (Author/JDD)

A sample of 175 maltreated children (mean age 51.9 months), 39 children in mental health treatment, and 176 normative children was assessed for type and severity of maltreatment. Results showed that psychological maltreatment was present in almost all cases of physical maltreatment and was more related to detrimental child outcome than was…

A total of 139 Spanish parent couples, grouped according to educational background, experience as parents, and place of residence, completed a 106-item questionnaire. The study's objectives were to (1) identify groupings among items and parents; (2) establish the extent of variance on grouping variables; and (3) analyze the extent to which parents…

Examined mothers' and infants' affect in play and infant sex as predictors of infants' response to the still-face situation. (PCB)

Three women working together at Columbia University developed a teacher education knowledge base that was not dependent on theory, experiential learning, or research. Teacher education as university study was developed to support an ideology directed toward a vision of citizenship qualities and personal development considered essential for…

Reprint of 1973 letter issued by the Association Montessori Internationale to its members regarding signs that although people have been striving for greater general welfare, individual rights, freedom, and leisure, extending reduced work and more leisure to children will disrupt healthy development. Describes necessary environments for healthy…

An 18-month study of 18 children with disabilities attending inclusionary programs and 19 children (ages 24 months) attending classrooms in rehabilitation programs serving only children with disabilities, found that after one year of intervention there was no difference in developmental progress between the two groups of children. (Author/CR)

Traced emergence of elaborated framework of belief-desire reasoning. Preschoolers and adults were asked to explain why a story protagonist searched for a desired object in an incorrect location. Results suggest that, during late preschool years, conception of cognitive activities as contributing to knowledge and belief becomes integrated into…

Illustrates contribution of genetic and environmental factors to differential ratings of within-family behavior and environmental differences. Maintains that, assuming differential ratings are a linear function of underlying trait differences, it is simple to recover within-family statistics, offering a more legitimate basis than comparing mean…

Reviews and reinterprets current developmental directed-forgetting literature within an inhibition framework. Argues that item-by-item cued directed-forgetting tasks manipulate selective rehearsal to produce greater recall of to-be-remembered than to-be-forgotten items, producing directed-forgetting effects by second grade. Blocked and…

Defines the emerging role of the newborn developmental specialist as one which provides interdisciplinary leadership, education, mentoring, and system change skills necessary for comprehensive developmental programs and describes the training and experience necessary for this advanced practice position. (Author/CR)

Discusses the development of phonological awareness skills in early childhood and assessment of phonological awareness abilities. Explains rhyming tests, blending tests, and segmentation tests, along with specific intervention tasks and intervention materials and programs. Urges explicit training in phonological awareness for all children. (CR)

Studies how Singaporean children differentiate in drawing between a sphere and an elongated, straight-sided ovoid. Tests Piaget's and Inhelder's beliefs that very young children are unable to differentiate in their drawings between differently contoured shapes. Finds that children are able to show the difference in drawings between the two shapes.…

Reviews selected pioneering findings in the child-developmental and adulthood-aging literature and evaluates them within the framework of Nelson (Thomas O.) and Narens' (Louis) (1990) theory of metamemory. Makes suggestions for conceptually-based analytical research to help specify the mechanisms that underlie developmental differences in…