A study using instructional cards about appropriate developmental and behavioral expectations of children and nonviolent approaches to child behavior management child with pregnant and parenting teenagers (approximate n=1,890). Found significant positive gains on all questions. Knowledge gains were generally sustained over several months. (BRM)

Discusses the developmental risks to children of extensive day care. Suggests the following federal family policy: (1) parental-leave policies that enable one parent to remain at home during the child's first critical months; (2) parental option to work part time during the child's first year; and (3) greater availability of quality child care.…

Explains the developmental pathways of the School Development Program: physical, psychoemotional, social-interactive, speech/language, cognitive-intellectual, and moral-ethical. Describes its principles, including identification, imitation, internalization, interpersonal relationships, language mediation, and recognition that all children can…

The School Development Program includes a School Planning and Management Team, a Mental Health Team, and Parents Program. The mental health component involves collaboration of child development and mental health experts and the community in dealing with individual student and global school issues in mental health. (SK)

Interviews with homeless people in east Tennessee reveal how they came to be homeless and the problems encompassing homelessness. Most did not develop the sense of home that is formed early in life in stable families and that contributes to formation of self-concept. (LP)

Tested a normally developing child several times between 16 and 27 months of age for his ability to derive the relations between stimuli. Found that the child derived "mutual entailment" relations and showed "nonverbal exclusion" as early as 17 months. "Combinatorial entailment" relations and "verbal…

Synthesizes the Montessori stages of life from birth to adulthood and provides an integrated description of Montessori educational principles. Examines the role of the teacher as learner, revolutionary, and scientist following the child through life. Identifies education as ongoing research on the laws of human development. (KB)

The results from four early intervention evaluation studies are described in relationship to their impact on parent-child interaction. Intervention effects on child development were unlikely to occur unless mothers modified their style of interacting. Only their level of responsiveness was associated with positive developmental outcomes.…

Examines an often-overlooked issues of gender equity--the importance of fathers in the development of their children. Highlights include: the lack of male presence in many children's lives; benefit of involvement for children and fathers; timeliness for supporting fathering; and a partnership between libraries, literature, and fathering. (AEF)

Argues that worksheets are limited teaching tools because they do not address preschoolers' developmental needs such as hands-on play. Presents characteristics of early learning that can be facilitated by play, which fosters children's social and language development, physical skills, and creative and critical thinking. Suggests that learning can…

Examines physical and psychological development of children conceived through in vitro fertilization (IVF), focusing on questions related to risk of congenital defects or mental retardation and impact on the parent-child relationship. Concludes that no serious problems have arisen concerning the physical and psychological development of IVF…

Presents Jean Piaget's theory of genetic recognition, one of the first constructivist learning theories. Examines critically the relationship of the theory to present-day teaching and learning research, pedagogical practice, and other forms of constructivism. Asserts that one practical application of Piaget's learning theory would be to teach by…

Probable ages of normalization were calculated for 24 children with speech delay, using Kaplan-Meier analysis. Formulas are provided that permit calculation of the likelihood that individual children will normalize by a given age. Analysis revealed two different paths to normalization with children following one of the paths likely to retain…

A study involving 58 children (17 to 36 months) with developmental disabilities in the prelinguistic period of development and their mothers found that the relationship between intentional communication and later language was, in part, due to covarying relationships with maternal responsivity. (Author/CR)

Maintains that Pieper and Pieper's book shares Montessori's ideals and approach, and that it achieves a balance between strict behaviorist approaches and permissiveness. Notes the book's strengths, including the authors' research and clinical experience and numerous examples. (KB)