An attempt is made to reinterpret some psycholinguistic strategies applied to language education in the elementary school from the point of view of G. B. Vico's evolutionary theory. Basic Vichian principles are compared with contemporary educational viewpoints and a few pedagogical experiments. (20 references) (LB)

Discusses the effect of children's outdoor play on their learning, the promotion of children's development by their playing of games which they have invented, and suggestions for adults to encourage children to invent outdoor games. (BC)

Presents a view of developmentally appropriate practice that differs from that of the National Association for the Education of Young Children (NAEYC). A program that incorporates this view is described in terms of its theoretical perspectives and classroom practices and compared to the NAEYC description of appropriate and inappropriate practice.…

In a survey of 367 mothers and fathers of young children with special needs, parents revealed their need for information in the areas of child development, demands of parenting, community resources, futures planning, and children's legal rights. Preferred sources for information varied according to topic and parents' educational level. (Author/JDD)

Reviews themes in cognitive psychology on relationship of children's knowledge and strategies to learning, memory, and performance of academic tasks. Notes that literature on strategies indicates that strategic competency is related to changes in structure and efficiency of strategies with development, context in which strategies are used, and…

Nine children participated in one of three groups: children diagnosed as both sensory and language impaired, children diagnosed as language impaired, and normally developing children matched for language level. Sensory integration activities prior to language intervention resulted in significant changes on the Battelle Developmental Inventory for…

Compared a center-based early intervention program for disabled children and the same program with a parent training-support component. Found no immediate or long-term benefits in child or family functioning for parent component participants in the first four years of follow-up. Concludes however, that parents should still be involved in…

Reviews research into the effects of various child care environments on the emotional and intellectual well-being of children. Examines factors of early education group settings that could facilitate a positive learning and emotional climate without detriment to infant-mother attachment. Suggests measures at the home, day-care, and public policy…

Reports on a study of 198 Canadian children, ages 4-8, on their understanding of the role of evidence on the formation of beliefs. Finds that younger children evaluate opinions based on their own beliefs about the situation; older children tend to ascribe knowledge to others on the basis of evidence available to those others. (CFR)

Presents key themes from expanding literature on resilience, drawing from both psychological research and narratives of survivors. Focuses on Kauai study, landmark 30-year longitudinal study on resilience in 698 infants. Also examines survivors of child abuse, distinguishes between unhealthy and healthy resilience, discusses issues of separation…

Results from a standardized parent questionnaire were combined with results of an individually administered developmental screening instrument (the Early Screening Inventory) to predict more accurately which young children (n=1,296) will be at risk for school failure. Results showed the combined approach led to fewer misclassifications, thus…

Examines the benefits of sand play for young children, focusing on areas of cognitive, physical, communicative, creative and social-emotional development. Also discusses the role of the teacher in encouraging children's natural curiosity and exploration with sand play, noting that teachers should observe and interact with children during play in…

This study examined 236 8-year olds from a state with minimal child care standards in an effort to discover possible differences associated with child care histories. Children with more extensive child care experiences were associated with negative ratings by parents, teachers, and peers. (SH)

Literacy should not be limited to decoding written text. More broadly construed, education should address the many ways in which experience is represented, the development of cognitive potential, and differences in intellectual proclivities. The object should be cultivation of a broad capacity to construct meaning. (SK)

The role of narrative and dramatic processes in mediating and shaping both moral judgment and moral action, two processes central to moral development, is examined. The notion of the "moral audience," in which individuals seem to rehearse, review, and redefine their moral actions, is proposed and illustrated. (LB)