Examines effects of the Persian Gulf War on elementary school and secondary school students and school responses through focus groups and interviews with school personnel, a survey of 97 students, and a discussion with 4 Chaldean-American middle school girls. Diverse attitudes required varying school responses. (SLD)

R. Coles discusses children's perceptions of racial differences and the ways teachers can help combat prejudice and bias. Literature and art are valuable in the classroom in producing a heritage for children that grounds them not only in factuality but in moral reflection. (SLD)

Contends that differences in child development and cultural backgrounds affect the way children represent their world through art. Describes an exhibit of children's art from Thailand and Australia. Discusses differences in content, media, and style and concludes that both cultures could benefit from adopting aspects of the other. (CFR)

The use of naturalistic teaching procedures in developmentally appropriate early childhood settings was evaluated in two single subject studies. Acquisition and maintenance of skills within developmentally appropriate play contexts were demonstrated by a preschooler with Down's syndrome and one with mild developmental delay. (DB)

Maintains that Canadian scholar, Kieran Egan, developed a schema of childhood development that presents a bold, new approach to the stages of growth, both affectively and cognitively. Describes Egan's views and how the school curriculum must be adapted to correspond more closely to these views. (CFR)

The passage of Public Law 99-457 relating to education for the handicapped increases the probability that the school psychologist will be asked to evaluate infants and children diagnosed as suffering from nonorganic failure-to-thrive (NOFT) disorder. Etiology, models, and interventions appropriate for NOFT children are discussed. (SLD)

Assesses the state of U.S. education after a decade of debate about school improvement, and explores what research is teaching us about child development. Children develop a significant portion of their cognitive skills before they are old enough for Head Start, making early interventions crucial. (SLD)

Describes how the Community Education Services (CES) division of the Children's Television Workshop (CTW) works with parents, children, experts, and community groups to develop multimedia products. The role of formative research is discussed in the description of programs to teach emergency preparedness, and in the development of materials for…

Describes a partnership between Albuquerque Technical-Vocational Institute (New Mexico), neighborhood associations, and city government to revitalize a decaying community center by establishing a child care center for children of low-income parents. Describes initial neighborhood resistance to institute expansion and efforts to maintain community…

Argues that it is essential to encourage young children to have a protective relationship toward nature and aesthetic values. Describes classroom activities such as the caring of house plants or nature walks. Discusses how sensory experiences can be used to develop ecological attitudes and values. (CFR)

Discusses findings providing evidence for the significance of early childhood for brain development, highlighting pivotal discoveries that should guide care and education of the young. Includes information on stages of brain wiring, critical periods, and the role of environment in brain development. Makes recommendations for broad policy changes…

Assessment at age seven of 17 very low birthweight (VLBW) children who had chronic lung disease (CLD) at birth and 28 VLBW children without CLD found that, although CLD did not appear to confer much added risk to health, it did seem to add significantly to risks for poor school performance that are known to be associated with very low…

Examined contributions of different risk factors to predicting children's psychological and academic outcomes at end of first grade. Found that each analysis level contributed to prediction of most outcomes; 18 to 29% of outcome variance was predicted; a common set of predictors predicted numerous outcomes; ethnicity showed little unique…

This article describes the Developmental Indicators for the Assessment of Learning-Third Edition, a global screener designed to be administered to children ages 3 through 6.11 years. The instrument assesses motor skills, conceptual knowledge, language skills, self-help skills, and social behaviors. Its administration, standardization, reliability,…

Analyzed experiences of five mothers as they settled their children into their first child care center, and presented evidence that the mothers operated with intuitive theories about what this experience involved for their children. Connected themes in the cases to themes in psychological and societal discourses about children's development and…