Explores the "interactional work" of one boy in a technology lesson as he elaborates, through "play" with workshop tools, a sexual fantasy of masturbation and penetration. This action is contextualized by his relations with others and by the dominance of a prevailing myth of male sexuality in his construction of a masculine…

Describes the Economic and Social Research Council (ESRC) Children 5-16 Research Programme, a 5-year project which examined contemporary childhood in the United Kingdom, including aspects of social lives, living conditions, experiences, and perspectives. Notes specific research aims: to develop new knowledge about children as social actors, to…

Used prospective longitudinal design to ascertain whether different types of behavioral inhibition were stable from toddler to preschool age, and whether inhibited temperament or parenting style predicted children's subsequent social/behavioral problems. Found that traditional and peer-social toddler inhibition predicted socially reticent behavior…

Compared teacher and observer ratings of young children's social behaviors during peer play and examined the construct validity of the Penn Interactive Peer Play Scale. Findings indicated that both teacher and observer ratings revealed factor structures reflecting play interaction, disruption, and disconnection. Observer ratings distinguished…

Presents the third part of a research project that investigated information-seeking behavior and success of seventh-grade science children in using the Yahooligans! Web search engine/directory. Children were more successful on a fully self-generated task than one two fully assigned tasks and were more successful when they browsed than when they…

Used data from longitudinal study of consequences of child maltreatment to explore relationships between service referrals and children's behavioral and academic functioning. Found that mental health services were the most frequently recommended service for maltreated children. More than 25 percent of children with serious behavioral problems did…

Examined family cohesion and power in relation to depressive affect, social self-concept, and behavioral restraint in young adolescents. Cohesion and power were examined within the context of parent-child and mother-father relationships. The cohesive nature of family relationships affected adjustment more consistently for girls than boys, whereas…

Describes research on nurturance, focusing on one study of children aged two through six and their interactions with a baby. Boys were found to be as nurturing as girls, but in different ways. Describes a parent survey indicating that girls spent more time than boys playing with and caring for babies. Notes the societal influences on children's…

Answers the question, "How do families engender caring in children and youth?" by pulling together diverse literatures. Examines adolescent caring behavior and its precursors, and discusses risk and protective factors in the development of caring. A model of the processes underlying caring and the associations among processes is…

Toddlers in foster care, exposed prenatally to cocaine, were assessed for development, temperament, play behaviors, and adaptive and maladaptive behaviors. Compared to nonexposed toddlers, these toddlers possessed more risk factors at birth and experienced more illnesses after birth; scored lower on conceptual development and higher on expression…

Addresses questions such as why children have temper tantrums, how teachers and parents should respond to a demanding child, and how behavioral outbursts can be used to help children deal constructively with powerful emotions. Distinguishes between normal and severe tantrums, and conceptualizes and suggests intervention techniques. (BAC)

This educational program for teaching self-control methods to second- and sixth-grade students incorporates learning, training, and practice of newly acquired knowledge on self-control at school, with homework assignments, and in the natural home environment. Young children can learn to use self-control methods for positive change. (LKS)

To help combat the effects of violence on children and improve the quality and nature of play, early childhood teachers can: define violence by helping children become aware of the issue, help children resolve their own conflicts, create a peace place in the classroom, intervene when violent play occurs, evaluate media and toys, and educate…

Examines how guidance techniques address the full spectrum of intervention methods, from prevention to conflict resolution to long-term management strategies. Discusses how punishment affects both children and teachers. Suggests that to put guidance into practice teachers should: be realistic, tailor activities to each child, practice positive…

Studied the role of sociometric status and gender on first-graders' conflict resolution outcomes and compared children's conflict behavior in both mother-child and peer contexts. Found that higher-status children had fewer and shorter disputes, were more likely to invoke skillful verbal resistance strategies, and had more positive affect outcomes…