In Israel, there are statistical relationships between students' social orientations and the ability group to which they are assigned. However, the direction of effect between the two variables is as yet undetermined. (LHW)

Socializing effects that carpooling has on pre-school and elementary students were studied. The behavioral patterns and roles that emerge in this setting were examined and their impact on the developing child analyzed. Three carpool-generated relationships identified were intimate, combatant, and obligatory. Socialization occured concurrently…

Parents of gifted preschoolers are advised of research on their role in stimulating cognitive development, achievement motivation, affective development, and social development. Suggestions are also offered regarding interactions with extended family members, school personnel, friends, and strangers. (CL)

Social smiles of 10 visually impaired 4 to 12 month olds were examined longitudinally in play interactions with their mothers. All infants demonstrated both the presence of social smiles and the second Piagetian stage of cognitive development at the start of the study. Social smiling increased in frequency from 6 to 12 months. (Author/CB)

Aimed (1) to determine whether a time sampling, frequency-count procedure for assessing mother-infant interaction could capture a set of theoretically important dimensions, and (2) to chronicle both ability and change within the mother-infant relationship. A total of 74 dyads were observed when infants were 1, 3, and 9 months of age. (Author/RH)

Children learn to be caring individuals when they are raised in a considerate and sensitive environment. Suggestions for helping children be more aware of the needs of others are discussed. (DF)

Examines benefits to individuals and society of cooperative--as opposed to competitive--interpersonal relationships. Discusses children's sports, games, and play as means to promote cooperation and reviews research showing positive effects of children's cooperative play. Provides standards for a cooperative philosophy that would promote positive…

Teachers of learning disabled children should view social learning as a constructive task and should plan activities to match social development goals, use all available classroom sources to stimulate social development, and use social studies to encourage development of social knowledge. (CL)

Stresses the value of early peer interaction among young children for future academic, social, and career development, describing the components of social skills and suggesting ways to help children become socially competent. (KS)

Issues in studying pubertal events are examined, including whether puberty is best characterized as a social construction or a physical event, whether early adolescence is a transitional or distinct life period, life events associated with puberty, boundaries of early adolescence, and possible models for studying pubertal change. (Author/BW)

Studies involving normal, autistic, and Down's syndrome children focused on relationships between social competence, capacity to appreciate visuospatial perspectives, and certain cognitive abilities. Findings suggested that autistic Ss are not especially egocentric in their appreciation of visuospatial perspectives. (CL)

An examination of writing as communication for one's self and for other audiences outlines four essentials to a successful writing-process program: (1) adequate provision of time, (2) child choice of writing topic, (3) response to child meaning, and (4) establishment of a community of learners. Study programs, as well as additional reading…

It was expected that reciprocal relationships would be maintained more frequently across a six-month interval than would unilateral ones. Of secondary concern was the question of whether the dimensions children offered to justify their friendships would remain more stable for reciprocal than unilateral relationships. (RH)

A social emotional adjustment inventory for hearing impaired children (three-six years old) is described in terms of its norms, statistical item analysis, factor analysis, and reliability and validity. The inventory is intended to identify children who need additional help in social and emotional development. (CL)

Discusses instances of values learning which derive from the type of environment created by schools and questions the extent to which specific curricula are useful in values learning. The author suggests that values education programs would be more useful if they stimulated participants to reflect on the rules that govern their actions. (Author/DB)