Four social development programs in elementary education are examined. None of the programs (1) has a clearly articulated developmental rationale, (2) focuses heavily on a concern for others, (3) has ongoing programmatic research, and (4) has a rationale for its implementation strategy. (Author)

This research paper explores the role of schooling in the formation of students' gender identities with particular attention to the social construction of masculinity. Understanding the formation of male identity is important in thinking about the roles of teachers and classrooms. Six pre-service teachers, three male and three female, were…

The focus of these four issues of a quarterly journal on gifted children is on the total child, gifted girls, asynchrony, and teaching teachers. Each issue also includes columns on parents, the Internet, home schooling, software reviews, and recommended books. Major articles include the following: "A Circle of Friends: The Nature and Nurture of…

In recent years, much stimulating research has emerged in relation to children's theories of mind, construed as the understanding of others' intentions, beliefs, and desires. Within that context, there is renewed interest in the developmental origins of social cognition. An expression of that new interest, this book assembles current…

The concept of critical or sensitive periods in child development provides an example around which to organize discussion of what is known and not known about brain development and the implications of brain science on early childhood policy and practice. This book reviews the early history of critical periods and evidence for their existence in…

Over a 3-year period, the National Inclusive Camp Practices (NICP) project examined camp practices and youth outcomes at 14 resident camps and outdoor schools that fully integrate youth with disabilities into their programs. These outdoor programs were predominantly 1 week long. Data on camp practices and on 742 participating youth with and…

This study examined the ability of 56 children with mental retardation and 58 children (grades 1-5) without mental retardation to perform two key social cognitive processes: social perception (the encoding and interpretation of social cues) and the generation of strategies for resolving social conflicts. These processes were assessed as children…

By understanding why children engage in name calling and responding thoughtfully to such events, parents and teachers can help both the name caller and the victim to grow in their abilities to understand themselves and others. In their own social interactions, children mirror the negative evaluations they have observed. Left unchecked, such…

In this article author argued that there is, within the Montessori system, a definite notion of "social development". (Author/RK)

Comparison with others is a way cultures can again encounter the law, which from the emergence of sexuality, has made the genesis of life dependent on a relationship between two beings. (Author/GB)

From socialization theory a relationship is hypothesized between sex-saliency of family and peer group context and level of sexual activity. The hypothesis is confirmed in the case of family context, but the relationship is shown to be curvilinear in the case of the peer group. (Author)

Article reviews Kohlberg's stages of moral development as he traces moral reasoning from childhood to adulthood. (Author/RK)

Article investigates research studies on the relationships between different child rearing factors and the child's ability to adjust to social norms. (Author/RK)

Explores the role of the social development officer in England and relates this role to activities which suggest that a new profession, populated by social development officers, will soon emerge on the British new town scene. More specifically, this development may lend itself to a new American profession in urban development efforts. (Author)

Before long, the lines of demarcation between studies of cognitive development and studies of social development will have been blurred beyond distinction. Students will no longer identify themselves as studies of intellectual development or students of social development. (Author)