Ways that molecular and molar semiotic analysis of children's sociodramatic play can lead to new insight into children's interpersonal relations and social development is demonstrated. The method is illustrated through analysis of play transcripts of 2 girls aged 4.5 and 5.5 years. (Author/LB)

Discusses the importance of a sense of wonder in young children's social and emotional development. Offers ideas for ways in which parents and teachers can help create, nourish, and sustain a sense of wonder in children. (GLR)

Examined patterns of psychosocial development for white and African-American traditional-age undergraduate female college students (n=218). Differences were found by class level in measures of autonomy with seniors scoring higher than other classes and mature interpersonal relationship scores indicating a gradual increase. In a measurement of…

This study assessed social perspective taking in 57 children classified as educable mentally retarded divided into 3 age groups from 8-16 years. Significant differences in social perspective taking were obtained between the three groups in understanding individuals and between the older and two younger groups in understanding friendship.…

Summarizes current information regarding personal and social talents and their roles in academic, career, and personal success. These talents will ultimately be deemed important for two reasons. They may be core requirements for success in politics, leadership, religion, teaching, and counseling, and they may link innate ability with mature…

Play for Peace brings children of conflicting cultures together through cooperative play. Partner organizations and volunteers in areas such as the Balkans and urban Chicago support the training of teenage facilitators, who learn through experience how to facilitate cooperative, noncompetitive games for children aged 6-10. (SV)

Highlights social-behavior patterns linked to peer relation problems in preadolescent children with attention-deficit hyperactivity disorder (ADHD). Provides a review of evidence suggesting continuation of social problems into adolescence, including two studies' findings of the increased risk for social interaction problems in adolescents with…

Four studies investigated reliability and validity of the Theory of Mind (TOM) test, an instrument for assessing theory-of-mind ability in typical children and children with pervasive developmental disorders. The TOM test was found to be a reliable and valid instrument for measuring various aspects of theory of mind. (Author/CR)

This award-winning article describes a research project which evaluated use of "social stories" with primary-grade children who have autism. Social stories are written to describe social situations the child finds difficult and include descriptive sentences which describe the situation, perspective sentences which explain the reactions of others,…

Forty-four fourth- and fifth-grade boys with and without learning disabilities (LD) completed a semi-structured interview measure of interpersonal understanding. They were also rated by their teachers on social adaptation in the classroom. Interpersonal understanding and social adaptation were positively correlated, and children with LD exhibited…

Observes that student breaktimes are often seen as problems by teachers and that there are signs that breaktime is being reduced; however, breaktimes may have important social value for students. Reports on the results of a national survey in the United Kingdom about breaktime and teacher perceptions of its value. (DSK)

Examines research on psychological and social aspects of gifted education, highlighting: students' psychological and social needs, school-based issues common to gifted students, and social coping strategies gifted students employ at school. An information management model is discussed for anticipating and understanding gifted students'…

Summarizes research on the role of social relations in the development of aggressive and disruptive behavior. Concludes that social growth of such youth is highly complex and that school-based interventions should focus not only on the behavior of the student, but also on socio-cognitive processes and social contextual factors that support…

Describes theoretical models of social-information processing which include goals as a crucial component. Reviews the research on children who are aggressive, withdrawn/submissive, or prosocial and finds relationships between children's goals, their strategies for coping with problematic social tasks, and their ultimate success or failure in…

Examined the nature of conflicts among young preschoolers. Observed 184 three-year-olds in a dyadic play situation. Found that children's conflicts arose in the context of ongoing play and were brief. Concluded that by age 36 months, most children have acquired the skills to play positively with a peer. (JS)