Advocates teaching social skills and nurturing moral development to guide children toward positive social behavior and moral understanding. Recommends applying the same patience to teaching the social process as is applied to the teaching of the writing process. Argues against isolating children through the overuse of punishment. (SM)

This study found that interactions between mothers and deaf infants (n=20) were positively influenced by social support provided to mothers in the infants' early months, mothers' visual and tactile responsiveness, and infants' ability to cope with interactive stress. The relationship between early experience and later language development was not…

Reviews three books: (1) "Contemporary Issues in the Early Years: Working Collaboratively for Children" (Gillian Pugh, editor); (2) "Social Interaction and the Development of Language and Cognition," (Alison F. Garton); and (3) "Child and Nature," (World Organization for Early Childhood Education). (AC)

Most research on American and British preschool programs demonstrates that early learning experiences have an immediate positive impact on children's cognitive and social development. Because of this, there is a strong case for investment in high quality early learning on economic as well as social grounds. (MDM)

Adding plastic gutters to the nursery school's sand area began as a science curriculum enhancement and evolved into a whole curriculum that stimulated cognitive exploration, cooperative dramatic play, language enhancement, and general fun. The children manipulated the gutters and materials such as sand, water, buckets, and tennis balls in a…

In November 1990, President Bush signed into law the National and Community Service Act. This article briefly reviews three arguments for the role of service in an educational program (to stimulate learning and social development, to reform society and preserve democracy, and to halt separation of youth from the wider society). (36 references)…

The article examines options in social skills training for students with mild disabilities. Described are behavioral interventions and five packaged curricula. Among eight guidelines for evaluating a package are efficacy of approach, cost, and concern for generalization. Teachers are encouraged to teach social skills both directly and incidentally…

A study examined effects of a tactile prompting device (the Gentle Reminder) as a prompt for a 9-year-old student with autism to make verbal initiations about play activities. Results indicate that the device serves as an effective, unobtrusive prompt for verbal initiations during play contexts and during cooperative learning activities.…

Examined the effectiveness of a cooperative-learning group structure and direct instruction in promoting social communication of 14 delinquent female adolescents. Participants were assigned to one of three cooperative-learning groups to receive 12 30-minute social-communication training sessions. Systematic increases in communication skills were…

Describes an early-entrance program which enables gifted adolescents to enter college without attending high school. A study involving 31 participants indicated varying degrees of comfort in diverse social situations; however, all believed themselves to be more mature than had they gone to high school. (Author/CR)

A study used job-trainer logs and two rating scales to investigate social problems encountered by 43 supported employees with mental retardation. Logs indicated 58% experienced one or more incidents of interpersonal difficulty during their employment tenure and 40% of the problems could be described as sexuality-related. (Author/CR)

A study investigated the grounding strategies used by four Hispanic families with children with disabilities who are experiencing successful friendships with peers without a disability. Results found families, particularly mothers, actively facilitated friendships most frequently by finding opportunities and providing some level of interpretation…

Uses a table to summarize the literature on the relationship between the degree of hearing loss (normal, minimal, mild, moderate, severe, profound, and unilateral) and possible effects on speech and language comprehension, possible socioemotional impact, and potential educational needs and programs. (DB)

Reviews Katz and McClellan's book on the teacher's role in promoting children's social competence, emotional development, and understanding. Discusses the contents of each of the book's five chapters, noting suggestions for curriculum and practice, and for helping children overcome social difficulties, as well as the components of social…

A 1996-97 survey of 40 home schooling families in rural Nebraska examined family characteristics, parents' social and political attitudes, the rationale for home schooling, curriculum and supplementary materials, children's opportunities for social experiences, rural characteristics, parents' educational attitudes, and support from extended…