The intent of this article is to: (1) characterize appropriate content for drill activity, and (2) describe various cognitive levels of drill exercises that may be used in a learning situation. The overall purpose is to establish a rationale and guidelines for the appropriate use, rather than misuse, of drill exercises. (Author/ER)

Presents 10 guidelines that staff developers can utilize when assisting teachers in teaching thinking skills to students. Provides guidelines for both practical and theoretical guidance for developing workshop materials, conducting training sessions, and conducting follow-up activities. (AH)

Presents a set of guidelines for selecting hardware to promote students' sensory, cognitive, emotional, and social development. (MP)

One of a series intended for parents and other caregivers, this handbook on child development focuses on the first 2 years of life. Contents include discussions on (1) basic developmental principles; (2) physical development; (3) cognitive development and language acquisition; (4) personality development, temperament, attachment, and bonding; (5)…

Extrapolates some general guidelines for current classroom practice from Booker T. Washington's contributions to the theory and practice of education. (Author/WD)

Overviews characteristics of preoperational thought, summarizes Piaget's theory of the peroperational child's view of reality, explores implications of the preoperational stage of development for early childhood science education, and provides general guidelines for an early childhood science curriculum. (Author/RH)

One of a series written for parents and other caregivers, this handbook on child development focuses on children from 2 to 6 years of age. Contents describe (1) physical development in terms of body size and shape, brain and eyes, and motor skills; (2) cognitive development and language acquisition; (3) personality development, with particular…

Reviews the conditions that encourage students to involve themselves in thinking and learning how to think while learning the facts, concepts, and relationships of the business discipline. (Editor)

Presents specific guidelines which content-oriented science teachers can follow in order to develop subject-matter comprehension, decision-making skills, and values/moral clarification and reasoning processes in their students. (Author/HM)

Summarizes research on how children think about economic ideas and values and the development of such thinking. Explores the influence of instruction on children's thinking about economics and points out implications for curriculum and instruction. (RH)

A long-range program of staff development must be an integral part of any process of program development and maintenance. (Author/PHR)

Presents a stage-structure analysis of reading applicable to any method of reading a teacher might choose to use. (Author/MP)

Highlights of a workshop (held in Bangkok, December 1986) on research perspectives and prospects concerning the learning environment of early childhood are discussed. Researchers and early childhood educators from seven Asian and Pacific nations and resource persons from four continents attended. Participants were asked to explore the home and…

This digest explores the knowledge base underpinning the present understanding of the preschool child. This knowledge base involves stages of mental and physical development, physical and psychological needs, conditions that tend to favor or retard the child's learning and development, and so on. The eight chapters of this digest focus on: (1)…

This guidebook rejects a simplistic view of children's development of self-esteem in favor of a perspective that locates the concept in the larger contexts of children's social, cognitive, moral, and personality development. Part I concerns ways in which young children develop a sense of value. A general introduction to the concept of self-esteem…