"The Global Framework on Transferable Skills" has been developed to support UNICEF in delivering on the results of its "Strategic Plan 2018-2021" and "Every Child Learns: UNICEF Education Strategy 2019-2030," and provides a shared vision of work on skills development across UNICEF. The Framework guides UNICEF country…

Presented is a guide for developing a program for gifted and talented students (in grades k-8) which was originally implemented with 60 students in the Kyrene School District (Tempe, Arizona). Part I covers such program aspects as philosophy, goals, ways of dealing with opposition from teachers, parents, the community, the Board of Education, and…

This handbook is intended as an aid to administrators in setting up a preschool program based on the Responsive Care Model and provides administrators with useful guidelines and resource materials. The Responsive Care Program was designed to facilitate the development of children's social and cognitive repertoires and was first implemented at…

The purpose of this paper is to provide information on child psychology and child development which could be useful to persons planning interpretive programs for children in public parks and recreation areas. Aspects of physical, cognitive and social developmental processes in children of different ages are described briefly and specific examples…

This paper describes preservice and inservice training for the staff of the Responsive Care Program. The Responsive Care Program was designed to facilitate the development of children's social and cognitive repertoires. The Responsive Care Model was first implemented at Syracuse University with preschool children. Assumptions are that optimal…

Measuring cognitive achievement gains in project evaluation is dealt with. This guide provides those concerned with project evaluation with the basic tools for conducting technically sound, interpretable evaluation studies. Exotic designs are avoided and five basic models which appear feasible to implement in real-world settings are focused on.…

The guide is intended to help teachers teach mentally handicapped children who have been mainstreamed into preschool, nursery school, or first grade public school classes. Part 1 answers frequently asked questions regarding the definition of mental retardation, realistic expectations, emotional needs, discipline, and teaching approaches. Part 2…

This paper discusses the rationale and implementation procedures for a cognitively oriented intervention program for parents of preschoolers aged 2-3 based in a pediatric clinic playroom. The manual outlines guidelines for establishing such a service starting with recruitment of clients, maintaining the program for parents, organizing the play…

Career development is approached in this guide for counselors through a self-concept model which focuses on the individual's perceptions of experiences in relation to exploring various occupations and careers. Chapter 1 is devoted to theoretical considerations involving a self-concept approach and the implications of this approach to career…

Presented are guidelines for a developmental roles approach to infant education. Developmental objectives are listed for language, cognition, socialization, independence, and movement at five levels: establishing the base, exploring the environment through actions, exploring the environment symbolically, exploring relationships, and preparing for…

Provided is a manual describing a model for early childhood services for visually impaired children (birth to school readiness) developed in Montgomery County, Maryland; presenting the philosophical framework from which the services were developed; and providing some field-tested strategies for intervention with the children and their families.…

This handbook establishes the Montgomery County Public Schools procedure for implementing the Maryland state law on early identification, Section 98C, added to Article 77 of the Annotated Code of Maryland by House Bill 234. This law mandates that each student entering the first year in any primary grade in any public school must be evaluated for…

This manual describes the benefits and procedures for implementing a developmental play program. It is intended to be used by both the leader--a counselor, teacher, or other professional--and students who have been trained in the peer facilitator skills. The manual does not include a detailed training program for peer facilitators, but the nature…

This preliminary draft version of a teacher's guide describes the philosophy of informal responsive instruction and characteristics of the Responsive Care Program. The notebook is intended to help teachers in the Responsive Care Program organize materials describing the program and materials related to their training. The Responsive Care Program…

The curriculum is designed to give teachers guidelines and objectives for working with young children who are deaf or multiply handicapped. Five sections cover the following areas: language and communication skills, cognitive development, self help skills, social-emotional skills, and psychomotor development. Developmental steps are provided for…