Education is a lifelong endeavour that starts in the womb and lasts until death. It helps the individual to develop full potential by allowing to control the environment of his/her own successful life and living. The foundation of education begins in one's very early childhood and lays the foundation for later stages of educational progression.…

Polli Soholt points to normalization in the first plane as leading to the successful realization of the human personality, which is the basis of social development. Children who have cultivated concentration and purposeful work at an early age develop the virtues to become world citizens. Normalization can be assisted by certain practices: 1)…

According to the narrative perspective on personality development, personality is constructed largely by interpreting and representing experience in story format (scripts) over the course of the lifespan. The focus of this paper is to describe briefly the narrative perspective on personality development during childhood and adolescence, to discuss…

Discusses techniques that child care workers can utilize to foster the development of coping skills in young children. Emphasizes the difference between psychological immunity to stress based on problem-solving abilities and pseudo-immunity created by overprotectiveness. Holds that challenges build children's competence and self-esteem.…

Highlights articles in the ERIC database on early childhood development. Topics of papers and journal articles annotated include early years language and literacy curriculum; children's temperaments; preschool mathematics; and a multilingual nursery class. (HTH)

Defends domain theory approach to children's moral development based on limitations of Piaget's original theory. Argues that Fowler's characterization of domain theory research omits important features and studies. Maintains that distinctions between morality and convention cannot be reduced to differences in perceptible harm and punishment; it is…

Domain theorists' findings in Piaget's work in children's moral development do not contradict Piaget because they are predicted by objective responsibility; research has not established that children distinguish between moral and conventional events. Claims that Piaget underestimated early morality are based on research that neglects children's…

Examines the role of the outdoors in child development. The expanse of outdoors teaches humility, yet does not judge, thereby teaching self-esteem. Nature's diversity teaches that difference is the norm, thereby teaching tolerance. Small nearby places that children favor--trees, brooks, ponds--nurture a sense of home. Early outdoor experiences are…

This paper applies a developmental structuralist approach to the classification of adaptive and pathologic personality organizations and behavior in infancy and early childhood, and it discusses implications of this approach for preventive intervention. In general, as development proceeds, the structural capacity of the developing infant and child…

Describes how the Absorbent Mind uses human tendencies during the first 6 years of life to construct one's own individual self. Maintains that the adult's task is to form the link between the child and the environment so that the human tendencies to explore, orient, order, work, repeat, control errors, be exact, create, invent, and communicate can…

A meta-analysis of eight studies, involving 192 subjects, was performed to ascertain the efficacy of hospitalization of children with nonorganic failure to thrive. Hospitalization was found to approximately double the probability of catch-up physical growth for the children, but psychosocial development was only modestly hastened by…

Argues that parents and educators must strive to develop true independence within their children. Argues that independence is achieved by encouraging a strong will in children which enables them to fully develop their personality and arms them with the skills to make decisions, create positive self-esteem, and be responsible and sympathetic…

Examined ethical concepts in children's stories derived from Swedish, Hungarian, and Chinese cultures. Identified 12 qualitative categories of ethical meaning. Examined deeper, underlying psychological consequences from the standpoint of prevailing notions. (Author)