For over half a century, researchers have attempted to specify the effects of childrearing in socially depriving environments on child development, specifically studying the development of children from institutions found to provide few social and emotional interactions between caregivers and children and comparing findings to those for…

This is Part I of an article published in two parts, and deals with a multiplicity of factors which reduce the quality of living. The author feels that major causes of failure to learn are social, political and economic. (Author)

The cognitive model of delinquency prevention is based on research evidence that antisocial behavior arises from deficits in cognitive problem-solving and social interaction skills. The early acquisition of cognitive skills may help prevent delinquency in children who must contend with adverse environmental conditions. (SK)

Results were interpreted as suggesting that sociocultural factors may change the rate of development but not its course. (Author/JMB)

This paper critically reviews the theoretical and empirical basis supporting the traditional early experience position formulated by Bloom and Hunt, discusses the factors responsible for the emergence of the newer life span position and the implications of this new view for understanding both the role of early experience and the facilitation of…

Analyzes cultural deprivation as a factor affecting children's acquisition, development and utilization of language. Finds that social class, home and environmental variables are among the most significant underlying dimensions of language patterns. Their influence on language is described as a series of conditioned responses reinforced in the…

Identifies stages in a child's life (particularly low-income children) at which he might be "disadvantaged" or "advantaged" in relation to certain influences in his life at that time, and argues that the child experiences the most critical influences before the school receives him.

In response to O'Brien et al., who examined predictors of child outcome among at-risk infants as possible eligibility criteria for early intervention programs, this paper notes that most biological risk factors in infants are not adequately predictive of developmental dysfunction. It stresses that when social problems are the cause of…

Discusses the role of the psychologist concerned with individual education and development in helping to redefine or identify effective environments of Black children. Focuses on developmental psychology and the public interest, and educational intervention and schooling. (RJC)

Draws on ethnographic research to examine the effect of unsuitable housing for the long-term capacity of children to break out of poverty. Presents case studies of three young children (4 to 9 years old) to clarify the connections between housing, parental behavior and the children's sense of identity, trust, autonomy, competence and general…

Longitudinal analyses on normal versus impaired functioning across 7 domains were conducted in children who had experienced profound institutional deprivation up to the age of 42 months and were adopted from Romania into U.K. families. Comparisons were made with noninstitutionalized children adopted from Romania and with nondeprived within-U.K.…

IT IS PROPOSED THAT MENTAL RETARDATION IS NOT NECESSARILY CAUSED BY A GENETIC FACTOR OR BY BRAIN INJURY, BUT MAY BE CAUSED BY THE CULTURAL ENVIRONMENT IN WHICH CHILDREN ARE RAISED. WHEN CHILDREN ARE LEFT IN PSYCHOSOCIALLY DEPRIVED HOMES, THEIR RATE OF DEVELOPMENT WILL TEND TO DECLINE. IF, AT AN EARLY AGE, THEY ARE PLACED IN A SCHOOL FOR A FEW…

Investigates three central findings in human malnutrition research: (1) behavioral changes in infants and young children are observable outcomes of malnutrition; (2) non-nutritional factors in the environment affect child development; (3) nutritional supplementation with a consistent and varied regimen of stimulation hold potential for reversing…

The development of 58 preterm low-risk infants was compared over their first 7 years with 100 full-term infants. The study found "catch up" phenomena at certain ages and periods of reversal. Results also indicated that advantaged family circumstances may reduce or compensate for preterm birth whereas a disadvantaged environment may amplify adverse…

In a multi-stressed environment children and families are affected by one or more sources of significant stress--for example, homelessness, substance abuse, or lack of basic necessities. Living with high levels of stress can take a toll on young children's development. This skill-based staff development program was developed to help classroom…