The High/Scope curriculum differs radically from typical K-3 teacher-directed instruction in emphasizing the child as a self-initiating active learner. This curriculum differs from other child-centered curricula by using cognitive-development theory to stress problem-solving and independent thinking, rather than social development and…

Presents a summary of the theory of multiple intelligences in the context of developmental learning. Emphasizes the implications of the theory for assessment, including a strong argument against standardized testing. Describes various methods to engage and assess the pluralistic abilities of each individual and cites practical examples such as…

The findings and implications of doctoral research on non-urban, low income school children are summarized. Studies were the language patterns of white first graders, and the attitudes, cognitive and affective variables, and academic achievement of Negro and white fifth and sixth graders. Poverty rather than race was found to be the significant…

This book reviews and summarizes recent research into the intellectual, emotional and creative development of young gifted children. An introductory section includes the following: "Early Signs of Giftedness: Research and Commentary" (Abraham Tannenbaum); "Creative Giftedness in Children" (Robert Sternberg and Todd Lubart); and "Cultural…