In a longitudinal study, a group of 41 children from lower class families were examined for differences in child-mother and mother-child attachment patterns at 30 months of age. Twenty-three children had been cared for by their mothers from birth until 30 months of age, and 18 had been enrolled in a day care center for at least 1 year. Data…

This theoretical paper deals with a comparison of the structure and content of primary and secondary thought processes. While secondary processes (cognitive thinking) are effectively dealt with and taught in schools, there is little or no relating to the primary processes (affective thinking). This is due in part to teachers' own difficulties in…

The author examines several images of the nature of man and focuses on "homo ludens"--man as one who plays. The author then examines the role of play in children and concludes that the spirit of play and the world of make-believe must be restored in learning and teaching if our education is to help raise future generations that care, share, and…

There are promising suggestions in ethical philosophy that may assist substantially in the clarification of issues in the affective domain in education. These suggestions may be viewed in two aspects--as analytical distinctions and as synthetic coordination of these analytic elements. It is possible to construct an intelligible theory of the…

The article reviews studies which demonstrate the positive impact of peer tutoring on cognitive and affective skills of special children, considers implications for classroom programming, and discusses the use of tutoring as a learning activity for all students regardless of abilities. (Author/DB)

Investigates a proposed four-stage developmental sequence that describes how children explain changes in sad and angry feelings and how their ability to understand is related to their theories of how feelings change. (HOD)

Considers the divergent paths taken by research in cognitive development and research in social-emotional development, arguing that studies of socialization need to become more developmental. Discusses meanings of development that may affect the socialization process. (Author/CI)

The physical, social, emotional, and cognitive gains derived from block building are examined in relation to learning needs of the pre-school child. (CS)

Highlights four years of experience at a day care center serving 80 children, between three and six years of age, on Manhattan's West Side. Center uses small groups as a modality for improving learning. (Authors/JM)

The authors bring together findings from research dealing with the effects of father absence in children's development. (WY)

Eighty first and third graders were presented one of two brief videotaped social interactional episodes. Half viewed an unambiguous tape in which affective response was congruent with situational context; the other half viewed an ambiguous tape in which nonverbal affective response was incongruent with situational context. (MS)

An object-retrieval study tested the hypothesis that locating a caregiver would interfere with false belief performance and be related to preschool children's emotional awareness. Results showed age-related improvement to above-chance levels during object identity and location tasks, but caregiver location task performance showed no age-related…

Examined in 2 studies 3- to 7-year-olds and adults' connecting a person's current feelings to past experience. Found that even 3-year-olds demonstrated knowledge about connections between past events and present emotions. Children 5 years and younger revealed cogent understanding in explaining why someone who experienced a previous negative event…