Examines the importance of identity--at the community, national, and international levels and as an educational and social development construct--in the educational philosophies of Paulo Freire and John Dewey. Stresses the dynamic quality of identity and its relation to social development. (Contains 46 references.) (NB)

The possibility that child behavior could affect parental choice of socialization technique was examined. Girls, age nine, (N=3) were trained to act high and low in person-orientation, and served as confederates. Female college students (N-24), who were unaware that the children were trained, each participated in one session. Results demonstrated…

Two classrooms of first graders (n-40) were administered Damon's moral judgment measure, Spivack and Shure's social problems solving measure and Stanford-Binet vocabulary. Concurrently, two observers recorded in the children's school environment incidences of successful resolutions of interactions, amount of derogation, and the number of times a…

A Piagetian perspective is used to build a rationale to explain why group games are good for young children. Three major areas in which group games might foster children's development are discussed. In the socioemotional area, the rationale is that moral development, personality development, and autonomy are enhanced by the social context of peer…

This study investigated the interrelationships among the development of role-taking skills, moral judgments, and sharing behavior of boys and girls in K-3. A total of 160 lower middle class white children (20 boys and 20 girls from each grade) participated in the study. Data were collected on four measures: (1) sharing candy with a friend, (2)…

A four-part series of papers on values education comprises this document. Part one presents a brief background of moral education in the United States, beginning with the Puritans, and including references to Horace Mann, William Holmes McGuffey, and others. Tracing its history, the author defines values education and its need in the school…

A dissertation proposal is made to study the development of materialistic values during the years of middle childhood and to determine whether the pattern of development is different for children of various ages, sexes and socioeconomic backgrounds. The development of materialistic values will be studied in regard to the beliefs of children during…

Effective peer relations and the enhancement of social interactions in young children play a central role in the discussion of social competence. Developmental issues relevant to the assessment of social competence including perspective taking, conceptions of friendship, interpersonal strategies and problem solving, moral judgments, and…

Excerpts from the keynote address of the 1976 Association for Childhood Education International study conference. Argues for a concern for the whole child--his body, his mind and his feelings and for helping children develop in all these areas. (MS)

In this paper, development during the adolescent period is considered from a counseling perspective. Although many of the issues of young adults continue to confront older adults, this paper discusses the issues that are special to this age group. It suggests that the emotional and social domain is best represented by the theory of Erikson, which…

Defining social cognition as our attempts to make sense of how people think, perceive, infer, feel, and react, this book examines both the classical issues and contemporary understanding of theory and research in social cognitive development. The initial chapters highlight one of the central, theoretical tensions in the field, which is whether the…

Contains 15 articles investigating and discussing issues generated by Piaget's theory of cognitive development. Discusses and examines questions related to object permanence, transitivity, conservation and the concept of necessity as these relate to children. Deals with the origins and causes of development, logical development, social and…

Compared the social cognitive styles of abused children with a control sample and found differences in perceived locus of control of social events and social role comprehensions. Similar trends emerged in perspective-taking skills and social sensitivity. Suggests these differences could not be attributed to IQ or class disparities. (Author)

Contends that Paulo Freire's ethical agenda is situated in ontology, or more particularly, in the ontological vocation of humans. At the same time, his deepest motivation is an ethical one, seeking justice for the oppressed. Argues that these two factors-ontology and ethics-are in competition for the status of first philosophy in Freire's work.…

Reports on an observation study of children's tattling behavior in a classroom setting. General conclusion is that in areas in which there was most interaction between children, there was the most tattling to adults and vice versa. The degree to which children are constrained to cooperate is discussed. (Author/AM)