This article summarises the linguistic base of initial reading and spelling in English for the benefit of teachers and others engaged in education who need explicit understanding of parts of the linguistic base in order to teach initial literacy accurately. The aspects covered are those most relevant to children entering formal schooling: spoken…

THE DEVELOPMENTAL PROGRAM WAS INITIATED BY GROUPS OF TEACHERS AND ADMINISTRATORS CONCERNED WITH THE DEVELOPMENT OF EACH CHILD AS A UNIQUE PERSON. TEACHING UNITS WERE NOT RELATED TO GRADE LEVELS, THEREBY ALLOWING FOR TEACHING CONSISTENT WITH GROWTH. THE CHILDREN WERE EXPOSED TO PROGRESSIVELY MORE COMPLICATED EXPERIENCES AND CURRICULUM CONTENT.…

THREE- AND 4-YEAR-OLDS WERE GIVEN VERBAL LEARNING PRETRAINING TO DETERMINE ITS EFFECT UPON THE PERFORMANCE OF REVERSAL AND NONREVERSAL SHIFT DISCRIMINATION TASKS. THE EXPERIMENTAL TASK WAS THE CLASSICAL REVERSAL-NONREVERSAL SHIFT PARADIGM. THE 96 PRE-SCHOOLERS, PRIMARILY FROM THE PENNSYLVANIA STATE UNIVERSITY NURSERY SCHOOL, WERE DIVIDED INTO 4…

Using Jean Piaget's theory of thinking as a structuring mechanism, this paper presents a theoretical framework for the development of remedial, corrective, and developmental reading programs geared toward teaching reading comprehension. The four stages of intellectual development that Piaget has proposed (sensorimotor, preoperational, concrete…

Proposed is a model for basic preconditions for "the design of effective programs in developmental learning." Such a program should include (1) a continuous psychocognitive diagnosis and assessment of each child; (2) a structured, coherent, sequential approach to content area; (3) a focus on symbolic manipulation and the essentials of a concept;…

Reviews theoretical frameworks and psychological processes underlying the perception and cognition of musical understanding. Suggests unifying ideas and processes based on a developmental learning framework applied to teaching methods and curriculum. Supplies six guidelines for music education practitioners who are sequencing learning activities…