A sample of 236 4- to 6-year olds was tested on aspects of lexical and sublexical development while learning to read and retested 1 year later. Reading development, the influence of lexical and sublexical processes, age differences, and implications for instruction are discussed. (SLD)

Mathematics and language both involve learning skills, but the letters and sounds of literacy seem distinct from the basic facts of mathematics. In this article, the author explains the connection between language and mathematics. She explains that mathematics and language are interconnected because when one discusses and debates about…

Promoting interactions between preschool children is an important topic because peer social interactions provide a crucial context for children's development. However, many young children experience difficulty with peer relations, particularly children with disabilities. Indeed, children with disabilities have problems with peer interactions…

There have been deep changes in societies during the last decade. As a result, schools face new challenges, such as avoiding exclusion by promoting inclusion. In this paper we present the findings of our efforts to use collaborative work as a mediation tool in order to achieve more inclusive learning settings. This work starts from the assumption…

Since joining the Coalition of Essential Schools in February 1999, the South Lawrence East Elementary School has used the CES Common Principles as the foundation for enhancing its culture and ensuring student success. To help the teachers meet their literacy goals, the school began a partnership in the spring of 2000 with the Eliot-Pearson Center…

This article describes a curriculum developed by the author and the children in her public school kindergarten class. Teaching practices that foster children's intellectual--and overall human--development are documented. The goals and purposes of schooling are discussed as well as issues pertaining to the role of the teacher, structures that…

The purpose of this article is to examine contemporary transformations in early childhood education, in light of developments in policy, theory and practice, and to chart significant changes and continuities over the last 40 years. The Plowden Report had a significant impact on early childhood education, because it reified developmental theories,…

This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and…

This paper argues that instructors of child development should use literature to supplement theory and research in their courses. It is argued that literature elucidates psychological concepts with real life examples while deepening students' appreciation for the complexity and diversity of human development. Particularly effective in achieving…

To aid undergraduate students in their initial study of Piaget's theory of intellectual development, students enrolled in a sophomore child development course administered selected tasks to individual subjects in order to verify or disprove results predicted in the theory. Prior to replicating the Piagetian experiments, students were introduced to…

A former Fellow briefly describes in this presentation at a symposium "Scholars Working in Congress: The Impact of the Congressional Science Fellowship Program on the Field of Child Development" the knowledge/skill-based and socialization-based approaches designed to teach developmental psychologists to operate as professionals at the…

The first of seven modules on early intervention with young (birth to age 3) handicapped children is designed to provide information on child development to teachers, administrators, and other professionals. A training outline lists objectives and preparation ideas for an inservice session on child development. Activities suggested include…

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.…

This document is devoted to articles on the Open Corridor program, especially as it concerns parent participation. The first piece, "Letter from the Director," discusses trends in the parent participation aspect of the program, including problems for parents and teachers. It notes that a major problem for parents in the program has been…

Studies of beginning reading sponsored by the U.S. Office of Education indicate that teachers, not methods, account for the major differences in the results of instruction and that reading instruction can be improved via combinations of methods. Consequently, teachers should be free to select materials and methods most appropriate for children for…