The development of children's humor is described, focusing on the cognitive aspect of what is funny and how this relates to children's intellectual growth. Cognitive elements that facilitate children's humor are identified as: (1) the ability to grasp incongruities, (2) the presence of an intellectual challenge, (3) timing, (4) novelty, and (5) a…

A HOME ECONOMICS UNIT, "LIVING WITH SMALL CHILDREN," WAS SELECTED FOR A PILOT RESEARCH PROJECT FOR EVALUATING THE EFFECTIVENESS OF PROCEDURES USED IN TEACHING CHILD DEVELOPMENT. THE 4-WEEK UNIT WAS TAUGHT IN SEVEN SCHOOLS WITH NINE HOME ECONOMICS TEACHERS PARTICIPATING. THERE WERE 18 CLASSES OF HOMEMAKING I AND 315 STUDENTS. SUGGESTIONS…

A model of teaching psychological aspects of infant growth and development to medical students in a pediatric clinical rotation is described. Small groups of eight to ten medical students observe an infant developmental-assessment--parent-interview conducted by a child development specialist, focusing on temperament, age-appropriate competencies,…

Argues that the media, messages and the electronic world should find a place in the primary curriculum as a significant area in their own right. The school's objective should be to develop the concept of literacy so that children come to "read," understand and evaluate media and messages of different kinds. (Editor/RK)

Why we should base our physical education programs on current knowledge rather than common fads. (Editor)

Discusses art education and some suggestions for correlated visual arts--social studies experiences for children. These activities allow for personal, aesthetic expression that should lead to increased understanding of important human relationships. (Editor/RK)

Describes the results of comparative study of Russian elementary students' learning of spelling under an experimental didactic system and under traditional methods. Findings confirmed the hypothesis that sophistication in spelling depends on the overall development of pupils. (Author/RM)

Too many of our infants are deprived of mental stimulation in their first 5 years and haven't been talked to sufficiently to enable them to use language as a tool for thinking, a means of communication or an avenue of enquiry. Discusses a program designed to meet the language needs of preschool students. (Author/RK)

This paper presents a systematic progression of small-sided games within two traditional sports units (soccer and volleyball). Developmentally appropriate guidelines encourage teachers at all levels to incorporate small-sided games (2v2, 3v3, and 4v4). Advantages of small-sided games include: allowing students numerous practice opportunities;…

Author urged music educators to develop principles of notation, and let children discover symbols on their own, eventually becoming readers of traditional music notation. (Author/RK)

Urges teachers, in helping children acquire language power, to provide opportunities for the students to enlarge their experiences and then help them find appropriate words to clarify and organize thinking about that experience. (MM)

Author suggests ways-including games- to help children develop the very important but often neglected reading-study skills. (Author/RK)

Teachers should not try to impose on children the language of adults, but they can provide models for them to grow naturally into as they become adults. The child knows his language when he comes to school, and the teacher should try to build on what he knows, not blunder into opposition to it. (Author)