Two papers in this report deal with early childhood. "Developmental Factors--Early Cognitive Growth" discusses the experimental-analytical and existential-experimental approaches to religious cognitive growth. The second paper, "Developmental Factors--Early Emotional-Social Growth" asserts that emotional and social integrity has to be achieved…

To determine whether teachers' dominative and integrative contacts with children are related to their assessments of children, four kindergarten teachers were observed for 300 minutes each. The Clifton form of the Anderson observational system was used to measure teacher contacts with individual children in their classes. Teachers were then asked…

This selective bibliography cites ERIC documents describing research on infants. Entires are taken from "Research in Education (RIE)" and "Current Index to Journals in Education (CIJE)," 1972 through 1974. Descriptor (index) terms used to search the ERIC system include: Infants, Infancy, and Infant Behavior. (Author/CS)

This handbook, written in a conversational tone, is to help the teacher of very young children work effectively with the child who evidences a high risk for a learning disability. Based upon the theories of child development of Gesell, Piaget, and Kephart, this manual attempts to provide prescriptive activities for specific learning problems in…

As a part of a series of books written by physicians for their patients, this publication explains heredity, birth, and growth patterns to pre-teen children. The chapters are written in language appropriate for children moving from childhood into their teens and deal with topics like: cells, conception, prenatal development, puberty, and changing…

AVCO, a private industry in the Boston area, has provided the financial and corporate support for the AVCO Day Care Center described in this booklet. The population served by the center is 88 percent black and 12 percent white. Admission does not depend upon income, employment at AVCO, or personal background but is on a first-come, first-served…

The pleasures and benefits of talking to one's self are presented in the context of self-understanding. The types of "self-talk" noted are writing, the trying out of future conversations to one's self, and soliloquizing before groups of people. Futhermore, speculation about the relation of the right and left hemispheres of the brain and…

A booklet describing the plight of unwanted and uncared for small children is presented. The emotional and financial needs of these children are emphasized. The point is made that an adequate community social program can help the parents to organize a better life and can place those children without parents or with incapable parents in foster…

A therapeutic program of sports activities was instituted for selected adolescents in an out-patient psychiatric clinic. Adolescents who could not benefit maximally from individual psychotherapy and who had problems with self-esteem, body image, and peer relationships were expected to benefit. Results are presented through case illustrations.…

The Juvenile Intervention Program utilizes the principles of family involvement and peer pressure throughout the program, while the basis of the program involves the education of the participants in such areas as family architecture, family communication patterns and drug knowledge. (Author)

This article discusses the importance of emotions in human life and how emotions can be brought under rational assessment and evaluated in relation to worthwhile educational goals. (JD)

Investigation of infant development among African tribesmen discovered the development of emotional responses follows identical time schedules of youngsters in civilized society. It is suggested that behavioral development is linked to early anatomical changes in the brain. (SL)

A fifth grade teacher at Germantown Academy in Pennsylvania proposes a three-way report on a student's emotional growth. Parents, students, and teachers combine their opinions about the student's behavior and while learning about the student help him to learn about himself. (RK)

Subjects, ages 3 to 5 and 9 to 11, were shown a videotape that presented either a frightening stimulus directly or a character's fearful response to a threatening stimulus that was suggested rather than shown directly. Both self-reported emotional reactions and physiological responses were consistent with a cognitive-developmental view of the…