Study of student-teacher relationships revealed that affective oriented'' teachers may be most successful with retarded pupils. (SP)

Describes a program designed to help children identify expresssions of love and to explore how one feels when one is loved or not loved. (Author)

Accumulating evidence suggested that during the first 3 years a child needs a certain amount and quality of experience for an optimal rate of intellectual development. (Author)

Explains the history, philosophy, and practices of public preschools in Russia. (DR)

Discusses possible ways of providing continuity of care for young children of working mothers, including industry - sponsored day nurseries, cooperative nursery schools, communal clusters where working and nonworking women share household tasks and child care, and expanded neighborhood day care. (MG)

Research supported in part by VRA grant 2569-P.

Reviews evolutionary, psychoanalytic, social learning, and cognitive developmental approaches to the development of altruism and proposes a framework that integrates the approaches. The four approaches are compared in terms of three general issues: the origin of altruism, the conception of altruism as a state or a trait, and individual differences…

This paper briefly reviews various conceptions of adolescence, particularly Erikson's theories of identity development. It reports a study of Canadian high school females, classified as open/moratorium, closed/foreclosed, or diffuse. Characteristics of each of these student types are outlined and implications for education and counseling are…

While advocating one theory, based on developing critical abilities, which he feels best rationalizes the total literary experience, the author argues that almost any rationale would be preferable to the current absence of a rationale for college literature curriculum--better both for the students and for the discipline. (Author/SJL)

Argues that the teacher's most significant contribution is to help children believe in their capabilities. Several rules of thumb for teachers are mentioned: avoid negativism, create success opportunities for students, relate to students as individuals, encourage risk-taking, communicate help with social needs, and build student feelings of…