Discusses recent theory and research on parental activities that influence children's academic self-regulatory development, describing a social-cognitive perspective on academic self- regulation which assumes parents function as implicit and explicit social models for their children and socially support their emulation and adaptive use of…

This paper discusses the role that imagination plays in child development with an imaginary dialogue between Sigmund Freud and a child. (CB)

This article discusses the research and concerns of Leta Hollingworth (1886-1939) on the development of highly gifted (Intelligence Quotients above 180) children, including such issues as privacy, schooling, play and socialization, discrepancies in development, and financial constraints on families. (DB)

Formats the course of children's fantasy in relation to time and experience. Describes a model for understanding the relation between fantasy and development. (RJC)

Investigated awareness of strategies for coping with uncontrollable stress of 72 children of 5-12 years. Children mentioned approach strategies infrequently. Findings showed an age increase in the proportion of cognitive distraction strategies suggested. Behavioral distraction strategies were most frequently suggested by children of all ages. (RJC)

Studied developmental changes in the relationship between 43 sibling pairs when the second child was 24 and 36 months old. Dyadic measures of sibling interaction showed little change over time, whereas individual measures of behavior showed changes in the nature of interactions consistent with developments in the younger child. (RJC)

Discusses the importance of narrative in the mind's development. Considers a historical view of children's literature and the views of authors and publishers concerning this literature. Discusses novels that deal with children's problems. (RJC)

The article reviews the lives of two highly gifted young writers, the Scottish Marjorie Fleming and the American Betty Ford. It gives samples of their early writing and follows their lives as far as is known. Conclusions are drawn concerning the needs and development of highly verbally gifted children. (DB)

Presents initial results of a three-and-a-half year study on early childhood singing development. Empirical data were gathered through longitudinal study of 200 5-year olds and comparative study of 600 children ages 3 to 12. Results from five-year-old sample included a general tendency for vocal pitch to be lower than pitch stimuli. (AJH)

Reviews two books by L. S. Vygotsky and A. R. Luria: (1) "Studies on the History of Behavior: Ape, Primitive, and Child"; and (2) "Ape, Primitive Man and Child: Essays in the History of Behavior." Both books are based on a book published in 1930 that examined the phylogenetic, historical, and ontogenetic development of human…

Provides an overview of the preceding articles in this journal issue. Considers the timing of gender segregation, compatibility between play styles and gender segregation, possible physiological processes underlying gender segregation in play, children's cognitive knowledge about gender, and the consequences of gender segregation. (BAC)

Addresses children's rights issues and discusses a child's developmental needs, a child's status as property, a child's right to the fulfillment of needs, national advocacy to establish children's rights, a related body of international law, and the Association for Humanistic Education and Development and American Counseling Association leadership…

Montessori's ideas contradict Knowles' statements about pedagogy but support his idea that andragogy may be appropriate for children in certain circumstances. If the concepts of child and adult are ignored, the theories of Knowles and Montessori sound similar. (SK)

This study, with 26 normal hearing subjects, investigated the development of temporal resolution as a function of frequency region, using a modified masking period pattern model. Results indicated that temporal resolution improves with age, with improvement for low frequencies continuing beyond age 10 but high frequency improvement approaching…

The effects of practice on 2 elementary neuromotor patterns, stepping and sitting, were investigated in 32 6-week-old male infants. After 7 weeks, infants who received elicitation of the stepping pattern, alone or in combination with sitting exercises, stepped more than infants who received no exercise or sitting exercise only. (MDM)