Structural play-language relationships and diversity of symbolic play skills were compared with five language impaired and five nonimpaired children (ages 27-39 months). Findings indicated differences in mean length of utterance, mean length of sequence, and quantitative and qualitative aspects of symbolic play. (Author/DB)

Investigated the relationship between the combined effect of knowledge of child development and level of social-emotional maturity, and the extent to which this relationship affects adolescent attitudes toward parenting. Negative attitudes toward parenting were associated with lack of knowledge of child development and low levels of…

Presents an annotated bibliography which is especially valuable for parents, teachers, and others who want to learn more about how young children grow and learn. This sampling of recent and classic books, brochures, and periodicals represents the burgeoning knowledge about early childhood education and child development. (Author/BB)

Reviews recent articles in child psychiatry in America, with emphasis on studies of interest to family therapists. Covers normal development, deviant development, and the impact of trauma. Finds differences from "family therapy" literature including multi-causal explanations, respect for scientific studies, reviews of progress in…

Discusses common foot problems of young children and ways parents, child caregivers, and physicians should deal with them. Particular attention is given to care and medical treatment for flat feet, peeling feet, and "w"-sitting in young children. (Author/BB)

Tracheostomized infants tended to be white, male, and premature, with moderate to severe medical illness. The majority of survivors presented with multiple physical and mental handicaps. Follow-up of survivors without other major handicapping conditions suggested an association with impaired physical and emotional development, even when cognitive…

The Denver Developmental Screening Test (DDST) was administered to 2569 children prior to starting kindergarten. At the end of the school year, teachers rated each child. Results suggest that because of its low sensitivity and modest predictive value, the DDST is relatively inefficient for a school entry screening program in a general population.…

Investigated different age groups' knowledge of developmental norms of children. Collected data from 280 midwestern university students through a questionnaire. Results showed that knowledge of normal development was both over- and underestimated regardless of age of student or year in school. (BH)

Examines characteristics of 342 campus child care services and the sources of support for these services. The perceived level of morale of the affected groups and the perceived level of support from various institutional constituencies are also investigated. Response confirmed trend toward service orientation over development programs. (NRB)

Longitudinal samples of meaningful speech of 34 normally developing children were analyzed to determine the range and types of consonantal phones produced at 15, 18, 21, and 24 months. Findings are related to other longitudinal research in early phonological development and to studies of babbling and correct productions. (Author/CL)

Determined the effectiveness of the Developing Understanding of Self and Other (DUSO-1, revised) program as compared with self-concept activity created by teachers among 71 elementary students. Results reflected significant gains in self-concept scores of children who were exposed to the DUSO-1 (revised) program. (Author/BL)

Emotional development from infancy to adolescence is traced and the effects of psychosocial issues on a child with a learning disability are considered for five of E. Erikson's seven proposed stages (trust, autonomy, initiative, industry, adolescence). The need for intervention and parent counseling at each state is emphasized. (CL)

Describes recent attempts to integrate developmental perspectives in research involving infant and child psychopathology. Definitions are offered, and various methods to foster the growth of developmental psychopathology are presented. (Author/RH)

Provides a developmental framework for the classification of psychopathology in children and highlights the contributions that such classifications may have toward the understanding of normal development. Specific attention is given to the concepts of continuity and normality and their implications for the manner in which developmental…