Opposing views regarding the connection between lead exposure and cognitive impairment are presented. C. B. Ernhart states that no study has yet proved that low-level lead exposure is detrimental to child development, while H. L. Needleman asserts that previous research studies have proven conclusively that such a connection exists. (CB)

Developmental changes in the conceptualization of empathy were studied by testing and interviewing kindergartners, first graders, and fourth graders in Sweden. (PCB)

Maintains that preschool programs should emphasize the child's development and learning potentials by focusing on the child's intrinsic interests and not on academically oriented, subject-centered learning and teaching. (BB)

Stories of Chinese children evidence the following in comparison to those of American children: (1) greater social orientation; (2) greater concern with authority and with moral-ethnic rectitude; (3) greater saliency of the role of natural forces and chance; (4) more affective elements; (5) fewer instances of physical aggression; and (6) less…

Preschools in a secondary school setting can add a dynamic dimension to child development and parenting courses. They serve as laboratories for classes and as a preschool program for children, and they provide a service for parents and the community. (JOW)

A statewide Oregon study shows educators making kindergarten more academic, against their better judgment. Findings imply the need for (1) principal support for kindergarten-specific training; (2) principal and teacher cooperation in developing appropriate educational experiences; and (3) discussion and resolution of differing goals and…

A comparison of vocal development in deaf and hearing infants indicates that well-formed syllable production is established in the first 10 months of life by hearing infants but not by deaf infants, suggesting that audition plays an important role in vocal development. (PCB)

This essay argues that positive physical interaction is a natural expression of humanness and a fitting demonstration of the teacher's attitude of acceptance, caring, and concern for the individual. The discussion reviews the ideas of various psychologists and educators on the importance of physical contact to child development. (MT)

Focuses on extent to which parents influence their children toward the development of nonstereotyped behaviors. Explores theories of and empirical research on sex-role and life-span development. Distinguishes between short-term and long-term effects of nonsexist parental behavior. Although androgynous parents may not produce androgynous children,…

Provides editorial perspective on the selection of papers chosen for publication in the March 1988 IJBD. Emphasizes the multi-cultural mix of the papers which deal with a range of issues related to human development and the importance of rigorous life-span perspective regarding developmental disabilities. (RWB)

Tested the generalizability of the specificity model of environmental action to the domain of mastery motivation in infants. Found that the specificity model successfully predicted that aspects of the environment uniquely related to dimensions of mastery motivation, and that infant sex and temperament mediated the relation of environment to…

Multipurpose demonstrations of child development are easy to produce by videotaping children while they interact with parents, siblings, or friends. Unlike commercial films, videotapes without narration allow students to formulate and test their own research questions. This article describes how to use unedited videotapes for laboratories in…

Small family size has a number of apparently positive effects on a child's intellectual development. Discusses trends in Scholastic Aptitude Test (SAT) scores which strongly parallel changes in American family size. Intelligence Quotient (IQ) scores also reflect family size and parent education level; larger families correlate with lower IQs. (DH)

Addresses issues important to developmental psychologists in selecting an SES index, specifically discussing (1) the use of Hollingshead's SES indexes; (2) the interrelationships among contemporary SES indexes; and (3) the relationships among these SES indexes and young children's development. (Author/KS)

Argues that cognitive and affective systems do not develop in parallel and that affects serve a communicative function. (RH)