Discusses the advantages and limitations of working with children's dreams in counseling. Advises that the counselor must consider issues related to dream theory and child development and follow guidelines to effectively process the dreams of children. (GCP)

This study evaluated several groups of preschoolers engaged in symbolic play to define elements of play and differences in regard to age. Analyses of videotapes indicated that the nature of symbolic play changes with regard to play situations in which children have been included. (LBT)

Relates Montessori theory of development with the concept of connection to the universe and natural world, noting Montessori education's role in nurturing reestablished connection with the natural world. Describes events leading to a fulfilled life as part of psychological normalization, noting the importance of identifying positive tendencies of…

Elementary school technology education exists in all of the traditional school subjects and often remains isolated and foreign when teachers fail to perceive its importance. Technology changes the way children process information and it should be integrated into the curriculum. (JOW)

Examines Simmel's principle of cultivation whereby the cultivated mind is constructed through ongoing transactions of people with their cultural environment, cultural forms currently overlooked. Cultural forms result from externalizations of former person-culture transactions. Argues that development is structured through person-culture…

One of a series of letters to parents of children with developmental apraxia of speech, this letter discusses other problems associated with the disorder including language development problems, academic problems, motor skill problems, and chewing and swallowing difficulties. An annotated bibliography of two further readings for parents is…

Attention Deficit Hyperactivity Disorder has a profound effect on children's personal, social, and academic development. Article presents diagnostic criteria and methods for identification of ADHD, and outlines major intervention strategies appropriate for school and community settings. (Author/JDM)

Identifies strengths and weaknesses of the study of the Comprehensive Child Development Program and draws evaluative conclusions based on the analysis. Cites lack of stakeholder involvement and pilot studies as a weaknesses of the evaluation but notes the general quality of the effort. (SLD)

Completed the Minnesota Infant Development Inventory (MIDI), a parental report instrument, for 168 infants of Hispanic migrant workers and performed factor analysis of the MIDI scores. Results suggest that the one-factor solution is best for infants from Hispanic migrant families until future research supports other practices. (SLD)

The introduction to this special issue on preschool issues in autism summarizes the other papers, which focus on general issues, development of attention and imitation during the preschool years, nonverbal communication of young children with autism, and instructional techniques. (DB)

Reviews some models used for conceptualizing the possible developmental implications of blindness and severe visual impairment. Questions the implications of visual impairment for certain skills, especially motor, in infancy. Addresses ways of mitigating the potentially educationally handicapping consequences of visual disability for school-aged…

This study examined falling tone and final syllable lengthening in the spontaneous speech of 10 4-year-old children with specific language impairment (SLI). The falling tone was observed in 9 of the 10 SLI children, despite deficits in segmental phonology, morphosyntax, and mean length of utterance, suggesting a possible dissociation between…

In this study, 12 approaches used in analyzing developmental progress of participants in early intervention services were classified into one of five categories and 10 of these approaches were examined by using data from one early intervention program. The comparison concludes that the Wolery (1983) approach is most appropriate. (Author/CR)

This study examined phonological changes in the conversational speech of children between the ages of 2 and 3 years. Phonological analysis of conversational samples obtained from the same children at three-month intervals showed significant differences among children in rates of final consonant deletion, cluster reduction, vowelization, and…

Both versions of the Bayley Scales of Infant Development were administered to 32 children, ages 3- to 28-months. Significant differences were noted between scores. Children below 12 months of age displayed larger discrepancies than the older children. Information is important for children evaluated longitudinally since they likely will score lower…