Reviews current research on play. Notes different theoretical explanations and maintains no adequate general theory of play exists. Covers such areas as: (1) the effects of toys on play, (2) categories of play, (3) the influence of parents and educators on play, (4) mental activity and play, and (5) factors related to play intensity. (JDH)

A cross-sectional research study and a longitudinal research study failed to replicate previous research findings that indicated a linear relationship between age and mean length of utterance during the preschool years. Instead, a deceleration in age curves, particularly beyond about 36 months, was observed in each sample. (Author/CB)

Assesses three sets of Piagetian exclusion operations (of varying the independent variables, of holding the independent variable constant, and tautology) and of levels of thought (concrete through formal) in 33 fifth graders, 27 sixth graders, and 31 seventh graders. (HOD)

Provides an overview of a special issue in which educators and child care advocates consider the modern child from the following diverse perspectives: (1) philosophical, (2) pedagogical, (3) clinical, and (4) public and social policy. (LHW)

The relationship between psychological development and learning disabilities was examined with 10 learning-disabled male children and 15 adolescents (12 males and 3 females). Common characteristics included problems in work and learning; chronic, low-level depression and anxiety; unconscious concerns about self and others; and character rigidity.…

Using an anthropological approach to folklore, the article views children's development of fictional narratives as performances that accentuate prosody. When viewed as performance, the meaning of stories is seen to be not just in the underlying structures, but also in the social and cultural contexts of the story. (Author/DB)

Adults indicated on questionnaires the age at which they believed infants were first able to perform various developmental skills. Some questionnaires asked about "boys," some about "girls," and some about "babies." Contrary to previous findings, sex labels did not affect adults' rating of behaviors. (Author/LHW)

The first of a three-part series, this article begins by examining and questioning the assumptions behind early childhood education. Discusses the question of whether day care is a profession or a job. Proposes a theoretical framework for child development work. (DR)

The article summarizes a typology of 21 selected curriculum-based assessment (CBA) measures available to early childhood specialists serving handicapped children, including normal developmental CBA scales, adaptive measures, handicap-specific instruments, strategy-matched materials, and curriculum-referenced measures. (Author/JW)

Outlines the educational philosophy and work of Susan Isaacs, a progressive early childhood educator. (NH)

Two issues central to the production of cognitive conflict in the computer environment are discussed. The first one focuses on the use of simulations versus real-world experiences, and the second is directed at the potential for incidental and spontaneous learning versus controlled learning with the computer. (CT)

Interviewed mature and teenage mothers to assess their knowledge of infant development and their child development information sources. Results indicated that education, age, and type of occupation affect mothers' expectations for infant development and their information sources; teenage mothers lacked substantial information. (NRB)

Explores effectiveness of age-paced parent education newsletters to help new parents make a successful transition to parenthood. The majority of recipients reported newsletters promoted their self-confidence as parents, improved their knowledge of child development, and increased their ability as effective, nurturing parents. (NRB)

Because children reach developmental stages at different times and have different learning styles, some students need an alternative approach to academic classes such as that offered by vocational education. (SK)

This report concludes that preschool children are capable of learning basic concepts of nutrition, including nutritive value, nutrient function, and the impact of nutrition on health in both a laboratory setting and home environment. (JB)