Reviews the 40-year history of an association dedicated to the growth and development of children's theatre and child drama in the U.S. and abroad. (PD)

Takes issue with articles appearing in "Reading Teacher" entitled "Portrait of My Son as an Early Reader." Argues that parents who teach their children to read at an early age may neglect or overlook other essentials of their physical, emotional, and social growth. (FL)

Examination of an early intervention program featuring combination home- and center-based, transdisciplinary team services for children with moderate to severe disabilities and their parents indicated statistically significant positive behavioral changes for both children and their parents. No relationship was found, however, between amount of…

Reviews the literature concerning variables associated with adolescent sexuality and pregnancy, focusing on the effects of young motherhood on child development. Discusses pregnancy resolution, child welfare, health risks, socio-emotional consequences and cognitive and intellectual status, and suggests strategies for dealing with some of these…

Describes the place play has in school learning. Discusses play and problem-solving ability, play and symbolizing, and learning by experimenting, and recognizes the need for a learning theory that includes recognition of play in learning development. (CRH)

Self-report measures and behavioral observation procedures were used with 184 families in Salt Lake City to examine how dimensions of parental power and parental behavior predict adolescent compliance and internalization. In general, findings supported the idea that compliance and internalization are different phenomena having a moderate degree of…

Views school-age children living in five distinct worlds, each with their own operational modes. Discusses the negative repercussions of failing to recognize the child's worlds. Reviews Lawrence Kohlberg's, Eliot Turiel's, and Carol Gilligan's positions concerning moral education. Recommends a broad definition of morality, including justice and…

Examines the effects of the British "My World" preschool program on the rate of development of normal children. Reports on a followup investigation showing that "My World" participants made substantial developmental gains. (SK)

Presents a case study to illustrate intervention programs for children with multiple maladaptive behaviors. Suggests that counsellors should consider the general development of the child in the physical, social and intellectual domains when planning, implementing and evaluating child development programs. (Author/BL)

Discusses the importance of both sides of the brain for the development of drawing skills but notes that the left brain can inhibit the action of the right brain. Provides a discussion of cerebral lateralization and child development. Suggests five drawing exercises to help develop hemispheric cooperation. (SB)

Advocates teaching humanistic elements such as parents' history, individual uniqueness, potentiality, awareness, learning, new experiences, communication, and truth in discovery. (BJD)

A noted writer of fiction explores the role of imagination in the intellectual development of children and the need for imagination in various facets of daily lives and suggests ways of stimulating its use by children. (RBW)

Developmental spelling, the pattern resulting from different strategies that children use at various stages of cognitive development, is explained and five instructional activities supported by developmental spelling research are offered, including the importance of an environment emphasizing functional use of language and of opportunities for…

For a successful kindergarten experience, children need to develop certain social and learning skills before entering school. Social skills include cooperation, responsibility, perseverance, and independence. Auditory and visual discrimination and motor and language skills are important for a positive learning experience. (DF)

Giambattista Vico, an 18th-century Neapolitan philosopher, believed that, from children, adults could learn lessons they could not teach themselves. This learning, however, is predicated on the necessity that genuine childhood be allowed to exist and that logic and abstraction are not introduced to children too soon. (JMK)