Presented is the final report of the Child Study Program, in which the following objectives were investigated with 140 abused children (from birth to 72-months-old) -- whether abused children are developmentally different from non-abused children, whether there are differences between children who sustained non-accidental trauma (NAT) and children…

In the face of so many trends toward fragmentation, overspecialization, and instrumentally impersonal relationships in the day-to-day lives of families, the cause of social habitability is best served when we are able to see clearly the ecology of human development: families as schools for living and schools as families. (Author)

Describes a seminar/practicum for university students which provides an opportunity for developmental research under faculty supervision in educational settings that meet both the needs of university students and the public schools. (Author/JR)

A review is made of some of the studies done regarding social class differences and the effectiveness of reinforcers within these class groups of children. Results of these studies show that overall, the suggested hypothesis of differential reinforcers among social classes cannot be assumed. (DEP)

Movement skill development is discussed in terms of the role of perceptual-cognitive mechanisms in organizing movement processes. (DS)

Borrowing freely from Freud, Piaget, and others, this article compares and integrates primary (emotional) and secondary (intellectual) process according to seven distinct but overlapping structures: (1) weight; (2) pathways; (3) time and space; (4) operational dialectic; (5) sources of energy; (6) morality; and (7) historical antecedents. Primary…

The basic assumption underlying the open classroom approach is the view that, among children of the same age and sex, significant differences (in temperament, rate of growth, background, experience, and personality dispositions) exist, and, therefore, educational methods must take these differences into account. (Author/MC)

The article briefly surveys evidence concerning the nature and extent of children's behavior problems in Northern Ireland, and the measures being taken to meet them. (Author/DLS)

This cross-cultural analysis examines three child rearing conditions which affect the development of prosocial behavior in children. (CM)

Presents three different curricular approaches to early childhood education and stresses the importance of consistency among philosophy, theoretical underpinnings, and practice in deliberations surrounding training programs for early childhood workers. (Author/MLF)

A survey of the literature on child cognitive development reveals that teachers do affect the cognitive functioning levels of their pupils in dramatic ways and that, while they should be storehouses of knowledge, teachers should also be consciously and effective able to direct students toward independent learning. (Author/MJB)

There are numerous and complex events taking place during brain maturation that provide the biologic underpinnings of learning and behavior. (MM)

Discusses the possibility of a neurolinguistic interconnection between the parieto-temporo-occipital junction, semantic aphasis, and cognitive and language development around age seven. (Author/HP)

The number of children in residential care has doubled in the last ten years. Argues that there is still little understanding among teachers and social workers of the needs of such children. (Editor/RK)