A study investigated the grounding strategies used by four Hispanic families with children with disabilities who are experiencing successful friendships with peers without a disability. Results found families, particularly mothers, actively facilitated friendships most frequently by finding opportunities and providing some level of interpretation…

Uses a table to summarize the literature on the relationship between the degree of hearing loss (normal, minimal, mild, moderate, severe, profound, and unilateral) and possible effects on speech and language comprehension, possible socioemotional impact, and potential educational needs and programs. (DB)

Reviews Katz and McClellan's book on the teacher's role in promoting children's social competence, emotional development, and understanding. Discusses the contents of each of the book's five chapters, noting suggestions for curriculum and practice, and for helping children overcome social difficulties, as well as the components of social…

A 1996-97 survey of 40 home schooling families in rural Nebraska examined family characteristics, parents' social and political attitudes, the rationale for home schooling, curriculum and supplementary materials, children's opportunities for social experiences, rural characteristics, parents' educational attitudes, and support from extended…

Provides an overview of cooperative learning. Describes essential components of cooperative learning activities and reviews research regarding the effect of cooperative learning on academic achievement, peer relationships, and social development. Describes notable cooperative learning programs. (RS)

Examines the relationship between adolescent egocentrism and postformal thinking in 163 college undergraduates. Uses the Imaginary Audience Scale and the Social Paradigm Belief Inventory to evaluate participants. Results indicate that females have higher levels of adolescent egocentrism than do males. (Author/GCP)

A study interviewed 46 teachers who were teaching in inclusive settings regarding academic achievement, social relationships, and classroom behavior of students with mild disabilities. Teachers perceived students were benefiting from inclusive placements both academically and socially. In addition, fewer students with disabilities manifested…

Examined Chinese kindergartners' play skills and, three years later, subjects' abilities to cooperate in competitive games. Found that although Chinese children conversed more than their American counterparts, who spent more time in social play, social contact scores were nearly identical across groups. Although social play strongly influenced…

Examines young children's gender role development, focusing on the impact of television viewing. Maintains that role models and imitation are extremely influential factors shaping gender-typed behavior. Identifies gender bias in television programming, including music television and commercials, and discusses gender bias in children's television…

Explored the perceptions of 13 Taiwanese mothers of 12-month-olds regarding the benefits of parent-infant interaction for development of social competence and parents' role in achieving these benefits. Found that mothers thought parent-infant interactive play contributed to both emotional and social components of social competence. Themes within…

Twenty children (ages 4-8) with Down syndrome and their caregivers were compared to 20 typical children (ages 2-4) and their caregivers. Children with Down syndrome showed greater positive affect, social orientation, and task outcome behaviors reflective of pride. Caregivers of children with Down syndrome provided a greater frequency of praise.…

Discusses the conflict between middle school students' academic and social goals. Notes the importance of students' peer relationships and suggests ways to adapt school policy so that academic goals do not conflict with social interests. (JPB)

Describes in operational terms the benefits of Montessori's developmental perspective for children from birth to 3 years, and from 3 to 6 years. Identifies optimal outcomes for social, moral, cognitive, and emotional development to be used in educational and psychological research and for child assessment. (KB)

Reviews the work of the Collaborative to Advance Social and Emotional Learning, examining its guidelines for promoting mental health in children and youth based on social and emotional learning (SEL) and key principles. Five examples of exemplary approaches to SEL, each representing a different focus, are presented. Issues in real-world…

Data are presented from two studies that investigated short- and long-term outcomes of early identification and intervention for young children from birth to age 3. Results from the studies support the immediate and longer-term benefits of early entry into intervention for language, academic, and social-emotional development. (Contains extensive…