Ability of 26 newborns to imitate facial expressions was examined. When infants observed emotional facial expressions, they did not show imitative matching of the modeled expressions. However, when tongue protrusion was modeled, infants did produce the modeled gesture. (PCB)

The relationship between language and symbolic gesture was studied in nine children (ages 18-32 months) who were in the lowest 10 percent for language production for their age. Subjects performed like language-matched controls on a lexical production task. On a syntax-related task, they performed like age-matched and significantly better than…

Describes a partnership between the Nursing Center at Clemson University's College of Nursing and the Clemson Child Development Center. (JOW)

Examined cognitive-developmental functioning across a series of developmental domains among 8- to 10-year-old children. Results supported the sequential nature of stage development from less complex to more complex levels of functioning. There does not seem to be support for synchronicity of development across the three domains. (BL)

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)