This report reviews theories and concepts of human development which provide a foundation for developing curriculum materials for foster parent training. The first section of the report consists of five papers which attempt to relate the developmental needs of children to the role and responsibilities of the foster parents. Chapter I describes the…

It was hypothesized that the cognitive structures which underlie performance on class-inclusion tasks also underlie reading comprehension of the stated or inferred main idea of a paragraph, and that performance on three-dimensional class-inclusion tasks developmentally precedes performance on two-dimensional class-inclusion tasks. Ten kindergarten…

There is an assumption in most freshman composition classes that students have the cognitive level to be sensitive and receptive to problematic situations, to articulate the problems, and to formulate statements to set out lines of inquiry. This assumption is invalid when applied to the majority of students, and writing teachers can attest to…

This review of research with children aged two to six on their reading, writing, and oral language development speaks of five roots of a tree of literate life that require nourishment in the soil of a written language environment. The roots discussed are the development of print awareness in situational contexts, the development of print awareness…

Research on role-model identification has demonstrated the powerful effect that models have on individuals' behavior. To extend prior research on this phenomenon, the role-model identifications of first-, third-, fifth-, and ninth-grade students were outlined and examined. The results did not support the hypothesis that adolescents identify with…

This annotated bibliography cites reference materials that will assist the classroom teacher in conceptualizing a comprehensive approach to classroom management. The first section contains references related to the diagnosis of learning styles, teaching skills, individualized instruction, cooperative learning strategies, mainstreaming, teaching…

A review of the research on developing children's referential communication ability reveals two approaches: the role-taking approach and the task-analytic approach. In the role-taking approach, researchers attempt to improve children's communication accuracy by training them to be more sensitive to listener needs. In the task-analytic approach,…

Three experiments involving 345 children aged 5-6, 7-8, and 12-13 were performed to investigate the development of children's motives to help. Two experimental paradigms were developed to determine children's motives for helping behavior in a specific behavioral context. In the first paradigm, situations were created in which children had the…

Reactions to the papers read at the Pittsburgh conference on the theory and practice of beginning reading (April 1976) are provided in this document, with particular attention to the way that the content of those papers relates to compensatory education issues. The problem areas under which the discussion is organized are as follows: the search…

A distinction is made in the meaning of schooling and learning, and characteristics that define lifelong learning and ideas that are not consistent with the concept of lifelong learning are presented. Characteristics of lifelong learners include being goal-directed, assuming increasing responsibility for being self-directed, possessing the skills…

There are many different hypotheses concerning the focus for continuing education for foreign language teachers and a range of training patterns are utilized. Many training programs emphasize graduate education as the basis for the continuing education of foreign language teachers. Teacher centers, teacher development centers, staff development…

This paper discusses Piagetian theory on children's cognitive development and its relevance to an early childhood science program. Children, at different stages of their development, exhibit characteristics of behavior or of thinking which may or may not affect how and what they learn in the classroom. It is suggested that subject-matter content,…

This paper discusses moral development and illustrates ways that it can be fostered in children both in the home and in the classroom. Moral education is discussed in terms of four basic questions: (1) Is there a need for it? (2) If so, is it the job of the schools to teach morality? (3) What is moral development? and (4) If fostering moral…

The efficacy of small group instructional activities dealing with transitive inference, conservation, and class inclusion of length was investigated in a sample of kindergarten (N=44) and first grade (N=45) children (mean ages of 5 years, 7 months and 6 years, 7 months respectively). The two instructional sessions (10 to 15 minutes each) employed…

The prelinguistic child's attempts at communication cannot be viewed as rudimentary language. More than cataloguing overt acts, we need to understand the functional character of both language and non-language communication capabilities, and in particular the maturational stages of the internal communication systems that produce overt behavior in…