Investigated the intentions underlying practice in the classes of 24 nursery teachers. Many of the teachers valued cognitive growth and saw children's developing social competence as supporting that growth. (RJC)

Examines the issue of moral relativism as it pertains to conceptualizations of gender effect on moral development. Reviews positions of theorists regarding the importance of formal and contextually relative criteria to the development of moral reasoning. Argues that neither a justice nor a caring ethic alone can solve the problem of moral…

The proposed modified definition of learning disability by the Interagency Committee on Learning Disabilities, which includes social skills deficits as a specific learning disability, is presented and analyzed from primary, secondary, and social learning theory causative hypotheses. Development of an adequate assessment technology is urged.…

Incorporating group socialization procedures into a classroom with young children with developmental difficulties requires identifying target children, implementing the procedures, and evaluating the procedures. Socialization activities may include encouraging children to interact with one another, frequent modeling of prosocial behavior, frequent…

Discusses difficulties faced by contemporary West German youth as they search for their place in society. Identifies three domains of socialization (private, public, and commercial), describing tensions, contradictions, and incoherences between them. States that children must now respond as individuals to contrasting demands and multiple roles.…

The social interactions of 19 employees with developmental disabilities and 18 control employees were observed during work and breaks. Analyzed were the rate of social interaction, participants in social interactions, and content of social interactions (work-related or not work-related, commands, directions, offers of assistance, greetings, social…

Examined children's emotional and behavioral regulation and emotional and prosocial responses to a crying infant. Found that children who could regulate their arousal were unlikely to become distressed and more likely than other children to talk to and comfort the crying infant. Girls were more responsive and engaged in more active responses than…

A model of development for children and youth with learning disabilities (LD) is presented, including three cognitive/academic development variables, seven affective variables, three social development variables, and four behavior development variables. The model presents a holistic view of LD students and considers various issues that can impede…

Perspectives on reality monitoring and sociocultural learning were integrated in four studies of children's memory of contributions to the outcomes of collaborative exchanges. Findings suggested that reality-monitoring judgments reflect at least two cognitive processes, appropriation and attention to source of information, and may provide clues to…

Discusses the critical links between children's social and cognitive development in light of findings of the Cost, Quality, and Child Outcomes in Child Care Centers study discussed in this issue. Highlights some observations of the study. Examines public notions regarding child care and the need to increase awareness of circumstances from which…

A traditional view of social skills instruction, which is antithetical to promoting children's social development, is presented. Three explanations of social development are then outlined within the context of social integration of students with disabilities. Recommendations for general educators to promote children's social skills are offered,…

Two experiments examined whether 40 infants would reenact what an adult did or intended to do: (1) infants observed an adult unsuccessfully attempt to complete 4 target acts; and (2) children observed a mechanical device tracing the adults' actions. Infants could infer adults' intentions and imitate target acts, suggesting that children can…

Explored associations between the present emotional and social development of low- and middle-income African American male and female college students and the substitute care arrangements they experienced as infants. Questionnaire results from 282 college students show that the experience of substitute care arrangements during infancy did not…

Examines the influence of prenatal sex hormones on later behavior and social learning that results from differential treatment of boys and girls by parents and peers. Also explores differences in academic achievement between boys and girls. Concludes that, contrary to the views of some parents and teachers in the 1970s and 1980s, inborn gender…

This article examines research methodology, dependent measures, and programmatic variables used to analyze the effects of preschool integration of children with disabilities. Analysis provides support for the benefits of preschool integration with respect to social and other behavioral outcomes, though not for developmental outcomes over time.…