The structure of children's interests changes over time from concrete to abstract. Interest structures differ depending on individual perceptions of preferences and competencies. Longitudinal research with ideographic measures is needed to identify developmental patterns of interests and determine whether Holland's model is valid for children.…

Argues that in addition to domains of value, young children recognize distinct domains of truth. Notes that although value judgments have been shown to be differentiated by age 4, research suggests truth judgments may not be similarly differentiated before grade school age. (JPB)

Camp counselors in training (CIT) are usually adolescents. CIT programs must support teens through their developmental changes and provide opportunities to practice activity and life skills in a safe environment. Developmental tasks teens face are identified and elements of a strong CIT program are discussed. Sidebars present teen trends and…

An analysis of 12 structured clinical interviews with lesbians ranging in age from 22 to 46 reveals limited support for Cass' stage theory. Implications for theory development, counseling, and counselor training, are presented, along with suggestions for future research. (Author/JDM)

Ten 4-year-old children imitated short sentences with falling and rising tones in four intonation groups. Results indicated that children used more falling tones than adults in most intonation groups, suggesting that rising tones may be more difficult for young children to produce than falling tones. (DB)

Article discusses problems associated with promoting intellectual growth in adulthood. Defines characteristics of intelligent behavior as incorporating individual attainment of Resources, Intimacy, Competence, and Health (RICH). Presents the RICH theory as a way to define and address the goals of intelligent enhancement. (JDM)

Explores the verbal reflections of a competent fifth-grade speller as he performed word sorts, spelling lists, and creative writing activities. Finds the accuracy or inaccuracy of the student's statements were related to his level of spelling development, and each literacy task appeared to have a predominant category of responses. (RS)

Argues that dynamic systems approaches may provide an explanatory framework based on general scientific principles for developmental psychology, using principles of self-organization to explain how novel forms emerge without predetermination and become increasingly complex with development. Contends that self-organization provides a single…

Notes that regardless of the language, children acquire language on the same general schedule and the same cognitive path. Explores the process of child language acquisition, from sounds, through word meanings, to syntax and grammar. (HTH)

Presents a chart detailing developmental milestones for infants through 3-year olds. Includes feeding, sleep, allergic response, immunization, and safety concerns. (HTH)

Notes that stage models of learning to spell have not been helpful to teachers in teaching spelling. Describes a three year project, based in three inner London primary schools. Shows that although there is a developmental dimension to learning to spell, children nevertheless draw on several sources of knowledge from the outset. (RS)

Used interview data from a community study to test whether early menarche partially accounts for increased depression, eating pathology, substance abuse, and comorbid psychopathology among adolescent girls. Found that menarche prior to 11.6 years related to elevated depression and substance abuse. Findings support assertion that early menarche is…

Two studies investigated factors affecting children's (n=48) choice of pronouns as referring expressions. Findings indicate the children (ages 2-3) did not use pronouns differentially when the adult model them or they witnessed a target event, but did use pronouns differently depending on the immediately preceding discourse of the experimenter.…

David Carr (2002) has argued against the use of developmental theories as a basis for curriculum development in moral education. Although we find common ground with some aspects of Carr's arguments, we disagree with several of his criticisms of the cognitive-developmental approach to moral education. He confuses romantic ideology (as espoused by…

Differentiation has a goal, which is to bring the ideas and concepts of the curriculum to the learner at the pace, and depth that is appropriate for the ability of each student. The group of students are divided into three groups according to their own pace and at their instructional level with the classroom teacher working with one group, the…