Articles included in this journal are a report on the President's Conference on Early Childhood Education entitled "The Young Child: The Significance of Motor Development" by Delores M. Curtis; A Real Look at the Young Child by Lolas E. Halverson; What Movement Means to a Young Child by Keturah E. Whitehouse; Who Says the Young Child…

Presented are guidelines for a developmental roles approach to infant education. Developmental objectives are listed for language, cognition, socialization, independence, and movement at five levels: establishing the base, exploring the environment through actions, exploring the environment symbolically, exploring relationships, and preparing for…

Movement skill development is discussed in terms of the role of perceptual-cognitive mechanisms in organizing movement processes. (DS)

Discusses physical activities for six age groups in the 4-month to 6-year range which emphasize the interaction between parent and child. Briefly describes those exercises which are appropriate for each age group. (BR)

Results of this investigation relating the acquisition of motor skills to decision-making in elementary school physical education classes reveals that a teacher-directed approach appears to be best for the development of motor skills, and that a student-sharing approach has a definite positive effect on the development of self-concept. (MB)

While substantial physiological differences exist between the average male and female athlete, there is little reason to advocate different training or conditioning programs on the basis of sex. (JD)

An automated procedure for range of motion training was tried with two cerebral palsied retarded young men. (Author/CL)

Evaluation of 195 normal children (aged 1-5 years), 160 normal children (aged 3-24 months), and 41 autistic children (aged 5-11 years) on the eight psychological variables of the Behavioral Rating Instrument for Autistic and Other Atypical Children indicated certain autistic behaviors are not normal at any stage of development. (Author/CB)

A major problem of physical education programs is the assessment of outcomes. Research makes it clear that physical education programs can affect motor performance positively. Outcomes regarding motor performance, metabolic performance, psychosocial factors, body structure, and cognitive/academic development are reviewed. (MT)

Although most males with a 49,XXXXY karyotype will have significant mental retardation, the case of an affected boy having mild-cognitive and motor delays and age-appropriate adaptive skills at 59 months is presented. Guarded optimism may be justified in affected males demonstrating close to or age-appropriate developmental skills through early…

Argues that a child's early exposure to movement activities promotes a positive self concept. Elaborates that physical education gives training to body and mind as well as providing enjoyment as the child matures. (BSR)

Instructions and illustrations support this discussion of learning activities designed to remediate deficiences and build skills in balance and/or motor skills for mildly handicapped students who may not have access to physical therapy or adaptive physical education. Appropriate for both regular and special classes, activities include arm…

Measures the degree of interdependence in timing between infants' right and left arm movements and between movements of both arms and the onsets of stressed vowels in tape-recorded infant-appropriate speech. (HOD)

Three studies on B. Le Gay Brereton's approach with severely motorically or multiply disabled preschool children are reported. The program focuses on play and suggests that development should be repeated from the point at which it went wrong. Results included small but statistical changes in cognitive skills. (CL)