Piaget's theory of developmental stages was implemented in an elementary school curriculum. Some successful learning experiences are described. (CP)

Understanding the differences in values that differing cultures attach to play may help educators (1) to clarify the role of spontaneous play, (2) to recognize the limitations of competitive play, (3) to better balance directed and spontaneous play, and (4) to view play as absorbed, joyful, educative activity. (Author/AJ)

The effects of 4 months of gymnostic training upon complex and simple gross motor abilities and general cognitive and psychosocial functioning in 4-year-olds were compared with the effects of music training and no treatment. (WY)

Data gathered on 92 girls (6-10 years of age) tested on Piagetian conservation tasks supports a theory of perceptual activity leading to decentration and indicates a change in viewing strategy associated with change in conservation status. (WY)

Describes an empirical method of developing learning hierarchies by comparing success on each tested behavior with all other behaviors. Advantages, compared with validation of a particular logical hierarchy, are illustrated by application of density principles to prediction of flotation. (AL)

Describes the rationale and objectives of a Title III program in the Hartford, Connecticut, public schools. (RD)

The study was conducted to determine if the cognitive environment of the child from a high ability family could be classified as expansive or restrictive. It was concluded that mothers of gifted children have both styles available to them. The individual orientation of the high ability mother dictates the s tructure utilized. (CD)

Summarizes Piagetian developmental psychology, and describes a study in which trainee elementary school teachers administered Piagetian tasks to pupils. During this time the teachers were being instructed in the development of children's thought processes. Results support the continued use of the method. (AL)