Offers suggestions for training inexperienced, untrained child caregivers in early childhood care programs. (HOD)

Suggests that variations in the quality and type of infant care, in institutional and other settings in different cultures and social classes, can have influences on the long-term development of the child's rate, level, and type of cognitive development. (HOD)

Investigated the behavior of 107 children aged one to 18 following their parents' separation. Younger children were reported to exhibit more acting out, while older children showed more depression. Children whose parents were separated or who remarried after 18 months were more maladjusted than children whose parents divorced.

The difference between Homer Lane's and A. S. Neill's progressive approach and R. S. Peter's traditional approach to moral education is examined. For Lane and Neill the sources of morality are in positive feeling upon which a rational moral principle is superimposed; for Peters altruistic sentiment is directed by intellect and understanding. (RM)

Summarizes research on the impact of parent-institution relationships on child development. Argues that, in Israel, the institutional placement of children tends to ignore parents. Recommends means of improving cooperation and communication within the placement process. (KH)

Explains some of the objectives for a pre-first-grade reading program, describes what children know about oral and written language before they come to school, expresses some professional concerns about pre-first-grade reading programs, and offers recommendations for improvement. (HOD)

Cites authorities in the fields of early childhood education and literacy acquisition to show the need to change the way in which children learn to read and write. (FL)

Provides sources of aid and encouragement for parents of children of all ages who want to help their children develop positive attitudes toward reading and sharpen their reading skills. (FL)

Describes a study comparing the way cognitive manipulations affected the emotional responses of preschool and elementary school children to a frightening film, i.e., telling children the presentation is not real, and role-taking. Emotional responses of 9- to 11-year-olds were modified by instructional sets while 3- to 5-year-olds' responses were…

The purpose of this tool kit is to provide guidance, tools, and resources that will assist communities in building culturally and linguistically competent services, supports, programs, and practices related to young children, their families. By offering services in culturally and linguistically meaningful ways, communities can engage all families…

"Data Trends" reports present summaries of research on mental health services for children and adolescents and their families. The article summarized in this "Data Trends" reviews theory and research on stigma and mental health with a focus on the stigmatization of mental illness in the family when either a child or a parent has a mental illness.…

"Data Trends" reports present summaries of research on mental health services for children and adolescents and their families. The article summarized in this "Data Trends" uses data from a multilevel longitudinal study, the Project on Human Development in Chicago Neighborhoods (PHDCN), to investigate possible effects of neighborhood residence on…

In this Research-to-Results Brief, the author discusses the importance for policymakers, taxpayers, and the media to recognize the diversity in children's circumstances, because this recognition affects the number of children believed to need varied services and the magnitude of the challenge of meeting that need. Many researchers have developed…

This brief focuses on the potential role that strategic communications can play in helping state (Maternal Child Health) MCH programs and their collaborating partners frame their message to enhance the public's understanding of the importance of early child development and the need for a comprehensive and integrated early childhood system. The…

This facilitator's guide serves as a framework for a comprehensive 6-module, 9-session curriculum, providing kinship caregivers with 27 hours of information and support related to kinship care. Sessions are designed to facilitate interaction and the sharing of experiences and support among participants. Meetings utilize a task-based,…