Recent findings in developmental psycholinguistics have shown that below the age of eight children have difficulty in understanding English sentences that do not conform to normal SVO pattern (Chomsky, 1969). Experiments with French-speaking children are reported which duplicate and extend this research. (Editor)

Article investigated the possibility of teaching a non-sectarian morality in the multi-cultural school while benefiting Muslim, Humanist, Hindu and Jew. (Author/RK)

Author attempted to demonstrate a stream of thought, emanating to some extent at least from Cambridge, opposed to the desirability of relativistic commitments. (Author/RK)

The focus of this discussion is on the providing of educational experiences which will help students develop skills at various levels of learning awareness. Examples of different levels and the skills associated with them are presented. (JP)

Investigated were J. Piaget's ideas of the sensory motor stage of intelligence by determining whether six developmentally delayed children (aged 21 to 31 months) could use two different strategies appropriately to look for two different tokens. (Author/DB)

Describes an experiment which determined the amount of loss in French skills that students suffer during the summer vacation between grade 9 and grade 10; research supported by a grant from the Ontario Ministry of Education. (RL)

In testing conservation of number in preschool children using both equality and inequality; 3- and 4-year-olds tended to use an acquiescence response set while 5- and 6-year-olds responded in terms of relative length. (ST)

A nursery school teacher shares some of her collection of spontaneous language phrases of preschoolers, and shows how they reflect the characteristics of what Piaget calls the natural reasoning processes of young children. (CS)

Education in the British primary schools reflect the Piagetian philosophy that the child is an active agent in his own learning. (MM)

Study explores the preschool child's ability to operate on a cognitive level by testing his capacity to compare a concrete stimulus with some abstract concept. (Author/CB)

Author stresses the great need for each teacher to use all of the available resources along with his own fresh look at the child in his situation in order to discover the meaning of the child's behavior from the child's own point of view. (Author/RK)

Spontaneous thematic play behavior in children is investigated. Environmental prerequisites of play and possible functions of play in cognitive and personality development are discussed. Whether modelling is a prerequisite for thematic play, and the relationship between level of play and creativity test performance in children are assessed. (DP)