Describes the intellectual development stages ascribed to children by Jean Piaget. Characteristics and examples are given for sensori-motor, preoperational, concrete operational, and formal operational thinking periods. Implications are given for elementary school science education, including (1) formal instruction does not accelerate acquisition…

Three experiments explore factors associated with the development of certain symbolic abilities (verbal, maplike, and mathematical) in 4-10 year old Negro and white children. The experimental tasks required a synthesis of concepts with symbolic stimuli. (MH)

Words, rather than their meanings are too often the product of science instruction. Deeper understandings can be achieved by (1) allowing students to generate terms meaningful to them, (2) doing more research into the relation between cognition and language in children, and (3) establishing a set of criteria for justifying the inclusion of…

Describes research on Piaget's theories on the importance of exploration, use of concrete objects, and self-directed learning for children. Relates the concepts of construction and instruction to educational models and teaching roles. (DR)

Article stressed the need to re-evaluate our priorities and assign a fair share of our assets to the problems of aging, to balance the equations of growing old in America. (Author/RK)

Thirty-two mother/infant dyads were randomly assigned to groups provided with routine well-child care and to discussions of either infant social development (intervention treatment) or accident prevention and nutrition (control). Findings revealed more sensitivity, cooperativeness, appropriateness of interaction, and appropriateness of play in the…

The Cognitive Levels Matching Project trains teachers to guide students' skill acquisition and problem-solving processes by assessing students' cognitive levels and adapting their teaching materials accordingly. (MLF)

A total of 192 second- to sixth-grade children, showing three different levels of class-inclusion answers (failure, correct answer based on counting, correct answer based on logical reasons), performed four necessity tasks. Results are discussed with reference to individual and constructive generalization processes. (Author/RH)

Describes aspects of mainstreaming a visually impaired three-year-old child into a Montessori preschool, discussing assessment of the child, sites available for enrollment, introduction into the site, Montessori teacher and special education teacher coordination, the child's adjustment, peer reactions, and teacher intervention. (RH)