This essay argues that positive physical interaction is a natural expression of humanness and a fitting demonstration of the teacher's attitude of acceptance, caring, and concern for the individual. The discussion reviews the ideas of various psychologists and educators on the importance of physical contact to child development. (MT)

Discusses contextualistic and integrative approaches to the concept of wisdom, and the evolution of the concept from an independent construct of intelligence to a component of intelligence, i.e., practical intelligence. Suggests operationalization of wisdom as the ability to integrate cognition and affect. Illustrates the integrative approach with…

Argues that cognitive and affective systems do not develop in parallel and that affects serve a communicative function. (RH)

Discusses the borderline adolescent in terms of diagnostic perspectives, characteristic features based on disturbed object relations, and treatment. Based on clinical observations, the diagnosis of borderline personality is considered to be compatible with a schizophrenic disorder. Day-treatment and individual therapy are considered from a…

Social and emotional learning and character education are complementary approaches to strengthening a person's ability to understand, manage, and express the social and emotional aspects of life and to organize action in a positive, goal-directed manner. This book is designed for administrators who need help in introducing programs to their…

This book examines children's many connections to animals and their developmental significance, exploring the growth of the human animal connection, and showing how children's innate interest in animals is shaped by their families and their social worlds, and may in turn shape the kind of people they will become. Chapter 1 documents how theory and…

Discusses the emergence and early development of symbolic functioning in children engaged in nonverbal, expressive activities. Concludes that symbolic functioning must be considered in the affective as well as cognitive sphere of development. Implications for educational practice and questions for further research are presented. (DP)

Beginning with the basic assumption that the only reason to live is to grow, the author discusses the dozen propositions that guide him in his efforts at human and community resource development. These propositions revolve around the physical, emotional, and intellectual development of the individual. (Author)

A science teacher can be more effective in classroom if he identifies various emotions of students and can communicate effectively. (PS)

Extensive quotes used to show how literature can help in formulating a mature attitude." (Author/SP)

Describes a pilot project with two objectives: 1) to develop measures of curiosity and exploration applicable to preschool children, and 2) to investigate the relationship between variations in exploratory behavior and other aspects of emotional and cognitive growth. (WY)

The school counselor is the most logical person in the school to act as a mental health consultant. He has the necessary psychosocial background, is available for consultations, has a wealth of information about the students, and maintains a working relationship with other mental health specialists. He can do much to improve the school environment…

Forty-two deaf children, eight- to 12-years-old and randomly divided into two groups, viewed the television program "Shazam" without captions (Group 1) and with captions at a simple language level (Group 2). Results indicated that captions enhance perception of emotional complexity by deaf children. (Author/MC)