Compared a center-based early intervention program for disabled children and the same program with a parent training-support component. Found no immediate or long-term benefits in child or family functioning for parent component participants in the first four years of follow-up. Concludes however, that parents should still be involved in…

Reviews research into the effects of various child care environments on the emotional and intellectual well-being of children. Examines factors of early education group settings that could facilitate a positive learning and emotional climate without detriment to infant-mother attachment. Suggests measures at the home, day-care, and public policy…

Reports on a study of 198 Canadian children, ages 4-8, on their understanding of the role of evidence on the formation of beliefs. Finds that younger children evaluate opinions based on their own beliefs about the situation; older children tend to ascribe knowledge to others on the basis of evidence available to those others. (CFR)

Presents key themes from expanding literature on resilience, drawing from both psychological research and narratives of survivors. Focuses on Kauai study, landmark 30-year longitudinal study on resilience in 698 infants. Also examines survivors of child abuse, distinguishes between unhealthy and healthy resilience, discusses issues of separation…

Results from a standardized parent questionnaire were combined with results of an individually administered developmental screening instrument (the Early Screening Inventory) to predict more accurately which young children (n=1,296) will be at risk for school failure. Results showed the combined approach led to fewer misclassifications, thus…

Examines the benefits of sand play for young children, focusing on areas of cognitive, physical, communicative, creative and social-emotional development. Also discusses the role of the teacher in encouraging children's natural curiosity and exploration with sand play, noting that teachers should observe and interact with children during play in…

This study examined 236 8-year olds from a state with minimal child care standards in an effort to discover possible differences associated with child care histories. Children with more extensive child care experiences were associated with negative ratings by parents, teachers, and peers. (SH)

Literacy should not be limited to decoding written text. More broadly construed, education should address the many ways in which experience is represented, the development of cognitive potential, and differences in intellectual proclivities. The object should be cultivation of a broad capacity to construct meaning. (SK)

The role of narrative and dramatic processes in mediating and shaping both moral judgment and moral action, two processes central to moral development, is examined. The notion of the "moral audience," in which individuals seem to rehearse, review, and redefine their moral actions, is proposed and illustrated. (LB)

Twenty parents whose handicapped children were receiving early intervention services were encouraged to participate in formal education and training on individualized family service planning (IFSP). A significantly greater number of present level of development statements were included in IFSP documents of participating parents. Increased numbers…

Discusses the importance of child caregivers' attention to normal development of infants during the first year of life. Gut level feelings about abnormality are significant in early diagnoses of handicapped children. A list of warning signs that indicate problems in motor development is included. (SH)

Notes that, in working with prekindergarten children, elementary counselors may integrate such therapeutic approaches as play techniques, affective education, behavior modification, bibliotherapy, relaxation training, and family counseling. Focuses on benefits of developmental play counseling and affective education with young children. (NB)

This article describes the Early Childhood Developmental Portfolios developed in Project Synergy at Teachers College, Columbia University, New York. The portfolios document the growth of young children with reference to developmental theory in specific domains and are used to identify, place, and develop curriculum for potentially gifted,…

Examined infant facial expressions at two, four, and six months of age during face-to-face play and a still-face interaction with their mothers. Contrary to differential emotions theory, at no age did proportions or durations of discrete and blended negative expressions differ; they also showed different patterns of developmental change. (MM)

In Texas, the Family Involvement in Education Program offered adult education classes and parenting meetings to parents while developmental day care and tutoring were provided to children. Home visits and family field trips complemented the instruction. (SK)