A 7-month longitudinal study of 20 2- and 3-year-old children shows that children at an early age already know that counting words each refer to a distinct numerosity, although they do not know to which numerosity. It takes children a long time to learn the latter. (SLD)

Pediatricians (n=342) responding to a survey reported that they nearly all routinely performed some type of developmental screening; most recommended more training in developmental/behavioral pediatrics in residency programs; and 83% were aware of Public Law 99-457, but less than half were familiar with all of its provisions. (Author/JDD)

Reviews four books on early childhood education: "Understanding the Nursery School" (David Hartley), which examines Scottish Nursery Schools from a sociological standpoint; "Teaching Media in the Primary School" (Adrian Emerson); "Learning Difficulties in Primary Schools: Delivering the Whole Curriculum" (Kevin Jones…

Reports two studies that used social validation methods to collect parents' and teachers' implicit theories of indicative and contraindicative aspects of children's creativity. Compared those theories with theories reported in previous research. Tested a revised version of the Parental Evaluation of Children's Creativity that samples both…

Notes that parents need to be supported, valued, and educated to contribute to healthy sexual development of their children. Presents rationale for counselors to guide parents as primary sex educators for their children through collaboration with counselors, administrators, and parents. (Author/NB)

As part of a continuing dialog, this response to Johnson and McChesney Johnson (1992) focuses on the many areas of overlap between principles of Developmentally Appropriate Practice and current early childhood special education principles of early intervention. (Author/DB)

As part of a continuing dialog, this response to Carta et al. (EC 607 082) raises questions about the comparability of early childhood special education and Developmentally Appropriate Practice principles and examines philosophical differences over the meaning of integration of curriculum and assessment and the importance of active engagement. (DB)

Reviews the research on (1) developmental stages of play among young children; (2) solitary play as a separate continuum with its own developmental stages; and (3) benefits of solitary play on the child's whole development. (BB)

Mothers' ways of structuring conversations about past events are related to children's abilities to structure personal narratives. When mothers provided temporally complex and informationally dense narratives about the past to their 2 1/2-year olds, the children recounted similar accounts a year later. (Author/BB)

Reviews three aspects of literature on parental and nonparental child care pertaining to socioemotional development during infancy, preschool, and school-age years: (1) determinants of parenting and factors influencing parental behavior and parent-child interactions; (2) link between parent-child interactions and child development; and (3) effects…

Argues for expanding the present discourse on developmental appropriateness on the grounds that this discourse assumes consensus about child development; is premised on a suspect notion of broad, universal stages; and ignores alternative perspectives on learning and development and the relationship between the two. (LB)

Studied the transactional relationship between parental support and the development of competence in children. Results indicated a strong effect of parental support on a child's competence in infancy, a gender-differentiated stability of competence from infancy to the end of elementary school, and a relationship between the competence of a child…

Presents answers to 12 questions parents might have about reading aloud to young children (e.g., why, how, when to begin, teaching reading, building a love of books, choosing books, and the whole-language approach). The article discusses the educational advantage reading aloud gives to children in their early years. (SM)

Educators (n=84) were randomly assigned to one of two groups reading either an ecological assessment report or a developmental assessment report written for the same student with severe disabilities. Analysis indicated that educators reading the ecological assessment had significantly higher expectations for student accomplishment than those…

The validity of the Adult Attachment Interview (AAI), and its relation to toddlers' social and emotional adaptation, were investigated. The AAI and the Parental Bonding Instrument were related, but only the AAI yielded classifications that corresponded to the quality of infant-parent attachment. (Author/LB)