The needs of children have not been major forces in shaping child development research; the pressures of such influences as war, violence and poverty on their lives have received little attention. Changes in the child development sciences have been linked primarily to changes within the discipline. Educational research has been no more relevant to social need than scientific research. Technological effort in the behavioral sciences has not produced much of a foundation for solution of children's educational needs. Solid curriculum elements have come from basic as much as from applied research. Current trends toward anti-scientism and the cut-off of funds for child development research will further limit our ability to meet children's needs. Lack of research and training funds now will affect children decades in the future. The research most needed is in the area of psychosocial development. Little research has been conducted concerning the social variables affecting cognition. It is suggested that the variables of tasks, influence source, influence procedure, social setting of the classroom, cultural and familial context, non-social environment and individual differences be studied. Studies of how social cognition develops are also needed. It is predicted that the lines of demarcation between studies of cognitive and social development will soon disappear, in itself a step toward better meeting children's needs. References are provided. (KM)