Urges teachers, in helping children acquire language power, to provide opportunities for the students to enlarge their experiences and then help them find appropriate words to clarify and organize thinking about that experience. (MM)

Research supported in part by a Public Health Service grant from the National Institute of Child Health and Development. (VM)

Discusses linguistic theory, especially the distinction between participant'' and spectator'' language (the use of a language vs. the study of the language.) (SP)

Article supported in part by a grant from the Maternal and Child Health Bureau (VM)

Preliminary version of this article presented at the meetings of the Society for Research in Child Development, Minneapolis, Minnesota, April 1971. Research and preparation of the paper supported in part by an Intramural Grant from the Regents of the University of California to T. Kenney. (VM)

Research supported in part by a National Science Foundation Grant. (VM)

Teachers, through raising their eyes from textbooks and looking at living language as it influences the lives of individual people and the course of human events, can help children preserve their early zest for language. (Author)

Presents a linguistic analysis of malaproprisms produced by children. (MM)

Results imply that in early childhood education the language of test instructions and reading programs could be better geared to the child's linguistic competence. (Author)

Paper presented at the annual meeting of the American Educational Research Association in Chicago, February 1968. Appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education. (FWB)