After listing a selected bibliography on the affective and its impact on the curriculum, this section provides procedures for developing a form for reviewing books on the affective, summarizing the data found on the form, and searching for schemes to make the material useful for curriculum workers. (Author/IRT)

Borrowing freely from Freud, Piaget, and others, this article compares and integrates primary (emotional) and secondary (intellectual) process according to seven distinct but overlapping structures: (1) weight; (2) pathways; (3) time and space; (4) operational dialectic; (5) sources of energy; (6) morality; and (7) historical antecedents. Primary…

The use of puppetry is discussed as a means to facilitate the expression of feelings in young children. Four puppet stories actually used are included, along with materials and props needed. (Author)

This paper reviews literature on conceptualizations of empathy, examining (1) whether empathetic response is an understanding or sharing of affect; (2) whether empathetic response is a response to an object, another's affect, and/or circumstance; (3) which mechanisms explain empathy; and (4) whether various definitions of empathy require…

This paper discusses the learning process from a socioemotional point of view, emphasizing the role of conservation skills. (SB)

Jerzy Kosinski's "The Painted Bird" is used as a case study to illustrate the universal and necessary unity which binds loneliness, hostility, anxiety, and despair over the possibility of communicating within individual isolated human consciousness. (HOD/Author)

Considers possible links between development of empathy and some children's spontaneous creation of imaginary companions or situations, citing examples of Agatha Christie's "Autobiography." Questions if such activities show ability to "decenter emotionally." Suggests need for better methods of assessing emotional decentering…

All children should be started in school, and subsequently promoted, on basis of their behavior age rather than on basis of their age in years. Research data support this idea, and some schools that have adopted it as policy find that they can reduce failure by 50 percent. A child's school readiness can be tested with a behavior examination. (KH)

Discusses methods used to settle the emotional debt of love and nurturance withheld by the parent and owed to the child. The child, as an adult in a therapy setting, is responsible for the resolution of the conflict created by the parent-child relationship. (Author/ABB)

Comments on G. Zivin's model of expressive behavior development, presenting support for (1) affect-induced and (2) spontaneously generated emotion and expressive behavior. Argues that these phenomena are mediated by sensorimotor and sensory-perceptual processes. (HOD)

Reports a preliminary study on the stability of emotional expressions of four mothers and infants during the six to eight month period of the infant's life. Two hour videotaped home observations were assessed using a rating scale. Findings suggest emotional stability for mothers and dyads but not infants. (CB)

Mothers reported their toddlers' reactions to child-directed and child-observed emotions expressed by others. Results indicated that (1) self-concern and angry defiance were more frequent, and concern for others less frequent, when anger was expressed, and (2) maternal anger toward the toddler was associated with prenatal period attitudinal…

The paper reviews research on the issue of continuities and discontinuities in development, focusing on affective and cognitive-motivational aspects. The theoretical view of Rene Spitz is reviewed. Findings comparing abused/neglected and perinatal risk infant populations with normal infants illustrate differences in both affective and…

A social emotional adjustment inventory for hearing impaired children (three-six years old) is described in terms of its norms, statistical item analysis, factor analysis, and reliability and validity. The inventory is intended to identify children who need additional help in social and emotional development. (CL)

Attention should be paid to the normal affective needs of the handicapped child. (DB)