Examines developmental changes in children's self-esteem. Presents suggestions for parents to help their children develop an accurate self-perception, including encouraging children to value a wide range of competencies, accepting and acknowledging children's weaknesses and limitations, encouraging their attempts to change, supporting children…

Analyzes children's and mothers' accounts of the economic consequences of divorce for children in Botswana. Notes that most mothers and children reported economic hardship following divorce, although a few reported improvement or no change in economic circumstances. Traces the implications for the social and psychological well-being of children.…

To succeed, educational leaders must be able to forge working relationships with many people and be mediators and mentors, negotiators and networkers. Administrators must be self-confident, be able to modulate emotions, be unusually persuasive, cultivate positive relationships, and continually develop their emotional intelligence. The right kind…

A study that explored the gender schemata of a select cohort of 13 adolescent males found they had an androgynous sex-role identity. Most of the adolescents employed a sophisticated critical rationalism to construct their gender schemata; however, several expressed awareness of an asynchrony between their emotional and intellectual development.…

Describes patterns of interaction between hard of hearing and deaf children as well as hard of hearing children. Shows that an easily used sign language code enabled the children to take part in dialogs and had positive consequences for their play as well as their social and emotional development. (DSK)

The role of coeducation versus single-sex schooling in the academic, socioemotional, interpersonal, and career development of adolescents is discussed, and arguments and research support for both types of schooling are reviewed. Separate-sex schooling seems to provide potential benefits for at least some students. (Author/SLD)

Highlights evidence of cultural variations in child attachment, noting how western values and meanings permeate attachment theory. Comparisons of the United States and Japan emphasize the cultural relativity of three core hypotheses of attachment theory related to: caregiver sensitivity, child social competence, and a secure base for exploring the…

Findings of three studies indicate that young children with Down syndrome perform similarly to typical controls matched on mental ages (MAs) of approximately 3 years. However, by developmental age of 4 years, children with Down syndrome performed worse than both MA-matched typical children and children with non-Down syndrome types of mental…

Forty-five preschool children were interviewed and their classrooms observed to determine their ideas about helping others, their understanding of emotions, their acceptance of individuals with disabilities, and their social contact with classmates with disabilities. Children with social contact with disabled classmates had significantly higher…

Asserts that teasing and bullying are hurtful to children physically and emotionally, and can seriously affect the child who does the teasing or bullying, the child who is teased or bullied, and bystanders who see it happening. Offers suggestions for Head Start to take positive action to address this behavior before it takes root and grows. (SD)

Emotional intelligence and social behavior were explored in a study with 11 adolescents. Results found that those with higher emotional intelligence were better able to identify their own and others' emotions in situations, use that information to guide their actions, and resist peer pressure than others. (Contains references.) (Author/CR)

Examined behavioral inhibition and psychophysiological markers of frontal electroencephalogram (EEG) asymmetry for children identified at 4 months as at-risk for later inhibition. Found that 4-month temperament predicted inhibition over first 2 years and behavioral reticence at 4. Infants remaining inhibited displayed EEG asymmetry as early as 9…

Examined in 2 studies 3- to 7-year-olds and adults' connecting a person's current feelings to past experience. Found that even 3-year-olds demonstrated knowledge about connections between past events and present emotions. Children 5 years and younger revealed cogent understanding in explaining why someone who experienced a previous negative event…

The renowned teacher, writer, and psychiatrist discusses the influences on his life; the importance of helping students develop morally and emotionally as well as cognitively; the importance of connecting ideas to our own lives or the lives of others; and how children, through their stories related, remembered, and conveyed, teach us as we teach…

Teachers and longitudinal researchers have observed that the long-term benefits of participating in a quality early childhood program are more social than academic. Early childhood is a unique stage of life, not an opportunity for intervention and remediation. Kindergarten and first-grade environments should be flexible, activity-oriented, and…