Examines expressed values among European American and Latino children, their parents, and teachers. Notes the multifaceted nature of individualistic and collectivistic conceptions of relationships and ways in which cultural conflicts may be manifested in children's learning environments. Maintains that individualism and collectivism can be…

Uses the concept of root metaphors to analyze the discourse of mothers, college students, and early childhood teachers regarding children, development, and learning. Found that preschool teachers offered more uniform views of children than other groups. Maintains a one source of miscommunication about children is the differing implicit ideas about…

Analyzes the discourse between Latino immigrant parents and their children's elementary school teacher during parent-teacher conferences. Finds that parents and teachers often use different criteria to evaluate children's progress, with the teacher holding more individualistic goals for the child's development and the parents' goals being more…

Argues that in addition to domains of value, young children recognize distinct domains of truth. Notes that although value judgments have been shown to be differentiated by age 4, research suggests truth judgments may not be similarly differentiated before grade school age. (JPB)

Explores parallels in children's moral and mathematical judgments. Considers how children coordinate these judgments with concepts of authority, particularly when using conventionally determined symbol systems to convey logical and social meanings. (JPB)

Notes that moral decisions include both moral concepts and factual beliefs. Considers possible sources of variation in factual beliefs and presents research into children's and adults' thinking about practices based on factual beliefs different from their own. Discusses how individuals take these differences into account when judging the seemingly…

Investigates the ways in which young adults make judgments about two contrasting kinds of rights: moral worthiness (the aretaic) and moral obligation (the deontic), reflecting on how thinking in these areas may be coordinated with responsibility judgments and behavior. Discusses what might be gained if the aretaic domain were taken into account in…

Examines the distinctions and interrelations between necessary and contingent knowledge and relates these concepts to the distinction between scientific and empirical validity. Considers how these distinctions can be applied to an understanding of morality, arguing for a relational rather than absolutist approach to questions of necessity. (JPB)

Discusses the history of the dichotomy drawn between fact and value, tracing its development from modernity to postmodernity. Advocates a relational approach that permits diversity in the context of unity, in which the conditions "is" and "ought" are complimentary. (JPB)

Presents a longitudinal case study of one girl's artistic development from age 2 to 6 years to illustrate the interplay between the child's symbolic development and the social context in which she draws. Considers the observer-researcher as a "co-constructor" of artistic development, highlighting the need for models of development that integrate…

Examined the mechanisms of peer influences on fifth-grade children's drawings. Observed the socio-collaborative processes by which children influence each other's artistic styles; found gender differences in content, technical quality, and meaning. (JPB)

Investigated the development of individual style in 3- to 10-year-old children's drawings. Assessed about one-third of children as having distinctive styles; these children were most frequently younger and showed higher aesthetic and creativity ratings in their drawings. Considered the probable sequence in children's development of artistic style.…

Investigated the effects of menarche on the continuity of adolescent girls' drawing styles. Found that individual styles over a 4-year period were discernible across 6-month intervals but not when the interval spanned menarche, indicating a discontinuity related to developmental transitions. (JPB)

Investigated the components of artistic style in young children, using longitudinal studies and a retrospective measure in which judges used children's later drawings to identify their art from earlier in childhood. Explored the concept of "artworld" as an aid in elucidating children's art and style by accounting for the "how" and "what" of…

Introduces the basic ideas of Jacob Moreno's (1934) historical model of sociometric judgment and discusses how developmental psychologists have used this model in child development research. Traces the development of sociometric techniques to study children's peer relations, and notes the limitations of contemporary sociometric techniques. (JPB)