Two approaches that apply Piaget's theory of cognitive development to the study of child psychopathology are presented. (PCB)

Speculates about possible future directions for Canadian education and briefly indicates developing conditions that directly challenge the program of the World Organization for Preschool Education. (RH)

The social and play behaviors of toddlers enrolled in two early childhood programs were videotaped and then analyzed with regard to categories of child interaction, play behavior, and adult interaction. (RH)

Aims to (1) identify and define problems faced by preschool day care personnel as they attempted to mainstream one totally blind child into their program and (2) rank problems according to the degree of concern involved adults felt about the problems. (RH)

Reports aspects of a case study of educational politics relating to early childhood education in California. Confirms the complex and political nature of evaluation and lists evaluation dilemmas played out in the policy arena. (RH)

Describes a service to parents that connected those experiencing urgent parenting needs with individuals and agencies capable of providing help. (RH)

Provides an overview of some current developments in services for children and their families, examining the extent to which parents and child caretakers are client recipients or partners in interventions made on their behalf. (RH)

In presenting an outline of parent education activities, discusses the nature of parent education and describes a life cycle approach to interventions. (RH)

Summarizes three lectures presented under the broad title of "Autonomy, Education, and Contemporary Society" and given as part of the bicentennial program devoted to Friedrich Froebel. (BJD)

Argues that a continuous concern for intellectual education from primary school to university is one of the chief educational ways of pursuing autonomy as an ideal. Characteristics of intellectual education are delineated and counter-arguments are advanced against the criticism that intellectual education is one-sided. (RH)

Examines the development of the relationship between school and work during the period from 1870 to the present. Issues mentioned include nursery, elementary, and secondary school trends; political and economic factors; state education; curriculum changes; the child-centered movement; necessary social skills; and individual fulfillment. (BJD)

Critiques ontological, epistemological, psychological, and axiological elements of Froebel's educational thought. Identifies valuable and important aspects of his work and characterizes Froebel as a prophet, healer, and visionary. (RH)

Draws upon observations of children at home and at school in order to consider the messages conveyed by different styles of adult/child interaction and to make suggestions concerning curriculum organization. Calls for a fundamental re-examination of what it means to be a teacher. (RH)