Assesses the status of children's intellectual rights in educational policy. Examines the history, nature and purpose of public schools, detailing a complex interaction of rights, interests, functions, and constraints. Includes specific practical guidelines for educators, parents, and students. (NH)

Analyzes political indoctrination of children from a legal point of view and discusses four models of child-parent state relationship. Argues for a compromise interpretation of the Constitution; which would prohibit public schools, as agents of government, from indoctrinating children, while setting no limits on parents. (NH)

Proposes six legal principles of children's intellectual rights that can be derived from the First Amendment. Argues that only the government (including public schools) is constitutionally obligated to act in accord with these principles. Proposes that the principles can serve as ethical guidelines for parents and private schools as well. (NH)

Provides a philosophical defense of the view that children have an ethical right to an education that helps them become critical thinkers. Argues for a child's right not to be indoctrinated by anyone and points out an important distinction between morally repugnant indoctrination and nonindoctrinative inculcation of beliefs and attitudes. (NH)

Considers whether children have a right to education, to access to knowledge, and to freedom of expression. Although sympathetic to the view that children should be seen as persons with broad intellectual rights, explores some concrete cases that illustrate the difficulty of applying abstract principles to specific situations. (NH)

Summarizes author's expert witness testimony in West Virginia court case (1985) involving prayer in public schools. Covers the constitutional issue of separation of church and state, the specific issue of school prayer, the particular law under legal challenge, and the perceptions of a Catholic boy and a Jewish girl directly affected. (NH)

Argues that studies of young children's cognitive, socioemotional, and physical development in group day care generally support the social realities of contemporary family life, including the need for developing high-quality professional infant and child care systems. (HOD)

Suggests that variations in the quality and type of infant care, in institutional and other settings in different cultures and social classes, can have influences on the long-term development of the child's rate, level, and type of cognitive development. (HOD)

Proposes the use of a distancing strategy model as an approach to studying the social genesis of representational competence in children. Explains how the model describes teaching strategies that make cognitive demands on children. (HOD)

Explores possible influences on children's early development that originate with parents, grandparents, and even more distant family relations. Explains how these transgenerational influences may provide deliberately articulated strategies for child-rearing or may represent unstated, background values that have unconsciously been incorporated into…

Examines the early learning experiences of great men and women mathematicians to determine whether their lives were stimulated in symbol modes that generated semiautonomous cognitive systems of acquiring, processing, and originating vast complexities of abstract mathematical concepts. (HOD)

Explains how the Suzuki Method introduces young Japanese children to learning situations in structured ways that develop their control of learning behavior earlier than is typical in the West. (HOD)

Discusses the potential role of temperament dimensions for the development of mother-infant attachment relations as measured by the Strange Situation Assessment. (HOD)

Focuses on the role of temperament in early psychosocial interaction, specifically as it relates to infant-mother attachment. Also considers how temperament may influence the infant's cognitions, emotions, and behaviors and thus affect his or her adaptation to social events. (HOD)

Reviews and critiques research that has assessed the effect of infant temperament on caregiver behaviors and concludes that the relationship between temperament and caregiving behavior has not been adequately tested. Offers conceptual and methodological guidelines for future research. (HOD)