Two studies demonstrated the usefulness of single-subject research in providing a teacher with empirical support for using one method of instruction rather than another for a particular special-needs child. Drill-and-practice software helped older hearing impaired students learn to spell and define new words. (RH)

Use of video recorders may enhance young children's comprehension, recall, memory, and problem-solving skills. Research should be conducted on ways in which the combination of the video recorder and computer technology may facilitate children's learning processes. (RH)

Addresses two questions: (1) Can computers be used effectively to teach young children? (2) Should computers be used to teach young children? Directions for future research are suggested. (RH)

Discusses effects of introducing children to computers, including effects on children's sense of time and potential negative effects on children's play. Concludes that the trend toward computer technology in the classroom cannot be turned back and urges that teachers insure that the technology is not used repressively. (RH)

Shares insights concerning preparation needed for using Computer Management of Instruction (CMI), the general structure of a CMI system, and some system features a user might encounter. Describes the development of Arkansas' Computer-Assisted Instructional Management system for mathematics instruction. (RH)

Reports elementary school administrators' and teachers' perceptions of students' competence with microcomputers. The majority of survey respondents were aware that dramatic changes and effects of computerization exist in their schools. Implications for educators are identified. (RH)

Describes a computerized system for collecting test scores and other data that are useful in gauging the performance of children as they progress through the South Carolina public schools. Draws implications for research best addressed with longitudinal data bases. (RH)

Previews articles in this special issue on Early Child Care and Education. Formulates important curriculum and training questions. Argues for eclectic consideration and application of research findings for the purpose of promoting optimal Early Child Care and Education. (DE)

Compared social-cognitive development of 40 preschoolers from constructivist and Montessori programs who were playing a board game. Analysis of interpersonal negotiating strategies and conflict management showed that children from constructivist programs were more advanced in their social cognitive competence than were children in the Montessori…

Provides synopsis of the High/Scope curriculum research. Presents findings on the three programs studied: child-centered, open-framework, and programmed learning. Reports no academic differences, but significant social-behavioral outcomes. Argues that high quality early childhood education programs take a child-initiated learning approach. (DE)

Reviews various types of child care in France. Assessed affective level of 262 children aged nine months to 3 1/2 years who were cared for at home, at a day care center, or at a family day care home. Differences found for the three settings did not persist after children entered nursery school. (DE)

Reports effects of three different types of high and low quality child care in Canada: licensed and unlicensed family day care, and licensed center care. Examines the relationship among preschool environments, family background, and children's development. Suggests that although all three variables are significant, family background may be the…

Fifty two-year-olds and fifty three-year-olds from low-income families were observed in 10 urban day care centers. Child-teacher interactions were coded as positive or negative. Boys engaged and elicited more negative behaviors than did girls. It is concluded that providers should not reinforce negative behaviors in children who are emotionally…

Compared peer social interaction of 159 low socioeconomic status (SES), Head Start preschoolers and 91 middle SES private preschoolers. Although low SES children had more initiations and responses than did middle SES children, they also had more difficulty in responding appropriately and had more negative than positive responses. (DE)

Examines reasons that the care of infants in day nurseries often becomes impersonal rather than intimate, and suggests ways of counteracting this. (DE)