To examine the antecedents and consequences of social comparison exchanges of preschool children, this paper describes and analyzes several examples of such behavior. Data provide variegated descriptions of the social components of comparison behaviors in naturally occurring classroom contexts. (Author/RH)

Presents an overview of recent projects concerned with the written language of children from preschool age to approximately seven years. Specifically discussed are difficulties of the writing process, the beginnings of children's writing, and developmental aspects of writing. (Author/RH)

Discusses parents' responsibility for providing help and support for their children in school. (RH)

Play patterns of 11 "language slow" preschool children and 11 younger "language competent" children were examined to determine whether age or language use contributed more to mature play. Matched by language level, subjects were drawn from five middle-class preschools and were of middle to upper socioeconomic status. (RH)

Illustrates kinds of intelligence tests, discussing factors indicating intelligence: genetics, reaction time, latency and amplitude, and variability. Lists the advantages and disadvantages of the intelligence tests mentioned. (CI)

Compares the performance of 38 early childhood educators on real-life moral decisions with their hypothetical moral knowledge. The phenomenon of inconsistency between the two types of moral knowledge is explained. (Author/CI)

Interviews of 31 caregivers and directors of day care centers assessed role identity constructs and attitudes toward parents and the child care profession. Results concluded that conflict over attachment issues contributed to problems between parents and caregivers. (Author/CI)

Compares the feelings of identity and security in 44 young adults who had been adopted and 44 who had been foster children. Adoptees appeared more confident and secure; most of those who had been foster children seemed insecure about their legal position and the change in their lives. (CI)

Reviews studies of the kinds of play that influence the cognitive development, problem solving, and imagination of children. Adults' roles in children's play are discussed. (CI)

Evaluates the project, emphasizing (1) the recruitment, training, and support of volunteers; and (2) the collection, preparation, and dissemination of educational materials. (CI)

Reviews traditional cultural values, learning styles, and problems in identifying ethnic groups in the United States. Recommends alternative techniques and strategies in assessing culturally diverse exceptional children. (Author/CI)

Reviews the historical origins of Down's Syndrome, discussing the problems of communicating knowledge of the syndrome and its development from medical experts and psychologists to general practitioners, teachers, and parents. Reviews research findings in the neurobiological field and offers ideas for an educational program for Down's Syndrome…

Thirty preschool children whose parents had shown congruence or lack of congruence in their attitudes toward adult control were observed in naturalistic settings. The children exhibiting the lowest level of prosocial behaviors had mothers with scores representing a high need for adult control and fathers whose scores were below the factor mean.…

Examines the relationship between the mother's presence in the nursery school and the child's interactions with peers and adults. Findings reveal that children spend significantly more time interacting with peers and less time with adults in the absence of the parents. (Author/AS)