Examines preschool children's understanding of the reading process. Results indicate that children's immediate experiences and their developmental characteristics had an impact on their conception of reading. (Author/AS)

Extensively surveys the literature to illustrate the concept of parent education from the 1830s to the 1980s. Describes historical "modes," or views, of childrearing and the role of the private sector and the federal government in parent education programs. Implications for early childhood education are pointed out. (AS)

Discusses the issue of increasing the confidence and competency in minority parents' strategies for helping their children with handicaps to grow and develop. Also describes the procedures for implementing proper education and training of parents in order to help them utilize proper strategies and to generate expertise for effective parenting.…

Describes recommendations of the Warnock Committee regarding the field of special education, and reports several important concepts of the 1981 Education Act. Additionally elaborates on the implications the Act has for parents whose children have special needs. Cautionary notes regarding consequences for practice are pointed out. (AS)

Describes several categories of educational opportunities available to young children in the United Kingdom, specifically mentioning nursery schools, nursery classes, reception classes for "under fives" in primary schools, combined day care/education centers, special schools and units, provisions other than local education authority services,…

Briefly discusses potential biological-medical, personal-social, parental-family, and socio-demographic risk factors in infancy. (AS)

Discusses results obtained from a longitudinal experiment in early education designed to prevent mild mental retardation in high-risk families. Indicates that risk frequently becomes manifest deficits by the second year of life but that systematic and intense early education can prevent that occurrence. (AS)

Describes the development of 126 preterm infants studied throughout their first 2 years of life and then retested at age 5. Examines social-environmental factors in the interaction between infant and mother that are associated with more-or-less successful mental development. (AS)

Provides descriptive data on mother/infant interaction in two ethnic and maternal age groups. Participants were 32 lower-income Black and Cuban-American, teenage and adult mothers and their 12-month-old infants. Cuban-American mothers demonstrated a task with verbalization significantly more often than did Black mothers. Adult mothers showed a…

Studies 45 low-medical-risk preterm infants and 23 healthy term neonates, revealing that preterms are more wakeful but not more visually responsive than full-term infants. Intrameasure correlations suggest that the organization of wakefulness and visual responsiveness is different in full-term neonates and in preterms at expected date of birth.…

Studies four groups of infants with iron deficiency but without anemia in an attempt to discover behavioral signs that can be used to index high-risk probability for iron deficiency. Solemnity in well-attached infants is suggested as a clinical sign to indicate the need for biochemical screening for iron deficiency. (AS)

From a developmental-structuralist perspective, describes stages of child development; presents operational criteria to help the clinician categorize infants and young children whose behavioral and emotional patterns may fall outside the expectable, normal range; and illustrates the diagnostic approach with five case studies. (RH)

Examines three cases in which nurses were relatively unsuccessful in improving the qualities of maternal caregiving. Emphasis is given to understanding psychological and social factors within the family that interfered with the nurses' efforts to promote positive parental caregiving. (Author/AS)

Addresses economic, political, and ideological aspects of race which one needs to be concerned about when teaching about this subject. (MP)

Argues that multicultural education in Britain does not reflect the reality of the Black presence and experience. Calls for an antiracist process of education and socialization that enables all pupils to develop a critical view of life and society. (MP)