Nine mothers of preschool through third grade children from two suburban middle class communities were asked to talk about their children's writing, interactions with their children about writing, expectations for their children as writers, and their own early experiences with writing. (PCB)

Three Spanish/English bilingual kindergarten children were interviewed to discover their views on learning to write. Texts of interviews are presented. (PCB)

Analyzes the effects of particular patterns of teacher response to second grade students' entries in dialogue journals. Results show that elaborative responses lead to increased written output and more complex stories by students. (PCB)

Early childhood education majors enrolled in a reading methods course completed a questionnaire on teaching writing. In general, the students supported a process approach to teaching writing, believed that such an approach could be easily implemented in a classroom, and intended to use a process approach themselves. (PCB)

Examines young children's emerging abilities to organize their written language performance under different writing conditions, before they are able to read and write conventionally. (PCB)

Examines the progress of seven children, ages three to five years old, in the acquisition of written language. Relates findings to suggestions for types of writing experiences to provide in preschool programs. (PCB)

Argues that the unequal status of Maori and women in New Zealand society must change. This change must involve human goals, not financial or politically expedient ones. (PCB)

Considers the possibility of the use of a politically sensitive analysis informed by feminist critique as a way of dealing with the problems of relativism exposed by deconstruction. Discusses implications of deconstructionist thought for work in the field of human development. (PCB)

A discussion of Foucault's formulation of discourse and insights from the works of Dewey, Merleau-Ponty, and Bourdieu are used to analyze the discourses surrounding becoming a parent. (PCB)

Identifies some sources of theoretical confusion in the field of human development and some ways to think about this confusion. Calls for a reorientation of researchers' perspectives toward themselves and those whom they study. (PCB)

Presents the work of Bronfenbrenner as providing a framework within which the subject matter of human development can be organized and applied. The relevance of Bronfenbrenner's ecological perspective, and implications of adoption of that perspective with reference to studies of families and learning environments, are discussed. (PCB)

Examines the role that affect may play in the understanding of human development. An ecological approach to perception is used to provide a basis for discussion of the adaptive function of affect. (PCB)

Provides a framework for discussion of a nonindividual approach to the understanding of development. Emphasizes the need to capture the dynamic nature of interactive events which characterize participation in human life. Suggests that some concepts associated with developmental studies may need to be discarded. (PCB)

Beings participating in mutual interrelationships with an environment do not need memories. Instead, they are involved in remembering as part of their continual adaptation within that environment. (PCB)

Attempts to identify elements of universal language and probes the limitations of the communication metaphor. Universal language is discussed in terms of the theory of quantum nonlocality and the implications of this theory for communication with extraterrestrial beings. (PCB)