Provides an overview of some current developments in services for children and their families, examining the extent to which parents and child caretakers are client recipients or partners in interventions made on their behalf. (RH)

In presenting an outline of parent education activities, discusses the nature of parent education and describes a life cycle approach to interventions. (RH)

Summarizes three lectures presented under the broad title of "Autonomy, Education, and Contemporary Society" and given as part of the bicentennial program devoted to Friedrich Froebel. (BJD)

Argues that a continuous concern for intellectual education from primary school to university is one of the chief educational ways of pursuing autonomy as an ideal. Characteristics of intellectual education are delineated and counter-arguments are advanced against the criticism that intellectual education is one-sided. (RH)

Examines the development of the relationship between school and work during the period from 1870 to the present. Issues mentioned include nursery, elementary, and secondary school trends; political and economic factors; state education; curriculum changes; the child-centered movement; necessary social skills; and individual fulfillment. (BJD)

Critiques ontological, epistemological, psychological, and axiological elements of Froebel's educational thought. Identifies valuable and important aspects of his work and characterizes Froebel as a prophet, healer, and visionary. (RH)

Draws upon observations of children at home and at school in order to consider the messages conveyed by different styles of adult/child interaction and to make suggestions concerning curriculum organization. Calls for a fundamental re-examination of what it means to be a teacher. (RH)

Describes the background of Froebel's religious ideas, focusing on experiences gained while a young child at home, an adolescent apprentice, and a young adult at university. Discusses briefly the reaction of the church to Froebel's thought and shows how Froebel's religious ideas influenced his ideas about educating young children. (RH)

Reviews research indicating that children's writing moves in an age-related sequence from the literal and factual to the metaphorical and affective and shows a growth in awareness of the psychological characteristics of the self and others. Presents an analysis of children's stories that provides guidelines for teachers and researchers to use in…

A total of 40 subjects between the ages of 48 and 60 months were tested on separate measures of physical skill, physical appearance, intelligence, and cooperation. Additionally, three self-concept tests for preschoolers were administered: the Thomas Self-Concept Values Test, the Pre-School Self-Concept Picture Test, and the Purdue Self-Concept…

Presents an outline of a new addition to early intervention work. Explicates both the content and process of mother/infant games, describing ways in which principles from such games can be useful in therapy with young delayed children. (RH)

Investigates whether the Piagetian forms of sensorimotor, symbolic, and constructional play--together with controlled demographics such as socioeconomic status, age, and sex--predict social-emotional variables on the Devereux Child Behavior Rating Scale. (RH)

Describes applied nutrition education in English primary schools. Food activities units are suggested not only as a way of making nutrition education meaningful and enjoyable but also as a way of incorporating many disciplines and skills. (RH)