This is one of four studies which review the state of the art of globalized curriculum development. This new view requires teachers and children to have an ability to deal with tremendous complexity, see situations in new ways - outside past experience - and to perceive system dynamics instead of structural statics. It is a much broader perspective than the usual practice of including international content or cultural awareness in the curriculum. The authors review attitude research on children and descriptive studies of their international attitudes in light of Piaget and the cognitive developmental view, and Kohlberg and the development of moral judgment. Basic conclusions are: 1) that one effective and infrequently used way to improve programs of internationalized education requires determining existing attitudes in children and the factors important to maintain or change those attitudes, and 2) that the period of middle childhood is especially important in the formation of these attitudes. Elementary programs developing globalized or "spaceship earth" curriculum described and criticized by the authors are: Intermediate grades, Joint County School System, Iowa; Intermediate grades, Jefferson County Public Schools, Colorado; Primary Grades, Chelmsford, Massachusetts; United Nations International School, Glen Falls, New York; and open schools at Mankato, Minnesota and in North Dakota. (SJM)