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Four papers give attention to the physically handicapped child. The development of young cerebral palsied children according to Piaget's sensorimotor theory is discussed by F. Annette Tessier. The nature of crippled and other health impaired populations and provisions for their education are summarized by Joan R. Ward, based upon information presented at the Special Study Institute on Professional Preparation for Educators of Crippled Children (West Point, New York, December 9-12, 1970). Richard Galusha describes the Dr. J. P. Lord School for Physically handicapped children, an Omaha, Nebraska public school. In the fourth brief paper, Joe Gaughan reviews a model Title VI-B program for physically handicapped children in Nebraska - a Therapeutic Nursery School. (KW)

The second of 2 volumes of position papers presented at the first Native American Teacher Corps Conference (Denver, Colorado; April 26-29, 1973), is composed of 8 position papers. These include: Indian education: the rights of a people; education and politics; school as it relates to present and future societies; multi-cultural teacher education center at Rough Rock; the visual achievements of the 19th century Plains Indians; crisis in red and white; early childhood in Indian communities; and HEW and state responsibilities to Indian education. (KM)

The studies discussed in this paper are federally funded intervention studies involving preschool children and follow-up studies of early elementary school children. This paper is divided into three major sections: Day Care Intervention Studies, Child Development Intervention Studies, and Child Advocacy Programs. The purpose of this review is to: (1) describe the ongoing studies funded in fiscal year 1970-71 of intervention with preschool and early elementary school children; (2) discuss pertinent findings when they are available, and (3) identify existing gaps and needs in the longitudinal study of preschool intervention. A summary chart highlighting the overall needs and gaps in federally funded early childhood intervention studies precedes each paper. (Author/CS)

The conception of English as something socially learned and of central importance to the development of the individual has obvious implications for the teacher who hopes to develop in his pupils good speaking, writing, listening, and reading. The teacher must cooperate with the child's growth by providing a climate for maturation, an enriching of the child's environment by exposing him to new and wide-ranging experiences, both actual and literary at the primary levels, and principally through literature at the more advanced levels. A consideration of the teaching of English in each of its three aspects--speaking, writing, and reading--completes the first paper. The topics of the remaining five papers are the teaching of English and the general development of children, the aims of teaching English, language and environment considered in relation to knowledge and proficiency, literature and values, and school facilities for the teaching of English. (TO)

Longitudinal studies to clarify and validate objectives and standards of preschool education are advocated. Until the result of such research is available, studies of methods and processes have little practical or theoretical use. Preschool goals generally agreed upon by American educators are the promotion of the child's emotional and social development, and the improvement of mental processes and skills. Current strategies for further defining these goals include: (1) "bag of virtues" approach, which advocates that the child acquire self confidence, spontaneity, curiosity, self-discipline, and specific aptitudes and skills; (2) the class comparison strategy, which assumes a middle class superiority in attitudes, goals, and general life style; (3) the industrial psychology strategy, which says that in order to make it in the system, children must meet certain standards of language and skills, even though they are not termed "deprived" in terms of their own culture. In contrast, the cognitive-developmental approach, which is exemplified by Piagetian stage theory, is favored and is used in this paper to arrive at a strategy for the definition of education objectives. The child and his development, the use of longitudinal data, and some recent research demonstrating relationships between Piagetian stages of cognition and ego stages are also discussed. (NH)

Six papers discuss some of the current issues in the field of mental retardation and human development. Epidemiology of mental retardation from a sociological and clinical point of view is analyzed by Jane R. Mercer, based on studies of mental retardation in the community in Pomona, California. The role of genetics and intra-uterine diagnosis of genetic disorders in relation to mental retardation is discussed by Henry Nadler. William K. Frankenburg reviews the importance of early identification of developmental problems, essential characteristics of screening tests, and some available developmental screening tests, particularly the Denver Developmental Screening Test. Ira J. Gordon considers the effects of early educational intervention programs on early development, focusing upon the family as a target and upon programs that are research programs rather than service efforts without research or evaluation. New directions in reformulation efforts of teacher education are outlined by Nicholas J. Anastasiow. Louis Z. Cooper discusses rubella in terms of developmental problems and family health services. (KW)

In order for any curriculum dealing with the home and family to be successful in the classroom, it is necessary for teachers to accommodate themselves to the requirements of various cultural, ethnic, and religious groups and to become aware of the differences in traditions and situations within all groups. In light of this philosophy, the development of the Social Learning Curriculum for the educable mentally retarded was approached by drawing upon the knowledge of a sociologist. The purpose of this paper is to acquaint teachers with the types, numbers, customs, and patterns of families found in America, providing a basic orientation to the family situations which influence children. The first and lengthiest section of this literature and research review concerns the social factors in the family life and exceptional children. Factors discussed include the extent and identification of retardation, family reaction to the retarded child, effects of family attitudes and reactions, extended family contacts and sibling relationships, and community reactions. Other sections elaborate the topics of the family as process and community; the family and social class, economy, social role, socialization process, and education; and alternative family structures and processes. Related documents are ED 084 658, SO 006 684-686 and 688. (Author/KSM)

The paper reviews studies showing positive and negative effects of maternal tutoring on retarded and potentially retarded infants and children. Results of one of the studies reviewed, on the effects of mother-child interaction on exploratory behavior of Down's syndrome infants (1 1/2 to 3 years of age), indicate that normal and retarded children spend more time exploring objects when the mother is interactive than when she is neutral. Results of a Project EDGE study reveal that Down's syndrome children, 2 1/2-years-old, previously tutored for 18 months, could identify more curriculum and noncurriculum objects than nontutored mongoloid children. A conclusion based on the research reviewed suggests that maternal tutoring is effective in promoting receptive language development and exploratory behavior. Negative effects considered are mother discomfort in the tutoring role and overzealousness or overstimulation, which may be deleterious to intellectual development. Cited are studies to show that quiet, intimate mother-child interactions relate positively and consistently to the child's intellectual development, that use of a training hierarchy permits a child to assert his own problem solving ability, and that arrangement of appropriate tasks and materials maximizes the child's chance for mastery. (MC)

The Language Acquisition Device, or LAD, is related to reading and intellectual development in the first of five papers on cognitive and affective characteristics of exceptional children. A discussion of the intellectual processes involved in learning focuses on the developmental stages of Piaget. A report on a task force to discuss terminology related to minimal brain dysfunction is presented. Also considered are the implications of research for the education of the trainable mentally handicapped and the development of a positive self concept in the retarded. (RJ)

This booklet contains five papers and reports from the Third Curriculum Research Institute of the Association for Supervision and Curriculum Development of the National Education Association (Chicago, May 3-7, 1958). The focus of the Institute was upon "Learning: An Area in Need of Study and Research"; its purpose was to draw on research findings in the fields of anthropology, psychology, and communications for the light they might throw on learning problems in school situations. Included are "Learning More about Learning: A Key to Curriculum Improvement" by Alice Miel; "Personality Theory and Its Implications for Curriculum Development" by Arthur W. Combs; "Anthropology and Learning" by Rhoda Metraux; "The Communication Revolution and Learning" by Robert E. Shafer; "Believing and Behaving: Perception and Learning" by Robert E. Bills; and a concluding section by the Institute staff discussing the ideas brought out in the study groups and suggesting ways to use the materials in the booklet as a basis for further study and research. (DD)

Readiness to learn occurs when a child has achieved cumulative learning of component subskills and the developmental maturity necessary to integrate these subskills into the desired skill. Readiness is relative, however, not only to the skill, but also to the technique of instruction. Thus, readiness for learning a particular skill by different techniques may come at different times. Attempting to force instruction on a child who is not ready can cause the child either to learn the skill by a more primitive technique (one which has little transfer value to other learning) or to "turn off" to learning altogether. "Turning off" means extinction or inhibition of behaviors necessary to learning, such as attention and active involvement. Many school learning problems, particularly those of disadvantaged children, might be avoided if more attention were paid to readiness in the primary grades, when the danger of "turning off" because of lack of readiness is greatest. Experimental programs are needed that would actually delay formal instruction (while filling in necessary experiential factors) until readiness is apparent. (MH)

In exploring the use of the learning process to foster creativity among children from 0-3 years, we must free ourselves from antiquated and erroneous beliefs that school is the only environment in which creativity and learning takes place, and that the teacher is the sole agent of such achievements. Our culture, our environment, and our communication (interpersonal and mass media) are more pervasive factors. An overwhelming urgency exists for revolutionary changes in both the schools and society. The President and the U.S. Office of Education must advocate policy decisions to stimulate communication with creative community resource persons, to develop the creative potential in teachers and teachers-in-training, to establish a National Institute for Creativity, and to nurture development of new sources for creative education beginning with the burgeoning field of early childhood, becoming an integral and pertinent part of the educational program in the schools and culminating in aesthetic education available for the general population. (WY)

Study conducted to determine if performance would be better with a felt pen or a ball point pen and on college ruled as opposed to unlined paper. (RB)

This review of recent and on-going research on day care and preschool experimental and intervention programs was made to draw the findings together and to identify major research issues for the next two to five years. Chapter I describes the overall scope and purpose of the review as well as the major sources of information used, while Chapter II reviews recent and on-going research studies, including surveys of need, availability and utilization of day care, assessments of quality day care, studies of program costs, training programs for child care workers, and impact of demonstration models, primarily for infants and toddlers. Chapter III includes research findings and unanswered questions from day care and other types of early childhood development research, and these findings and questions are organized around the following areas: (1) auspices providing the day care, (2) staffing and training of staff, (3) facilities, (4) children in day care, (5) relationship of parents to the day care program, (6) curriculum, (7) support services, and (8) measurement and evaluation. Chapter IV presents the summary of research issues, priorities, and strategies for: (1) programmatic research, (2) evaluative research, (3) basic research, (4) methodological research, and (5) disseminative research. (Author/SB)

Article takes a critical look at several of the approaches that have been developed to assess children's progress. Testing, they say, is not sufficient as a method of evaluation. (Author/RK)

THIS DOCUMENT IS A BIBLIOGRAPHY OF PAPERS COVERING WORK DONE UNDER OEO CONTRACT 510. THE PAPERS ARE INDIVIDUALLY ABSTRACTED UNDER THE FOLLOWING ACCESSION NUMBERS. PS 000 983, "THE EFFECT OF HEADSTART ON DEVELOPMENTAL PROCESSES." PS 000 984, "THE EFFECT OF TEACHER BEHAVIOR ON VERBAL INTELLIGENCE IN OPERATION HEADSTART CHILDREN." PS 000 985, "A FOLLOW-UP STUDY OF INTELLIGENCE CHANGES IN CHILDREN WHO PARTICIPATED IN PROJECT HEADSTART." PS 000 986, "THE LIMITATIONS OF BRIEF INTELLIGENCE TESTING WITH YOUNG CHILDREN." PS 000 987, "THE JOHNS HOPKINS PERCEPTUAL TEST, THE DEVELOPMENT OF A RAPID INTELLIGENCE TEST FOR THE PRE-SCHOOL CHILD." PS 000 988, "THE SYNTACTIC STRUCTURES OF 5 YEAR OLD CULTURALLY DEPRIVED CHILDREN." PS 000 989, "LANGUAGE CONTROL IN A GROUP OF HEADSTART CHILDREN." ADDITIONAL PAPERS NOT AVAILABLE FOR ABSTRACTING ARE "CLINICAL CONSIDERATIONS IN THE PSYCHIATRIC EVALUATION OF INTELLIGENCE,""SOCIAL CLASS AND INDIVIDUAL DEVELOPMENT,""THE DEVELOPMENT OF INTELLIGENCE,""DEVELOPMENT PATTERNS OF YOUNG CHILDREN," AND "THE ROLE OF LINGUISTIC PRE-TRAINING IN CONCEPT ATTAINMENT IN YOUNG CHILDREN." (DR)

Paper presented at the Merrill-Palmer Institute on Research and Training of Infant Development (Detroit, Mich., Feb. 15-17, 1968).