Outlines three constructs, the assumptive reality of childhood and the imaginary audience and personal fable of adolescence, which help explain normal and problem behavior. Counselors are asked to accept the young person's view of reality as valid and help him/her distinguish between personal and social reality. (Author)

Young children think and learn differently, yet early childhood education is now subject to new pressures. Many believe that early exposure to technology accelerates mental development and improves sensory and mental capacity. There is no factual support for this idea. Children who grow up with technology are not necessarily more proficient with…

Discusses some of the problems involved in social science teaching at the elementary school level, including general lack of knowledge among subject matter specialists about children, ignorance of child development specialists regarding social science disciplines, and the failure of educators to observe children's behavior before they develop and…

The question of how to integrate developmental (Piagetian) and psychometric conceptions and assessments of intelligence is considered. A solution which incorporates the contributions of each position--intelligence as forms and as traits--is offered. Premises and objectives of each tradition are reviewed and compared. Overlaps make synthesis…

In five sections, this paper explores dimensions of early childhood education: schooling generally construed as nonparental instruction in knowledge, values, and skills. Section 1 looks at some of the factors which have contributed to the rapid growth of early childhood education in modern times. Section 2 briefly highlights the contributions of…