A child's experience with death is really made up of three components: the direct or indirect exposure to a death, the child's perceptions and reactions toward death, and the intervention of a mediating agent (relative, friend, teacher, counselor, the author of a book or poem, or the creator of a movie or television program). The helpfulness or…

The structure of children's interests changes over time from concrete to abstract. Interest structures differ depending on individual perceptions of preferences and competencies. Longitudinal research with ideographic measures is needed to identify developmental patterns of interests and determine whether Holland's model is valid for children.…

Research on children and media has generally focused on the negative impact of media on developing minds. However, a theoretical framework is proposed for thinking about the role of television for American children from a developmental perspective. Instead of focusing on television's effects, television viewing can be examined as is any other…

When teachers lay the weight of the world's ecological problems on elementary students before they have fostered the kind of connectedness that underlies appropriate environmental education, they create a condition of fear and disempowerment called "ecophobia." The paper suggests that teachers must lead with emotional connectedness…

Reports on the beginnings of visual representation in early childhood by using longitudinal studies in both London, England and Singapore. Finds evidence to support the theory that underlying children's use and organization of visual media are certain robust forms of behavior, or deep structures. (CFR)

Maintains that pictures are one constant aspect of children's books. Reviews research on whether pictures hinder or facilitate the development of reading skills in young children. Provides suggestions on when and where pictures might provide instructional support. (CFR)

Reports on research with preschool caregivers, primary grade teachers, and home caregivers of 605 young children on the role the visual arts play in early childhood education. Finds that parents and personnel at day care centers and nursery schools were sensitive to, and positive about, the role and significance of visual arts. (CFR)

Reviews research on the relationship among young children, their developing skills, and art. Maintains that children's development, like art itself, grows out of the individual child artist and his or her place in life and culture. Presents examples of developmentally appropriate art activities and instruction. (CFR)