This article synthesizes the relationship of human development and learning to industrial arts. It discusses developmental stages and tasks according to Havighurst, Piaget, and Erikson and how they each apply to industrial arts (CT)

Determined nonbiological characteristics that discriminated between age groups and hypothesized life stages for these groups (provisional adulthood, age 30 transition, and settling down). Life stages do not fit completely but were of some use in describing the age groups, particularly provisional adulthood and settling down. (Author/BEF)

Presents a synopsis of moral development stages and the rationale for considering the significance of moral stages in group member selection. Moral growth should be facilitated during the productive phase of group process in which members deal with their differences, rather than ignore them. (Author/BEF)

Summarizes findings in brain research that directly impact how caregivers interact with young children: (1) interplay between genes and environment; (2) contributions of early experiences to brain structure; (3) effects of early interactions on brain "wiring"; (4) the non-linear progress of development; and (5) children's biological…

Two studies examined relationships between play and other developmental domains. Found that play was correlated with adaptive and fine motor skills at 12 months and with language at 20 months. Between 14-36 months, play was correlated with all Mullen Scale of Early Learning subtests. Language expressive and visual expressive scales predicted play…

Conducted research, based on Erikson's theory of identity development, to examine anorexic's progression through early stages of development. Results support the view that the negative aspects of development are clearly present in the anorexic. Findings have implications for school counselors. Introductory questionnaire on anorexia is appended.…

Extends Loevinger's ego development theory, by presenting a specific application as an example, to elucidate how men perceive gender roles and their relationships with others. The implications for counseling are considered. Two clinical examples are included. (EMK)

Discusses research which suggested that building specific developmental assets among adolescents related to lowered risk-behavior patterns and increased patterns of thriving behavior among an aggregate sample of nearly 100,000 secondary school students in 213 U.S. communities. The paper discusses issues related to the scientific foundations,…

Explores giftedness from infancy to adolescence within a psychodynamic developmental framework. Gifted development is discussed in terms of drive, ego functions, object relations, and self-experience. Also discussed are the history of giftedness, gifted infants and preschoolers, gifted school-age children, and giftedness in male and female…

Maintains that Muller and Overton (1998) challenge the current Zeitgeist regarding infant cognitive development. Suggests that researchers reconsider infants as developing actors in a meaningful environment, not as born philosophers. Notes the need to explore processes underlying key transitions in infancy and the relation between action and…

Developmental Science aims to generate a new body of knowledge that encompasses and integrates findings from various well-defined academic disciplines concerned with developmental processes of human and non-human organisms. Although all development related research traditions surely have their own distinct history, certain theoretical ideas…

Difficult as it may be to accept, loss and grieving are natural components of living. Traditionally, the bereaved have relied upon the help of clergy, family, and the medical profession. The behavioral and social sciences virtually ignored loss, grief and bereavement as subjects until as recently as 15 or 20 years ago. However, counselors are…

Participants (N=24) included undergraduates and nontraditional students over age 25. Of the critical events investigated, 27 percent were qualitatively different from Chickering's description of developing autonomy but were similar to his relationship task. Concluded there is no single way to develop autonomy. (Author/ABL)

Presents a historically based outline of six stages of human normative development. Elucidates this outline phenomenologically and derives a hierarchical scheme of normative behavior from which to develop programs of moral education. (SK)

A developmental process consisting of four phases that emerged from graduate students' reports of their experiences in a course promoting self-direction is outlined and compared with research on similar processes in other groups. (MSE)