The material reported here was developed as part of a systematic effort to develop techniques to evaluate the effectiveness of a nationally implemented early childhood program. The Classroom Attitude Observation Schedule technique has been implemented in a number of school districts as a means of assessing program implementation of the Tucson…

Discussed in the handbook is a noncategorical, interdisciplinary approach to the provision of special education programs and services for handicapped children, 3-to 5-years-old. Among the topics covered are the importance of early intervention; communication and language development; educational intervention (including teaching methods for…

Presented is a resource guide which provides an overview of approximately 185 commercially prepared preschool educational materials available to regular and special education classroom teachers. Materials have been categorized into nine instructional areas: cognitive development, number concept development, perceptual-motor development, language…

This document is a transcript of the proceedings of a one-day meeting held in Austin, Texas on March 29, 1967. Participants included representatives of the national Head Start Planning Committee, the Head Start Research and Evaluation Division in Washington, D. C., and the staff and study directors of the regional Child Development Evaluation and…

This report describes the Cognitively Oriented Curriculum based on Piagetian theory which is used in the Perry Preschool Project. The purpose of this long-term project is to help educationally disadvantaged Negro children develop the concepts and abilities necessary for academic success. The Piagetian theory of cognitive development is discussed…

The method of utilizing a criterion-referenced testing system by employing the following progression of curriculum development is recommended: 1) A theory of childhood development or learning is identified; 2) Curriculum is developed based upon that theory; 3) Criterion-referenced tests, with items stated in behavioral terms, are developed. An…

This study examined the instructional effectiveness of three software learning environments--LOGO, drill and practice, and teacher-directed activities--for preschool special needs children. Cognitive distancing was applied to classify children and child-software interactions; dependent measures included indicators of problem solving, skill…

This book examines how culturally specific aspects of Japanese preschool children's narrative discourse skills develop and eventually lead to literacy. It discusses how language shapes and is shaped by culture-specific experiences, analyzing how young Japanese children develop narrative structure and how Japanese parents guide their children in…

This early intervention kit includes a Comprehensive Early Stimulation Program for Infants (CESPI) instruction manual, an early interventionist workbook, and ten parent/caregiver workbooks. The CESPI early intervention program is designed to provide therapists, teachers, other health professionals, and parents with a common-sense, practical guide…

A preschool teacher of children who are deaf or hard of hearing describes her classroom program, which provides children with opportunities to make choices; encourages whole language learning through theme cycles; teaches by means of learning centers, dramatic play, and science investigations; and reinforces the day's activities through use of a…

Discusses possibilities of the use of microcomputers and developmentally appropriate computer software with young children in the preschool/kindergarten setting. These possibilities include the enhancement of playful socialization, active play, writing processes and language development, shared problem solving, creative expression, and play and…

Describes a program initiated in a Baltimore (Maryland) elementary school intended to test the limits of the principle that all children can learn. Presents results indicating that the program had positive effects on the language skills of preschoolers and kindergartners and on the reading skills of students in grades one through three. (MW)

Describes a model of comprehensive individualized support for young children (ages 24 to 48 months) with severe developmental disabilities, including autism, based on a triad of essential elements: (1) development of functional communication skills; (2) supported participation in socially inclusive environments; and (3) multifaceted family…

Examined syntactic development in acquisition of Swedish as a first language in normal (L1) and specifically language-impaired (SLI) children, and acquisition of Swedish as a second language (L2). Similarity between SLI learners and L2 learners is evidence against the hypothesis that there is a fundamental L1-L2 difference. Some data are appended.…

This article discusses the poor reading achievement of African-American children in urban schools and argues that prevention efforts must begin prior to kindergarten. Key variables influencing young children's performance, including poverty, general oral language skills, dialectal variations, home literacy practices, standardized testing bias, and…