This paper reviews research on social competence in young children, outlining nine factors that influence the development of social competence. These are: (1) positive self-esteem; (2) a positive attitude; (3) active participation; (4) respect for others; (5) effective communication skills; (6) problem-solving ability; (7) an outgoing personality;…

Children in a longitudinal high-risk infant follow-up program were evaluated at age 5 to determine whether they demonstrated behavior problems or cognitive deficits exceeding expectations based on conditions in their home environments. Normal expectations were determined through regression analyses on a group of age-matched controls. All high-risk…

The proceedings of the First National Home Start Conference are presented, based on reports of the sessions and activities of the meeting which was aimed at strengthening and supplementing child development in the home. Topics discussed include parent education, toy lending libraries, use of television, contributions of Head Start, early reading,…

Compares the effects on high school achievement of family socioeconomic factors present during students' early childhood and during students' late adolescence. Results point to the potentially stronger role in cognitive development and school learning of early socioeconomic factors, except in the case of family size. (RDN)

Reviews research on the components and stages of stress in the lives of children, identifying three stages and six categories of stress factors: personal child variables, ecological stressors, socioeconomic status, catastrophes and terrors, family events, and spouse problems. (KS)

Examines new studies of family-level dynamics that explain individual variability in early socioemotional development. Shows that family processes help explain unique variance in conceptually related measures of child development. Reviews studies showing prospective links between family processes during infancy and behavior at age 4, and…

The contributions of receptive vocabulary scores, maternal responsiveness, and maternal directiveness to the prediction of verbal IQ and reading over a 5 1/2-year period were investigated. Receptive vocabulary scores of 543 low-birthweight children at 36 months accounted for the major portion of the variation. Maternal responsiveness added…

Research with young Caucasian children found that, in response to unfamiliar situations, about 15 percent were consistently shy or inhibited, while another 15 percent were consistently sociable or uninhibited, and that these traits persisted through age eight. Both physiological and environmental factors were found to influence these temperamental…

A study with 48 family caregivers of children with human immunodeficiency virus (HIV) examined the relationships of family functioning, stress, and social support. A family adaptational model is suggested, which integrates the concepts of stress, coping, and ecological systems. Service delivery considerations for family support are discussed. (JDD)

Examined the prevalence of violence and its impact on young children as a critical risk factor leading to dysfunctional behaviors and problems. Risk-and-resiliency theory reviewed within a model that facilitates the development of functional adaptive behaviors. Identifies the school as a resource for fostering resilience in children who are at…

A total of 50 children were observed at home at 33 months of age and then tested at 40 months on affective labeling, perspective taking, and false belief tasks. Individual differences at 40 months were associated with family discourse about feelings and causality at 33 months, verbal fluency of mother and child, and sibling cooperation. (BC)

Compared family stimulation related to literacy provided to five- to seven-year-olds with intellectual deficits and without intellectual deficits. Found that, compared to children without intellectual deficits, children with intellectual deficits had fewer books available, parents began reading to them later in life, and read to them less…

Recorded conversations of seven pairs of children and parents from a kindergarten and seven from a school for the gifted were recorded and analyzed. Dramatically different discourse patterns were found. The gifted group's interactions better reflected the style of classroom discourse. (SK)

Examined aspects of early childhood environment related to developing mathematical concepts in three studies. Found that family day care providers rated math skills as less important than others, but believed skills were acquired the same way. Parents and providers reported similar frequencies for engaging children in math activities. Activity…

A mother of a son with Down syndrome discusses how her family and child care providers work with him in natural environments to support his learning in daily activities. She urges other parents to keep trying until they find the right match that works for their family. (CR)