The preschool age gifted child is discussed in terms of differences between the gifted and more average child. (SBH)

Two experiments examined the ability of preschool children to reason about the numerical relations greater than and less than. Results showed that children as young as 21/2 years of age could make number-based relational judgments and compare two number pairs on the basis of a common ordering relation. (Author/JMB)

This study attempted to establish whether and at what age nursery school children begin to take others' outcomes into account in making choices, in tasks where competitive or cooperative choices permit successful performance, or in settings where cooperative or competitive choices imply foregoing own-gain maximization. (JMB)

This evaluation study assessed the instructional events within a college course that dealt with the roles of early childhood teachers. Study used program evaluation to determine the worth, effectiveness, practicality, and characteristics of the program. (RB)

Stressing pragmatics (the way a person uses language in psychosocial situations) in child language can help the teacher both in identifying what the child is ready to learn and providing appropriate instructional intervention. (DB)

Effects of different play materials on topic performance of 24 children (four- to five-year olds) were examined. Children were divided into 12 dyads and videotaped in three counterbalanced play situations: Legos, minature hospital set, and hospital props. Certain play situations were effective in eliciting particular types of topics. (Author/CL)

The article describes three preschool units for children with special educational needs and considers the problems in integrating them into the mainstream. They note that true integration must include involvement of parents and collaboration with teachers. (CL)

Briefly comments on playgrounds, buildings, teaching materials, teacher training, and other aspects of preschool education in Tonga. (Author/MS)

A multiple baseline design was used to demonstrate the effectiveness of a self-instruction training sequence across three groups of three preschool handicapped students to improve their ability to count a requested number of objects from one to ten. Eight of nine students showed improved accuracy in counting objects and generalized these gains to…

The paper proposes a methodological expansion in evaluation research--an eco-behavioral approach. Implications of using the eco-behavioral approach in the evaluation of preschool programs for the disabled are discussed. This methodology is said to allow both determination of early intervention effectiveness and specification of factors responsible…

Results demonstrated no significant differences among three sampling procedures (word test, nonsense test, and story-retell) for type and number of articulation errors in 30 normally developing four-year-olds. Boys made significantly more errors than girls. (Author/CL)

Assessment of pragmatic language skills in normal preschool children revealed high reliability in the use of a specially designed taxonomy; a decrease in the inappropriate responses used by children with an increase in age; and generally, inappropriate responses were confined to the same categories across age levels. (Author/CL)

The article examines clinical issues that must be considered in planning preschool language intervention aimed at integrating pragmatic theory into the treatment plan. The clinician's role in the process is examined, and solutions to problems in meeting individual needs within a group and being accountable are offered. (CL)

Concludes that while the screening test consists of well-designed and carefully standardized items, its overwhelming preponderance of visual-motor tasks minimizes its usefulness in screening for possible school learning problems. Suggests that it might best be used by therapists working with children in treatment facilities that follow a medical…