This paper clarifies the roles of occupational therapy and physical therapy in the educational experiences of preschool children with neurological impairments. Research is reviewed showing the positive effects of therapeutic strategies, and methods are presented for integrating therapeutic strategies into learning experiences. (Author/JDD)

Examined concurrent validity of several new and revised conceptual language measures. Administered Bracken Basic Concept Scale (BBCS), Boehm Test of Basic Concepts-Preschool Version (Boehm-PV) or Boehm-Revised, Peabody Picture Vocabulary Test-Revised (PPVT-R) to 99 preschool children attending kindergarten screening. BBCS correlated significantly…

This article proposes the teaching of long cane mobility skills to blind preschool-age children. Traditional arguments against early cane use are refuted and possible advantages of early use identified. Strategies and techniques for cane introduction are specified. (DB)

Investigated the quality of spontaneous play with sticks, nuts, and bolts in 18 children aged 44 months and the effects of this on a subsequent problem whose solution required 2 sticks to be bolted together. Children who discovered the elongation principle during play were better problem solvers than those who had not. (RJC)

The study compared the effectiveness and efficiency of concurrent and isolation-intermix instruction in teaching four preschool children to read common words in their environment. Concurrent instruction resulted in students learning conditional discriminations in fewer trials and minutes of instructional time suggesting the value of teaching…

Four children, aged 26-41 months, with localized, perinatal brain lesions, were compared to 4 matched controls. With the exception of phonological development, subjects scored below controls on all formal language measures; however, subjects often scored at or above test norms. No score differences were found between right- and left-brain-damaged…

Through its emphasis on sensory awareness and aesthetic experience, creative dance can help provide depth, richness, and texture to preschool children's understanding and discovery of the world. (CB)

Examines (using a variety of measures for assessment) the development of print awareness in urban, Black preschool children of a wide age range enrolled in a day-care setting. Finds that Black children prior to kindergarten entry have begun to acquire some concepts about written language. (MM)

The case study of an integrated preschool classroom with six disabled children and six nondisabled peers found that structural changes in the environment of the classroom were essential for the development of positive social interactions among the children. (Author/JDD)

Discusses the coordination and history of pre-school services in Britain since the 1970s. During this century, British preschool services have developed within separate areas of public policy. In the late 1970s, coordination became a central issue in public debate and government policy. (RJC)

Determines if children enrolled in different types of preschool programs (ranging from maturational to early formal reading) differed in their knowledge of print concepts. Finds that the type of program was not a deciding factor in acquiring prereading print knowledge. (RS)

Investigated 34 4- and 5-year-olds and their parents to determine the children's behavioral, physiological, and verbal responses to adults' angry behavior. Findings indicate behavioral and verbal responses of distress and an increase in systolic blood pressure in response to anger. (RJC)

Describes a pilot language renewal program--Tachi as a Second Language--implemented in a California preschool. (RAE)

The study compared the results of the Battelle Developmental Inventory (BDI) Screening Test with the Denver Developmental Screening Test-Revised and with the full-scale BDI for 30 handicapped and 35 nonhandicapped children, all aged six months to six years. Major differences were found between the tests and populations identified for follow-up.…

This paper describes the integration of nine preschool children with blindness into a regular preschool program in Sweden. It focuses on the first introductory period; the children's strategies in orienting within the environment and exploring objects and toys; their participation in play; and their social interaction with sighted peers and…