This study of four young children with developmental delay involved building verbal routines through repeated interaction with the same picture book, followed by generalization sessions. The intervention increased generalized mean length of utterance in children in the first stage of language development more than in children in a later language…

The purpose of the study was to determine the relationship between language and interactive strategies used by children with peers in a shared activity. The subjects were 20 middle-class Italian children, 10 male and 10 female, between the ages of 4 and 5, who were in their last year of preschool. (CFM)

A survey of 97 nursery school teachers and 104 nursery nurses (52% response) in Britain showed traditional role distinctions were blurring. Nursery teachers were more involved in planning learning and assessment and taking a leadership role. They have longer training, greater status, and wider responsibility. Overlap in roles suggests that nurses…

Presents a study on kindergarten children's processing of explicit and implicit information. Results indicated distraction reduced visual attention, and five-year olds excelled on the comprehension of implicit information. Distraction had little effect on processing implicit information, but a significant effect on comprehension of explicit…

This paper reviews research studies involving the use of technological interventions for direct educational application with children (birth to age five) with disabilities. Studies are organized into two categories: (1) adapted switch toys; and (2) microcomputer software. Methodological problems limited the value of the findings, which were…

Recounts an interview with Professor Amita Verma. Highlights Professor Verma's contributions to practice, research, and policy in early childhood education and development at the national level in India. Suggests sources of information and the influence of various leaders on early childhood education and care in India. Indicates that concern about…

Summarizes a study of 42 preschoolers that focused on children's capabilities for nonviolent conflict resolution and sharing behaviors. The subjects were somewhat flexible at modifying their egocentricity in "giving-in-sharing" in an environment fostering reciprocity (justice) and security. (19 references) (MLH)

One Louisiana school system's development of a program to provide a differentiated curriculum for gifted preschoolers is described. The article focuses on student identification and placement; program structure; types of activities (games tables, free choice centers, individualized and whole group instruction); behavior management and motivation;…

Sixty-six preschoolers were asked to explain eight metaphors presented orally. Results indicated that older preschoolers gave significantly more metaphoric correct and metaphoric incorrect responses than did younger preschoolers; boys gave more metaphoric correct responses than girls; and girls gave significantly more consequential responses than…

In two experiments, preschool children and adults were asked to judge which way an equilateral triangle was pointing under several contextual conditions. Results indicated that children and adults attended to both global and local levels of a pattern. (BC)

An end-of-school-year dance program was prepared and performed by a preschool class of 11 deaf children. A variety of learning activities across the curriculum were part of the experience. (DB)

Examined social conflict in preschoolers' play. When children resolved conflicts, they behaved differently with friends than with acquaintances. Conciliatory gestures were used more often with friends than with acquaintances. The overwhelming majority of conflicts were resolved by children yielding to other children. (BG)

A reading corner allows children to have a space that offers opportunities for reading. Reading corner activities that children undertake to find challenges are discussed. Group reading activities and their benefits are considered. (DG)

Examined four- and five-year-old children's abilities to use a newly learned strategy in recall tasks. Subjects in strategy training groups showed increases in sorting, group naming, and category self-cuing activities in posttraining tasks. (BC)

Found a relationship between enriched sociodramatic play experiences and increases in children's language performance in the year before the children entered kindergarten. (BC)