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EXCEPTIONAL CHILD EBIBLIOGRAPHY SERIESPRESCHOOL AND EARLY CHILDHOODEDUCATIONNovember 1969U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFAREOFFICE OF EDUCATIONCEC INFORMATION CENTER ON EXCEPTIONAL CHILDRENThe Council for Exceptional Children1499 Jefferson Davis Highway, Suite 900Arlington, Virginia 22202An Educational Resources Information Center and member of theSpecial Education IMC/RMC Network

PRESCHOOL AND EARLY CHILDHOODEDUCATIONNovember 1969U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFAREOFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.CEC Information Center on Exceptional ChildrenThe Council for Exceptional ChildrenJefferson Plaza, Suite 9001499 Jefferson Davis HighwayArlington, Virginia 22202The work presented or reported herein was performed pursuant to a grant from the Bureau ofEducation for the Handicapped. US Office of Education, Department of Health, Education, andWelfare. However, the opinions expressed herein do not necessarily reflect the position or policyof the US Office of Education and no official endorsement by the US Office of Education shouldbe inferred.

The CEC information Center on Exceptional ChildrenWith a grant from the US Office of Education, the CEC Information Center was established at The Council forExceptional Children to serve as a comprehensive source of information on research, instructional materials,programs, administration, teacher education, methods; curriculum, etc. for the field of special education. The Centerfunctions as the Clearinghouse on Exceptional Children in the Educational Resources Information Centers (ERIC)program and also as a member center in the Instructional Materials Centers Network for Handicapped Children andYouth (I MCNHCY). In addition, the CEC Center's program includes a commitment to a concentrated effort towardsthe development of products which will interpret research results into educational methods and practices.How to Use This BibliographyThe abstracts in this bibliography have been retrieved from the computer stored information of the CECInformation Center on Exceptional Children. Abstracts represent the Center's complete holdings on the topic as of thedate indicated.How to Read the AbstractEach abstract contains three sections - --bibliographic data, descriptors, and a summary of the document. Thebibliographic section provides the document's identifying number (ED and/or EC), publication date, author, title,source, and availability. The descriptors indicate the subjects with which a document deals. The summary provides acomprehensive overview of the document's contents and in some cases document availability is announced here.How to Use the IndexesSome bibliographies in Exceptional Children Bibliography Series contain author and/or subject indexes. In thesebibliographies, readers seeking work on a specific aspect of the general topic may consult the subject index to bereferred to specific abstract numbers. Abstracts dealing with several topics may be identified by finding the sameabstract number under two or more subjects in the subject index.How to Purchase DocumentsFor documents available from their publishers, information on price and address is included in the abstract.Many documents may be purchased in microfiche (a 4" x 6" microfilm card containing up to 70 pages ofinformation) and/or hard copy (readable size photo reproduced pages) reproduction from the ERIC DocumentReproduction Service. For example, "EDRS mf" indicates the document may be purchased in microfichereproduction and "EDRS ml, he" indicates the document may be purchased in both microfiche and hard copyreproduction.To determine purchase price for hard copy multiply the document's number of pages by .05, then add .10.To determine purchase price for microfiche, use the table below. For example a 44 page document in hard copy wouldcost 2.30 (44 x .05 .10) and in microfiche would cost .25.To order document reproductions, provide the ED number of the desired document, the number of copies beingordered, and the type of reproduction desired (microfiche or hard copy). Payment must accompany orders totaling lessthan 5. Add a special handling charge of .50 to all orders. The ERIC Document Reproduction Service is regis%tredto collect sales taxes. Orders from states which have sales tax laws should include payment of the appropriate tax ortax exemption certificate. A 25 percent service charge, calculated to the nearest cent, must accompany orders fromoutside the United States, its territories, and possessions.Orders should be sent to:ERIC Document Reproduction ServiceNational Cash Register Company4936 Fairmont AvenueBethesda, Maryland 20014Cost of MicroficheNo. of PagesCost of Microfiche57 .2558 - 127.50548 - 617618 - 687 2.252.50128 - 197.75688 - 7572.75198 - 2671.00758 - 8273.00268 - 337338 - 4071.25828 - 8971.50898 9673.253.50408 - 477478 - 5471.75968 - 10373.75No. of PagesI2.00

ABSTRACTSABSTRACT 1EC 000 007El) 010 718Publ. Date Nov 6562p.in a separate chapter. The appendixlists 34 books and pamphlets about chil-dren and blind children, three periodi-State Plan for Special Education.cals and seven organizations concernedTexas Education Agcncy, Ausinwith the blind, and sources of information about educational facilities for theEDR.Smf,hcDescriptors:exceptional child educa-tion; ministration; program planning;state programs; state laws; state stand-ards; program development; programadministration; psychological evaluation; teacher certification; speech therapy; mentally handicapped; blind; physi-cally handicapped; homebound children;preschoolprograms; deaf; deafblind; emotionally disturbed; partiallysighted; hositalized children; hard ofhearing; minimally brain injured; educable mentally handicapped; trainablementally handicapped; textbooks; transportation; hearing therapy; TexasInformation for the initiation, organization, and operaion of special educationprograms in Texas is included in thisbulletin. Programs described are for theblind, partially sighted, physicallyhandicapped, homebound or hospitalized, minimally brain injured, (leaf andseverely hard of hearing, educablementallyhandicapped,trainablementally handicapped, speech and hearing therapy, emotionally disturbedchildren. preschool deaf children, anddeaf-blind or non-speaking blind children. In addition to program descriptions, information is given about localplanning, psychological reporting, textbooks, teacher certification, and transportation. (CG)ED 0 1EC 000 087I711Publ. Date 64Lowenfeld, BertholdOur Blind Children, Growing andLearning with Them.EDRS not availableDescriptors: exceptional child education; visually handicapped; family (sociological unit); children; child rearing;social development; blind; parent attitudes; nursery schools; kindergarten; elementary grades; residential schools; instructional materials; adolescents; parent responsibility; student placement;infants; childrenWritten as an aid to parents, this bookpresents facts on blindness and practicalinformation on the rearing of blindchildren from infancy through adolescence. Information is given about teaching blind children skills and habits relat-ed to eating, toilet training, sleeping,dressing. walking. talking, and playing.Schooling and related questions ofreadiness, placement. and special maandmethodsABSTRACT 3EC 000 106Publ. Date 64ED 01212078p.Savitz, Roberta A.Vision Screening of the PreschoolChild.Children's Bur., Welfare Dept., Washington, D. C.arediscussed.Concerns of the blind adolescent arepresented Questions often asked byparents of blind children are answeredl'rem:hool and holy Childhoodtion; instructional materials; vocationaleducation; vocational rehabilitation;American Annals of the Deaf; Districtof Columbia; Volta ReviewApproximately 3,200 references arc list -'ed by author and grouped according tosubject. All references are articles fromThe Volta Review, 1899 to 1965, or TheAmerican Annals of the Deaf, 1847 to1965. An author index is included. Thisdocument is available from the Alexan-der Graham Bell Association for theDeaf, Inc., the Volta Bureau, Washington, D.C., for 3.50 (paperback) and 10.00 (cloth). (HK)Harvard Sch. Of Pub. Health, Boston,MassachusettsEDRS mf,hcDescriptors: exceptional child research;visually handicapped; tests; vision; vision tests; preschool children; screeningtests; testing; preschool tests; handicapdetection; visual discrimination; Osterberg Chart; Allen Picture Cards; American Optical Kindergarten Chart; StycarVision TestUsing a sample of 94 children (31 to 54months old), this study compared eightvision screening procedures for youngchildren in the ability to test for severalvisual functions and preference amongthem by children. The subjects wereoriginally tested using the eight screening tests, and 6 months later 40 of thechildren were retested for changes inABSTRACT 2terialsblind. This book is available fromCharles C Thomas, Publisher, 301-327East Lawrence Avenue, Springfield,Illinois 62703, for 7.00. (MY)preschool children; psychology; reading;religion; science education; social studies; speech; lipreading; teacher educa-visual acuity and eye dominance duringthe interim period. Results indicatedthat the relative screening ability of theprocedures was undetermined for thevisual functions of visual acuity, musclebalance, and color preference due tonontestability of significant numbers ofthe subjects. The results indicated thateye dominance could be established.The conclusion suggests that preschoolchildren 30 months of age and over canbe screened, although 50 percent may benonstable. A bibliography of 120 itemsis included. (KH)300Language for the Preschool DeafChild.EDRS not availableDescriptors: exceptional child education; aurally handicapped; language;preschool children; deaf; teachingguides; language development; languageinstruction; responsibility; learning activities; lesson plans; lipreading; parentchild relationship; parent education;parent responsibility; reading readiness;records (forms); sensory experience;nursery schools; auditory training; children; community; speech instruction; adjustment (to environment)Written for both parents and teachers,this book presents concrete suggestionsregarding the adjustment of the deafchild and his family to the communityin which they live. Speech, speech read-ing, auditory training, reading readiness, and other developmental activities are discussed in relation to language development. Fundamental lan-guage training and activities for language development are described. Thereare 115 specific lesson plans coveringthe above categories. The last sectionpresents information for organizing anurseryABSTRACT 4EC 000ABSTRACT 5EC 000 309ED 015 568Publ. Date 63Harris, Grace M.ED 011 730Publ. Date 66Fellendorf, George W., Ed.Bibliography on Deafness, a SelectedIndex.Alexander Graham Bell Assn. For TheDeaf, Inc., Washington, D. C.American Annals Of The Deaf,EDRS not available1966.schoolforhearing-impairedchildren. The physical facilities, staff,equipment, supplies, teaching materials,and record forms are described. A bibliography of 223 references is included.This document was published by Gruneand Stratton, 381 Park Avenue South,New York, New Yorkavailable for10016,and is 7.25. (E13)Descriptors: exceptional child education; aurally handicapped; bibliogra-ABSTRACT 6EC 000 351ED 013 511Publ. Date 30 Mar 65102p.phies; deaf; hard of hearing; aphasia;arithmetic; audiology; auditory training;(leaf blind, day schools; heating aids;AAIB National Conference on PreSchool Services for Visually Handicapped Children and Their Familieslanguage: manual communication; multiply handicapped; music; art: parents;(St. Louis, Missouri, March 28-30,1965).

. merican Assn. Of Instr. Of The Blind,MissouriED RS mf,hcDescriptors: exceptional child services;visually handicapped; preschool children; children; community resources;evaluation; emotional development;identification; clinical diagnosis; parentcounseling; child development; conference reports; medical evaluation; referral; community services; student placement; health services; Childrens Bureaument, prism test foi binocular awareness, peripheral orientation (preschoolonly), fixations (school age), focusingability (school age), gross retinoscopy atdistance, ophthalmoscopy, Stereo Fly(school age), Brock String (school age),and perceptual copy and incompletecopy forms (school age). The administration procedure and grading criteriafor each test are described, and thenecessary test materials for both thepreschool and the school age programsare listed. An appendix includes suggest-These 11 papers were presented at theAmerican Association of Instructors ofthe Blind National Conference on Preschool Services for Visually HandicappedChildren and their Families. Physicians,social workers, educators, and representatives of community services participated in the conference held March 28-30,1965. In the keynote address, ElizabethMaloney spoke on What are We Doinged forms. such as the developmentaland What Can We Do For Visuallylower one-third of their classes in theHandicapped Preschool Children. Otherpapers presented were (I) Methods Usedin Defining Blind Children in Greaterquestionnaire (in English and Spanish),the teacher's observation report form,the preschool and school age visionscreening record, a vision screening re-ferral form, parent authoriza.ion, andthe eye examiner's report to the school.It is recommended that all preschoolchildren 3 years and over, all children inthe first three grades, and all those in theremaining grades be screened for visionproblems. Ideally, all children would bescreened. (CG)Cleveland by Patricia Stone, (2) Identifi-cation and Evaluation of Infants andChildren with Visual Defects--The Roleof the Pediatrician by Gordon Bloomberg, (3) The Identification, Diagnosisand Evaluation of Eye Diseases by Phillip Shahan, (4) Identification, Diagnosisand Evaluation by Robert McQuie, (5)Counseling with Parents of Blind Children--A Social Worker's Point of View byMarie Morrison, (6) Some Thoughts onthe Emotional Development of Preschool Children by Thomas Brugger, (7)Children's Bureau Health Services forChildren with Visual Handicaps by Alice Chenoweth, (8) Referral to and Useof Community Resources by Roy Davidson, (9) What Affects Blind Children'sDevelopment by Miriam Norris, and(10) Liaison with and Reporting toSchools by Randall Harley. (MY)ABSTRACT 7EC 000 970ED 016 32822.p.Treganza, Amorita And OthersVision Screening Programs, PreSchool and School Age.San Diego Co. Optometric Soc., California Sch. Vision Comm.ED RS mf,hcDescriptors: exceptional child educa-tion; tests; visually handicapped; visiontests; screening tests; identifiCati011; ado-consultant. The entire program consistsof the completion of a developmentalquestionnaire by the parents, an examination of the extel nal appearance of theeyes, and the following testsidentification, plus lens test, motilities, eye align2on 10 years of HEAR (Hearing Education through Auditory Research) Foundation achievements. Any child is eligible for audiometric evaluation and/ortherapy at the Foundation, which rou-tinely fits children with binaural aids.Explanations are given for auditorytechniques for auditorytraining and screening of infants, andthe fitting of the binaural aids--twoprocedures,separate units with microphones, powercontrols, and receivers. The HEARtraining unit la, which can supply anamount of sound equivalent to theamount of loss in any frequency range,is described. The importance of the earlydiscovered, is reported. Aids were wornall day and therapy ranged fron 6 weeksto more than 1 year. Of the infants, 74Child.Southern Wisconsin Colony Sch. Dept.,Union GroveWisconsin Dept. Pub. Welfare, Madison, Div. fvient. HygieneEDRS mf,hcDescriptors: exceptional child education; curriculum; mentally handicapped;preschool children; educable mentallyhandicapped; trainable mentally handicapped; institutional .schools; institutionalized (persons); preschool curriculum;preschool programs; curriculum guides;residential schools; residential programs; Southern Wisconsin Colony andTraining SchoolPlanned to provide stimulation and experiences similar to those which a mother might provide at home, the preschoolprogram of the Southern Wisconsin Co-lony and Training School serves thementally handicapped. Experiences provide opportunities for indulgence of curiosity and imagination, comfortablecompetition with self and others, recog-nition and attention as an individual,participation to foster growth in individual capacities, and social participation.Experiences are outlined in four majorareas--(1) self care, (2) body usage, (3)10items. (DF)the appropriate tests outlined inunder the direction of an optometricdescribed in this book which also reportsA Curriculum for the Pre-School001 390Publ. Date Jan 67Molitor, M. Grahameach area. The bibliography liststhis booklet. These tests are designed tobe administered in part by lay personnelA technique for overcoming hearingproblems in infants and children isED 016 34125p.F1CVision problems can be detected inuse ofResearch Foundationstudy of 42 infants, from age 30 days to33 weeks, who were fitted with binauralbasic knowledge, and (4) self expression.Teaching suggestions are presented forpreschool and school age children by theauditory training; auditory evaluation;auditory tests; HEAR Foundation;Hearing Education Through Auditoryuse of amplified sound is stressed. AABSTRACT 8children; identification tests;preschool children; questionnaires; records (('orms); testing programs; SanDiego Countylescents;Descriptors. exi-cptiunal child research;preschool children; aurally handicapped; teaching methods; deaf; children; infants; hearing aids; aural stimuli;ABSTRACT 9EC 001 519ED 016 343Publ. Date 67Griffiths, CiwaConquering Childhood Deafness, aNew Technique for Overcoming Hearing Problems in Infants and Children,EDRS not availableaids as soon as a hearing loss waspercent became normally responsive.Theories for the change in hearing levelare presented. All 42 infant case studiesare briefly discussed. The appendixesinclude photographs of hard of hearingchildren, a description of the Hearometer used for screening, and tables containing details of the infant study. Thisdocument is available from ExpositionPress, Inc., 386 Park Avenue South,New York, New York 10016 for 5.00.(GD)ABSTRACT 10EC 001 766ED 016 346Publ. Date 59Dittniann, Laura L.The Mentally Retarded Child atHome, a Manual for Parents.Children's Bur., Welfare Admin., Washington, D. C.EDRS not availableDescriptors: exceptional child educa-tion; mentally handicapped; self careskills; child development; hild rearing;early childhood; adolescents; childhoodneeds; parents; parent role; parent childrelationship, education; recreation; recreational activities; skill development;family relationship; health; learning activities; personal adjustment; student adjustment; toysThis manual is devoted chiefly to themanagement of young retarded childrenand concentrates on day-to-day activitiesphysical health, mental health,need for love and affection, sibling un-derstanding, and training in self helpand other skills. Early characteristicsand needs al e discussed. The followingskills are treatedfeeding, drinking,bathing, walking, behavior, toilet training, dressing, cleanliness and manners,I. ceptional Child Bibliography Series

discipline, speech, play, and group experiences. Problems of school entranceand adjustment to adolescence are considered. A list of suggested toys, equip-ment, and activities for home play isincluded. This document is availablefrom the Superintendent of Documents,U.S. Government Printing Office, Washington, C.C. 20402, for 0.35. (DF)coding, and sequencing deficits as thereCentral Inst. rol The Deaf, St. Louis,were decoding (reception of information) deficits in both experimental andMissouri, Aural Rehab. Dept.Volta Review, 'Volume 68, 1966.EDRS not availablecontrol groups. Figures and tables present statistical information. Thirty-sixreferences are listed. (TM)ABSTRACT 12ED 016 348EC COI 861Publ. Date Jun 67ABSTRACT 11EC 001 527Publ. Date Mar 67ED 013 11859p.Beery, Keith E.Preschool Prediction and Preventionof Learning Disabilities.San Rafael City Schools, CaliforniaMarin Co. Supt. Sch. Off., San Rafael,CaliforniaOEG-4-7-008742-2031, OEG-7- 068743-1 507EDRS mf,hcDescriptors: exceptional child research;learning disabilities; tests; identification;preschool children; children; prediction;predictive measurement; prevention; auditory tests; task performance; prognostic tests; psychological tests; screeningtests; longitudinal studies; languagetests; psycholinguistics; DevelopmentalTest of Visual Motor Integration; Illinois Test of Psycholinguistic Abilities;ITPAThe initial screening phase of a 4-yearlongitudinal study designed to predictand prevent learning disabilities in ageneral school population is reported.Children (aged 3 112 to 5 112) of anentire school district were invited to theschools to be screened for evidence ofpotential learning disability. Thesechildren were to be rescreened annuallyand tested for academic achievement atthe conclusion of kindergarten and offirst and second grade. Screening involved audiometric, visual, and psychological testing. Teachers administeredthe following tests to all children- -Illinois Test of Psycholinguistic Abilities(ITPA ), Developmental Test of VisualMotor Integration (VMI ), Kephart Perceptual-Motor Rating Scale, PeabodyPicture Vocabulary Test, and Teacher'sBehavioral Rating Scale. The 365 children in the experimental and controlgroups were assigned by matching sex,chronological age, mean ITPA languageage, prekindergarten experience, andprofile similarity. Results from the experimental children were forwarded totheir future schools and physicians withsuggestions for preventative guidance. Itwas found that boys did as well as girlsin both the younger and older groups,which appears to be contrary to themore usual finding that girls are moreready than boys as they approach kindergarten age. Enrollment bias seems tobe evidenced in the comparison betweenthe results of older and younger children, as the younger children performedat a higher level, relative to their chronological ages, than did the older children. The test patterns revealed nearlytwice as many visual-motor deficits asthere were auditory-vocal deficits andalmost twice as many association, enI h:St:11001 anti I Al I I \ ( 11110100d46p.Ross, DorotheaThe Relationship between IntentionalLearning, Incidental Learning andType of Reward in Preschool Educable Mental Retardates.Stanford Univ., CaliforniaDescriptors: exceptional child education; aurally handicapped; language;preschool children; language instruc-tion; parent role; preschool learning;case studies (education); teaching methods; parent participation; parent respon-sibilityLanguage growth in a deaf child canoccur during the pre-nursery period ifproper and sufficient stimulation occursin the home. Language comprehensionOEG-4.6-068144-1777EDRS mf,hcprecedes expression. Language developr ant is achieved through several stages -Descriptors: exceptional child research;mentally l'.andicapped; reinforcement;learning; preschool children; educablementally handicapped; children; classroom research; incidental learning;games; childrens games; positive r enforcementawareness of speech of others, (3)-simpleresponses to speech with some lip move-The purpose of this research was to-(I) periods of exposure to speech, (2)ment mimicry, and (4) comprehension.Although the first stage may prove frustrating to the parents because of the lackof responsiveness of the child, it iscritical. Attention should be given toconcept formation, the use of functionstudy the effects of different rewards forintentional learning on incidental learning acquired by preschool educablemental retardates in a game situation.An adult experimenter taught each retardate to play motor, social and problem-solving games (intentional learning). A second adult served as a playerwords, and the use of auxiliaries toand exhibited mannerisms (incidentallearning) while playing. To emphasizethe rules, this player made errors andABSTRACT 14EC 000 636Publ. Date Feb 66Duffy, John K.ED N.A.was corrected by the experimenter. Theplayers either were given tangible, sym-Hearing Impaired Child.bolic, or social rewards, or were notrewarded. They received only one typeof reward in any one game. It washypothesized that the highest intentionaland lowest incidental scores would re-sult from tangible rewards. The bestintentional-incidental score combinationwould result from social and symbolicrewards. The highest incidental scoreswould occur in the no-reward condition.The following results were obtained. Inexperiment one intentional learning didnot vary as a function of type of reward.Success in the game appeared to be amore powerful reinforcer than the lewards offered by the experimenter (theretardate typically experiences socialplay deprivation and failure in gamesituations). In experiment two all retardates were accustomed to success ingame situations. The highest intentionalscores resulted from tangible rewards,the highest incidental scores occurred inthe no-reward condition. The incidentalscores in the tangible and social rewardconditions did not differ. Both tangibleand social rewards were associated withasatisfactoryintentional-incidentalscore combination. Descriptions of thegames are presented in the appendix. Areference list includes 32 items. (AA)ABSTRACT 13EC 000 643ED N.A.Publ. Date Mar 66Simmons, Audrey AnnLanguage Growth for the Pre-NurseryDeaf Child.denote past, present, and future. A casehistory illustrates the stages of languagedevelopment, This article was publishedin The Volta Review, Volume 68, Number 3, pages 201-205, March 1966. (HK)Initial Teaching Alphabet and theBrooklyn College Of City Of New York,New York, Division Of Speech Pathology And Audiology, Dept. Of SpeechVolta Review, Volume 68, 1966.EDRS not availableDescriptors: exceptional child education; aurally handicapped; children;hard of hearing; reading instruction;language instruction; speech instruction;initial teaching alphabet; alphabets; language development; deaf; preschoolchildren; instructional materialsThe Initial Teaching Alphabet (ITA ) isrecommended for use with young deafchildren because it is a simple, logical,and carefully Nti uctul ed method associating only one sound with each symbol. The ITA enables an interchange ofauditory perception and spoken language with visual perception. Each reinforces the other. Reading, writing,speaking, and language will developsimultaneously. ITA materials can beadapted to techniques of individualteachers. Early diagnosis (ideally beforeage 1), adequate language stimulation.and intensive formal language instruction including the ITA (after age 2) willaid speech and language achievement.This article was published in The VoltaReview, Volume 68, Number 2, pages150-153, February 1966. (EB)ABSTRACT 15E 018 895EC 001 246EDPubl. Date 67Meyen, Edward 1 Ed.3

Planning Community Services for theMentally Retarded.EDRS not availableDescriptors: exceptional child services;mentally handicapped, vocational reha-bilitation, community programs; prop am planning; social work; mental retardation; pi grain administration; community services; social services; clinics;rehabilitation programs, residentialcare; sheltered workshops; day careservices; preschool children; state programs; adolescents; adults; children; so-cial planning; trainable mentally handicapped; .!ducable mentally handicapped;community programs; community planningDesigned as a supplementary text forbasic courses on mental retardation,special education administration, vocational rehabilitation, and social work,this collection of 35 readings presentsbackground on the major service areaswhich are necessary in providing a con-Potential Creative Ability and thePreschool Child.Oklahoma State University, StillwaterEDRS mf,hctheir 93 siblings attended an experimental nursery school for I to 3 years.Descriptors: exceptional child research;gifted, preschool children; creativity;creative thinking; cehavior; conformity;curiosity; research needs; measurement;Intervention consisted of medical anddental care, psychological testing andobservation, training of mothers in nutrition and food preparation, and socialmeasurementtechniques;originality;task performance; motivation; researchproblemsA study which used a variety of behavioral tasks to study potential creativityin preschool children is presented. Thebehavioral tasks, especially designed formeasurement of young children, aredescribed on the dimensions of psychological freedom, willi

document resume. ec 004 916. preschcol anl early childhood education. exceptional children bibliography series. council iof exceptional. children, arlington, va., information center on exceptional children. office ci edu