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  PoS   WORD HIS EDU SOC LAW HUM PHIL SCI MED BUS
1  J    IMAGINED 134 22 244 66 218 133 59 10 6
2  J    STATIONARY 25 6 81 71 31 27 374 178 7
3  J    CONTINUAL 124 115 156 65 137 96 136 63 21
4  J    IMPERFECT 91 27 125 106 104 174 108 17 10
5  N    PERIPHERY 294 22 278 109 133 58 116 35 4
6  R    COMPARATIVELY 144 50 196 100 91 61 181 35 40
7  J    STIMULATING 90 128 106 44 121 90 134 131 11
8  J    INVALUABLE 99 86 103 42 84 45 181 58 28
9  J    COORDINATED 130 83 151 129 43 41 208 75 11
10  J    CONCENTRATED 79 30 91 82 47 46 212 120 34
 

and creative drama activities. The social aspects of leadership are becoming increasingly important and should be included in the early childhood curriculum. Although a great deal of attention has been focused on the lack of academic excellence in education, perhaps a more serious crisis is in the area of pro-social development. As a world we face the continuing threat of international conflict; as a nation we face violence in the streets; and in our communities and schools we face increasing levels of racism and interpersonal conflict. Indeed, educators are concerned about how children develop the capacity to care for other individuals and how adults can foster nurturant, prosocial feelings and helping behavior. Social sensitivity is a basic process underlying effective human interaction. For many years educators have observed that young children are primarily egocentric and therefore unable to perceive human feelings different from their own. Many educators believe that children can be taught to care about others and to be more prosocial beings. Zahn-Waxler, Radke-Yarrow

 
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[ACADEMIC] Roeper Review (1991)
 



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