ABSTRACT
In trying to bring out the main themes of the Conference as they bear upon pre-school personality development and its relation to early teaching and learning. Age-appropriate teaching, such as structured verbal interactions between children and adults and exposure to new materials and new experiences are recommended. When working on an intellectual task, the children who had been previously isolated were more distracted by a human voice speaking nurturant material; children not previously isolated were more distracted by nonhuman sounds. In some early work by Keister and Updegraff it was found that training in mature reactions to frustration did generalize to new problem situations. The chapter describes to work which has not been mentioned so far but which seems relevant to the issues people have been discussing. It draws on points raised informally, as well as material that has come up during people more formal deliberations.
