Originally published in 1990, this volume explores important findings emerging from contemporary research on cognitive style in young children and the implications for classroom practice at the time.

Preface. Introduction. Section 1: Background Information 1. Cognitive Styles in Children: Some Evolving Trends Nathan Kogan and Carolyn Saarni 2. Limitations of Applying Cognitive Style to Early Childhood Education Stephanie L. Shipman 3. Cognitive Style and the Evaluation of Young Children's Educational Programs Olivia N. Saracho Section 2: Implications of Cognitive Processes for Classroom Procedures 4. An Information Processing View of Field Dependence-Independence J. Kent-Davis and Kathryn F. Cochran 5. The Importance of Cognitive Style in Children's Acquisition of Reading Skill Beth Davey and Deborah Menke 6. Symbolic Play and Ideational Fluency as Aspects of the Evolving Divergent Cognitive Style in Young Children Philip M. Clark, Penelope S. Griffing and Lynn G. Johnson 7. The Development of Cognitive Organization in Young Children: An Exploratory Study K. Ann Renninger and Irving E. Sigel 8. The Influence of Cognitive Style on the Teaching Practices of Elementary Teachers Marc Mahlios Section 3: Implications of Cognitive Style on Diverse Populations 9. A Bicognitive-Multicultural Model for a Pluralistic Education Manuel Ramirez III 10. Academic Literacy in Linguistic Minority Children: The Connections between Language, Cognition and Culture Kris D. Gutierrez and Eugene E. Garcia 11. The Influence of Perceptual Development on Cognitive Style: Cross Ethnic Comparisons Barbara J. Shade 12. Cognitive Style and the Gifted Young Child Connie Steele Section 4: Summary 13. Reflecting on Individual Differences in Young Children: Cognitive Style and Early Education Bernard Spodek. About the Contributors. Index.