Some recent research findings from the Child Study Center have been especially significant for their relevance to larger cultural and social issues. Work by David Pillemer and others dealing with children's recall of ordinary and salient events contributes to our knowledge of children's memory; of the reliability of children as witnesses; and of the important role of the interviewer in eliciting accurate information from preschoolers. Work by Steven Schiavo and others about children's use of play and work space contributes to our knowledge of environmental design for day care centers, nursery schools, elementary schools, special needs classrooms and playgrounds.

Blythe Clinchy and others have explored children's epistemological reasoning to extend our understanding of how young children think and assimilate knowledge.

Undergraduate research conducted at the Child Study Center also contributes to our general understanding of young children. For instance, research papers dealing with topics as disparate as color and gender differences, non-verbal communication, and the development of human figure drawing have been selected for presentation at highly competitive meetings such as the Society for Research in Child Development.

The Child Study Center serves as a model preschool for approximately 2000 observers and researchers who use it each year. The Center is a model for a child-centered environment where, in a modified open classroom, self-directed children learn age-appropriate skills with the support of nurturing adults. In addition, the Center conducts ongoing parent education in the form of meetings, colloquia, conferences and written materials. In order to reach beyond our immediate community, Child Study Center staff members lecture frequently to both parent and professional groups on topics ranging from quality child care to discipline to pre-school curriculum planning.

Foundation support would enable the Child Study Center to continue its current work as well as to expand our previous research and initiate longitudinal research in selected child development topics.