Introduction. Infancy and education: The ups and downs of a neglected relationship Brian Hopkins OriginalPaper Pages: 113 - 122
Cognition and emotion. Comments on Frye’s paper Michael Lewis Theoretical Underpinnings Pages: 141 - 143
The second year of life as a developmental turning point: Implications for «sensitive» caretaking André Vyt Theoretical Underpinnings Pages: 145 - 158
Biological functionalism and developmental (dis)-continuity: Comments on Vyt’s paper Michael E. Lamb Theoretical Underpinnings Pages: 159 - 160
The meaning of risk and protective factors in infancy Hellgard Rauh Theoretical Underpinnings Pages: 161 - 173
Infancy risk factors and risk-taking. Comments on Rauh’s paper Tiffany Field Theoretical Underpinnings Pages: 175 - 176
Evolution of human parenting: Canalization, new types of learning, and mother-infant conflict Frans X. PlooijHedwig H. C. van de Rijt-Plooij Theoretical Underpinnings Pages: 177 - 192
Mother-infant Conflict; Distal or proximate causes. Comments on Plooij and van de Rijt-Plooij’s paper Sue Savage-Rumbaugh Theoretical Underpinnings Pages: 193 - 194
Educational and compensatory resources Marie -Germaine Pêcheux Educational and Compensatory Resources Pages: 197 - 199
Intuitive parenting: Aspects related to educational psychology Hanuŝ PapouŝekMechthild Papouŝek OriginalPaper Pages: 201 - 210
Intuitive parenting from the perspective of individual differences comments on Papousek and Papousek’s paper Jay Belsky Educational and Compensatory Resources Pages: 211 - 214
Minor phenomena and major processes of interaction with objects and peers in day care centres Mina VerbaTullia Musatti Educational and Compensatory Resources Pages: 215 - 227
The potential of syndrome-specific research for more effective assessment and psycho-educational intervention. Comments on Gunn and Berry’s paper David Gibson Risk Groups Pages: 247 - 249
Intervention with preterms: Is it educational enough? Yolanda van BeekJulia Geerdink Risk Groups Pages: 251 - 265
On the relevance of current development theories for intervention research with preterms. Comments on van Beek and Geerdink’s paper Anneliese F. Korner Risk Groups Pages: 267 - 268
Treating twins as individuals: Maternal educative practices Catherine TourretteMonique RobinDenise Josse Risk Groups Pages: 269 - 283
Twin windows on early experience and early education. Comments on Tourette, Robin and Josse’s paper Marc H. Bornstein Risk Groups Pages: 285 - 286
Culture and early social interactions. The example of mother-infant object play in African and native French Families Jacqueline Rabain-Jamin Culture, Infancy and Education Pages: 295 - 306
Ethnotheories of development and education: A view from different cultures Blandine BrilMartine ZackEstelle Nkounkou-Hombessa Culture, Infancy and Education Pages: 307 - 318
Using cross-cultural research to study dynamic processes in development. Comments on Bril, Zack and Nkounkou-Hombessa’s paper Alan Fogel Culture, Infancy and Education Pages: 319 - 321
General conclusion. Infancy research and education: Problems and prospects Marie -Germaine Pêcheux Culture, Infancy and Education Pages: 323 - 326
