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Twenty‐four black and 24 white 4‐ to 5‐year‐old children in four child care centers were questioned with a semistructured, doll‐play interview about theirskin color preferences for peer and adult dolls. The white children chose white dolls significantly more often than black dolls on every question. Black children preferred b lack peer dolls, but showed no sig nificant difference in their choice of black or white adult dolis. The results were discussed in terms of the increasingly favorable perceptions shown by black children for others of like skin color and the implications for selection of adult role‐models.

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A two-week Summer Institute for teachers and administrators of kindergarten and grade one gifted children is described. The purpose of the Institute was to plan strategies for meeting the needs of the young gifted and talented children in their classrooms, schools, or districts. Specific follow-up activities were designed to assist participants in implementing: (1) plans for identifying young gifted children; (2) strategies for meeting these children's needs; and (3) efforts to focus the local community on the needs of young gifted children.