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"In this major study of the effects of preschool education on child behavior the four authors have had the courage to see the project through to the end. For this venture, "under controlled conditions," began early to suffer from its initial successes. It will be noted that, on the basis of chronological age, mental age, intelligence quotient, sex, nutritional status and length of residence in the orphanage, one-half of the children of preschool age (1 1/2 to 5 1/2 years) were placed in the new preschool under expert teaching, while an equally matched group was compelled to remain in the crowded, nonstimulating cottage areas. Although even untrained observers could see the differences in behavior which were accumulating, all this was endured for three years. It is believed that the results justify the strict adherence to scientific methods. Certainly no one could have otherwise predicted, much less proved, the steady tendency to deteriorate on the part of children maintained under what had previously been regarded as standard orphanage conditions. With respect to intelligence, vocabulary, general information, social competence, personal adjustment, and motor achievement the whole picture was one of retardation. The effect of from one to three years attendance in a nursery school still far below its own potentialities, was to reverse the tide of regression which, for some, led to feeble-mindedness. Rather, the children were turned toward normality of growth and all-around behavior. Throughout the study there is substantial support for those who regard young children as truly plastic, and very little for those who place great reliance upon the inner forces of heredity as determiners of the rate and extent of development. Since for both the control and experimental groups, the study is close to a minimum of environmental impact (except in a negative sense), what has been done here could be duplicated anywhere. But the next step is not duplication, but to compare extremes. We have in any state institution which is forced to endure understaffing and overcrowding an easy access to poor conditions; that is, to "control" groups. What would happen if a really good model of schooling and adjustment service were applied to experimental groups from infancy to adolescence, carrying on through selected foster homes? For the present, the answer must remain with the reader of this unique report"--Foreword. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Child development. --- Child development

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Child Development

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The workshop RED UAS 2017 aims at bringing together representatives from academia, industry, and government agencies working in the rapidly expanding research area of unmanned aerial systems Focused interests of diverse groups involved in UAS research and development will be discussed Special emphasis will be given to current and future research opportunities.

Child development

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Child development

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A study of growth during the first two years. The data were secured from periodic and comparative examinations of individual infants in a guidance nursery. Part I deals with the mechanics of observation. A specially constructed 16-mesh wire screen permits an observer to observe the entire field of the nursery without being seen by the infants. An interchangeable and interadjustable observation compartment permits of the observation of the more rangy and freer body adaptations of the child. A clinical crib, adjustable in many directions, is especially adapted to the needs of photographic research. A complicated observational dome makes possible the concealment from the view of the infant of the photographic operator, as well as standardized and flexible control of the cameras, of which two are still and two cinema. Specimens of the photographs obtained are shown; among these are several pairs of simultaneous photographs. The comparative method is employed in clinical observation. Part II states that inherent maturation factors determine the tempo of development. Hemihypertrophy is discussed as having a bearing on embryonic conditions which determine normal bodily and mental development. The developmental consequences of twinning are discussed. A drawing developmental index is considered useful as an indicator of the degree of psychomotor development. Motor theories of mental development are criticized. Part III which deals with the significance of infancy, is semi-historical and speculative and presents numerous miscellaneous facts. It raises the question of heredity vs. environment, and deals with concepts of growth potency and maturation. The last few chapters amplify the idea that growth yields to measurement and prediction.

Child development.