Child Development

Child Development

Child Development

Child Development

Excerpt

The data, principles, and points of view emanating from research in child development have had a profound influence in educational practice on the establishment and acceptance of a philosophy of growth. The specialist has been under continual pressure from the consumer to reveal the sources of his generalizations, to point out the significance of his material, and to bridge the gap between theory and practice.

Investigators in the field of child development, as an organized group, realize that only a multidiscipline approach can shed light on the complex interrelationships of all the factors that enter into the growth of children. A similar need for breadth of understanding has been recognized by the various professional workers who assist in educating and guiding the young child or who are concerned with promoting his healthy growth.

Teachers constitute the largest single professional group working with children, and the present volume has been written with their needs in mind. Specific illustrations of the general principles have been selected as often as possible from a classroom setting. The emphasis on children in school will help professional workers other than teachers in their work with children, teachers, and parents on school problems. They will find, too, discussion of the specific problems encountered in their own professional work with children.

The book is an outgrowth of a course in the psychology of child development taught for seniors expecting to teach and for experienced teachers working for advanced degrees. The successive classes have included some students preparing for specialization in dentistry, pediatrics, psychiatry, clinical psychology, manufacturing, public health, nursing, sociology, and educational administration and supervision. The interests of these students again, whether graduate or undergraduate, have been practical, and only a relatively small percentage had objectives which embraced a career of investigation in some phase of child development. Students in these courses have evaluated the successive outlines of the book, and their reactions to its content, as presented and discussed in class, have been extremely helpful in the writing of the book.

The essentially practical nature of the needs of prospective teachers in undergraduate and graduate programs and of teachers seeking assistance on the job has determined a number of decisions with respect to the style and documentation of the book. On the whole, persons, methods, and . . .

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