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For this followup study an attempt was made to retest all 136 children evaluated in the Austin, Texas Day Care Program nine months earlier but only 95 children were available. Subjects were Negro and Mexican-American. The original study indicated that significantly higher scores were earned on tests of intellectual performance as a function of length of time in program and that "old" children (in program approximately 14 months) gained as many as ten IQ points over "new" children (in program an average of 3 months). Were the old children brighter to begin with or did they have parents more intellectually alert to the benefits of continued participation? To answer this question 57 old children and 38 new children were retested with two well-known, individually administered intelligence tests. Results indicate that those who had been in the program an average of 23 months were to some extent brighter and that upon retesting a slight but significant drop in intellectual level occurred on the Binet. The new children, however, made slight gains between the original and the followup testing which upon closer analysis might be dismissed as artifactual. Differential effects for sex and ethnicity occurred. Five other questions about the relationship of intellectual development to day care are raised by this study and remain unanswered. (Bibliography provided). (WY)

The problem of assisting the community to understand a patient discharged from a psychiatric hospital and help a child with his integration back into community life is considered. The importance of working with the particular community facility most critical in the life of the child is stressed. This paper is based on clinical experience with 23 children and focuses on three cases in which community participation has been crucial.

opportunity to observe a great many children in various circumT"" stances in different parts of Finland was afforded on visits made over a ten-year span. Informal and formal visits were made to homes, playgrounds and both small and large institutions. There were many opportunities to observe children a t play in recreation areas during both winter and summer. Children who had been hospitalized for a long time were seen on weekly visits over a nine-month period. Participation as a team member in a test construction project in 1958-59 permitted closer contacts with school children in rural and urban centers in the variety of communities only possible on a standardization. Workshops with the child guidance workers made comparisons with our clinical material possible. One thus gradually began to note the similarities and differences in the behavior of the Finnish children in contrast to that of American children in comparable situations. None of the observations to be reported, however, were made as the result of a specific controlled research study; rather they are the result of gradually accrued general observations. In writing this paper one had to fall back on these experiences since there were so few studies one could consult (2, 3). Few investigations about this area have been completed although several are under way. I n some instances the differences were sufficiently great to make one question to what extent they were related to the child-rearing practices of the respective countries. The following is, therefore, an attempt to examine these impressions more closely. It is apparent that casual observations or explanations do not adequately account for the behavioral variations within a country, let alone for the differences between two countries. The observations, however, are extremely provocative and suggest a tremendously rich area for cross-cultural comparisons between many more countries than have been made to date. Any generalizations about a country immediately bring u p exceptions. This is particularly true of any general statement one may make about Finland. The country can be divided into five distinct regions, each with its circumscribed cultural pattern which has devolved from the heirno, or tribe. These differ very drastically from each other in a great many ways. In