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The article evaluates the results of a cross-sectional study of various aspects of linear growth and maturation in girls aged 7 to 20 resident in a mental deficiency hospital. Linear measurements were all taken with the subject nude. Maturation of each case was assessed using the criteria for pubic hair and breast development described by Quaade.

The study of the growth and development of children is a very complex subject involving knowledge in many disciplines, such as anatomy, physiology, genetics, biochemistry, nutrition, dental medicine, and psychology. Nutrition is one of these disciplines which requires a great deal of attention. During approximately the first 16 years of life, the child normally achieves full physical stature and develops into an adult. It is during this period that the nutritional needs of the child are constantly changing. In any discussion of nutrition during growth and development, consideration must be given to the prenatal diet and to its effect on the mother and child.

This article discusses the relation among housing and pupil growth. There is probably no more important problem of personality development than the need to understand the effect of the environment of the social, emotional, mental, and physical growth and development of the child. It is claimed that the child's behavior in his home and neighbor- hood is often reflected in his adjustment in the classroom. It would follow, then, that children who live in slums would tend to reflect the deleterious influence of such a milieu in their social, mental, emotional, and physical growth and development. This study attempted to determine the differential in the mental, social, emotional, and physical growth and development of an experimental group of elementary school children who had lived in low-rent public housing for three and one-half years, as contrasted to a control group of their peers who resided in slum housing in the neighborhood for the same length of time. An interview was held with each of 20 extreme deviates to obtain their opinions as to the significance of the housing in which they lived in their personality development.

Mr. Holmlund, Supervisor of Matt Visiting Teachers and Lecturer in Education at the University of Michigan, describes an unusual approach to in-service education at Flint, Michigan, made possible by a special grant for this purpose. [ABSTRACT FROM AUTHOR]

Focuses on the concept of maturity in children. Development of various capacities and coordinations; Role of maturity in growth and development; Interpretation of maturity in child development.

The article presents a list of several books related to social psychology. "Integrating the Individual and the Organization," by C. Argyris; "Social Learning and Personality Development," by A. Bandura and R. N. Walters; "Autobiographies of Three Pagans in the Philippines," by R. F. Barton; "Growth and Development of the Young Child," by M. E. Breckenridge and M. N. Murphy; "Psychology of Exceptional Children and Youth," edited by W. M. Cruickshank; "The Minds of Robots: Sense Data, Memory Images, and Behavior in Conscious Automata," by J. T. Culbertson.

The article focuses on the study of the Brush Foundation's regular selection of children for a long-term growth and development. The children consist of a selected sampling of the Greater Cleveland child population which is made according to two criteria such as the freedom of children from gross physical and mental defects and the voluntary participation and agreement to continued participation in the study by the parents of the children. The children are examined from infancy through adolescence wherein they are enrolled at the age of three months and are assessed throughout the duration of the program.

Because handicaps are long-term problems, they can affect the emotional growth and development of the other children in the household. Child psychiatrists see more siblings of handicapped children than handicapped children themselves. [ABSTRACT FROM AUTHOR]

One (or more) out of three marriages in the United States ends in divorce, involving numerous children. The result of a broken home by divorce may be similar to the death of the parent, affecting the emotional growth and development of children. Attention is focused here on the confusion in the parents and children, their projection and compensation for guilt feelings, retaliation by the use of the children, feelings of helplessness and magic in the children, their wishes to reunite the parents, the effects of relocation, and the influence of internal realignments on external realities. The initial emotional response is that of separation anxiety; following divorce finalization, there is a mourning reaction. The manifestation of these responses vary according to the child's age, sex, level of psychosexual development, previous history, and current arrangements. Some understanding and definite guidelines to visitation rights, parental dating, and remarriage are considered. If in spite of their own emotional upheaval the parents are alert to the child's anxiety or depression, they may be able to institute prophylactic measures. This requires parental cooperation which may be quite difficult. Here the advice and explanations of an informed and perceptive pediatrician may be of unique value. [ABSTRACT FROM AUTHOR]

Discusses the advantages of and methods for the study of childhood in primitive societies. Information on primitive childhood learning in diverse environments; Considerations in the study of child growth and development in primitive cultures; Production of short films as an educational material.

In the investigation of culture wholes and model personality patterns, the importance of the child learning process cannot be overestimated. Socialization studies in the Philippine setting are indeed rich in implication for the discovery and analysis of the emphasis of Philippine culture as they are carried over into the learning situation in childhood. Much remains to be done in this regard. The heterogeneity of the Philippines, geographically, socially, and culturally, points to the need for extensive research if sociologists are to understand the Filipino child and how he becomes the complicated reflection of the values esteemed in his barrio, his town, his city, and his country. This article is an attempt to explore a very small but possibly significant portion of the differences that serve to complicate effort to understand the Filipino child and aid his growth and development in the context of Philippine culture. More specifically, the research is oriented to differences in certain socialization ideas, attitudes, and practices associated with geographical and residential differences.

The article describes an interesting concept in the literature on child growth and development which is the concept of immanent justice. Researchers reported that belief in immanent justice tends to increase with a decrease in chronological age. It can also be seen from their writings that belief in immanent justice is the belief in the automatic connection existing between the wrong that has been done and the physical event following the incident which serves as punishment for the misdeed. Such punishment is conceived to emanate either from the object itself or from a supernatural power. However, a review of other studies which are conducted to verify researchers theory reveal other factors which may influence the growth of immanent justice. All the aforementioned observations were obtained from investigations conducted on white and American Indian children and youth. Due to the absence of data regarding this aspect of moral development in people, it was deemed worthwhile and, therefore, necessary to conduct a study in order to gather information which will increase the knowledge on how this particular idea of justice grows and develops in Filipino children and youth.

The article presents information on effects of early training on personality. It would seem reasonable to assume that any experience might have some effect upon the personality of the individual and that a early training experiences, which are so often repeated, so intimate and so crucial to the continued existence of the individual, must have some influence upon his later growth and development. Social scientists, particularly sociologists, are giving renewed and thoughtful attention to the family and the formulation of conceptual and methodological tools for describing its structure and process. The article presents some excerpts from the book "Current and Future advances in Physiological and Comparative Psychology," by Harry F. Harlow. The excerpt presented in the article reads "although people have been observing children for a very considerable period of time, there are few psychological areas of greater intellectual gloom than the area relating to the effects of early experience. It is a perfectly safe prediction that a major breakthrough will be made in the determination of the effects of controlled early experience, both normal and deviant, upon the subsequent behavior of the organism."

The article examines the course of growth and development of a group of 32 psychotic children. It suggests caution in the use of psychological testing in prognosis in the very young psychotic child. The authors point out that speech development appears highly significant in prognosis; however, further study of the correlation of this with intelligence testing is needed. They conclude that there is no correlation between treatment and prognosis in this sample of psychotic young children.

Analyzes the relation of early and late tooth eruption to the level of caries experience in appropriately selected groups of children. Number of children having specified total numbers of permanent teeth erupted; Normal characteristic of the growth and development of children; Discussion on the level of caries experience; Relationship between chronological age and the per cent of the lower molars attacked by caries.

Examines the effectiveness of an evaluational approach to problems of retardation and behavior in childhood. Psychosocial disabilities in children; Standard history and physical examination and a standard psychologic evaluation utilizing diagnostic tests; Primary diagnosis of a learning, developmental or behavior disorder; Indications of child growth and development.

Highlights the importance of family togetherness in the experiences of love, happiness and improved mental health for children. Normal defenses against closeness; Effects on the psychosexual development of children; Psychiatric cases; Indications for child growth and development.

The article discusses guidance and mental hygiene services in the New York City schools. The elementary school conceives its major functions to be child development. This includes the growth and development of the child as' a person; as a citizen; as a contributor. to social welfare; as a healthy individual capable of appreciating the cultural heritage of his country and of other nations. The vocational high schools have extensive guidance programs; they have placement services, both at school and in conjunction with the New York State Employment Service; and a very complete health service conducted jointly by the Board of Education and the Board of Health. New York City schools have been identified with guidance activities from the beginning of the guidance movement. In addition to the guidance that should be provided by every teacher, administrator, nurse, and everyone who comes in contact with children, New York City schools have two systems of guidance. One is clinical, and the other is developmental.

This article reports that adults must mediate television, like any other experience in a child's life. In the United States, adults are not always available for the children who are watching television, so, the author believes that television itself must serve as the caring adult. Just as those Americans, who work well with children in school have schooled themselves in empathy for children, so must those Americans who communicate with children through the mass media attempt to understand the physical, emotional and sociocultural aspects of children's growth and development. Working from there, the author believes that television can be a real asset to the health professions. Commercialism bombards all, too frequently, with messages, which say one needs something beside him to get along. Children like to be told what to expect. Another program that seems helpful is a program about moving. A great many families move each year and this is as hard on the children as on the adults. Types of programs, which the author found fascinating because of the response the audiences receive, are those, which deal with control of fluids and of fire.

Comments on the article 'The Relationship Between Rigidity-Flexibility in Children and Their Parents,' by A. Blum. Intercorrelations among mothers, fathers and children on measures of rigidity-flexibility; Effects of family entity on the growth and development of children; Information on the outcome of the experiment.

Focuses on the major psychological developments in achieving an average child's age and cultural background. Characteristics of child's behaviors involved in such achievements; Examples of clinical situations in child developments; Typical failure of therapeutics caused by lack of comprehensive care.

Focuses on the psychological implications of scrotal sac and testes defects for the male child. Significance of scrotal sac and testes in the psychological development and continuing mental health of a boy; Factors influencing retractions in male child development; Reasons for the generalized omission of education regarding the scrotal sac and testes;

Focuses on the factors which describes the maladaptive characteristics of families of children with school phobia. Methods use characterization of such families; Common characteristics of families and identification of patients; Manifestation of parent's concern for physical health of the children; Importance of family characterization in determining the type of therapeutic interventions.

The article presents several publications on exceptional children including "Educational Psychology," by George W. Hartmann, "Emotion and Conduct in Adolescence," by Caroline B. Zachry, " Growth and Development of the Young Child," by Winifred Rand, Mary E. Sweeny and E. Lee Vincent, "Factors Related to Children's Participation in Certain Types of Home Activity," by Editha Luecke and "First Aids in Reading Difficulties," by S. Weir Newmayer.

This section presents a list of reference sources dealing with the mental and emotional development of children.

This attempt to see mental health programming for the classroom in overview has, by necessity, left out many important developments that have not as yet matured into trends that have endured and gained wide practice. A review of the current trends in school administration, teacher- training, or education research reveals other moves, of considerable significance to the classroom teacher's mental health role. For instance, the keen controversies about class size, retention, grading, competition, and grouping practices that characterize the administrative scene at present carry implications both for pupil well-being and parental cooperation. The research-in-training projects of the Schools of Education at the Universities of Wisconsin and Texas and at San Francisco State College are but illustrations of the wide-spread interest by teacher-trainers in the behavioral-science education of the teacher, the school administrator, and special services personnel. The list of important moves in research, special education, guidance, and health services also would show practices affecting the classroom teacher and his programs As one reviews the two basic trends and the several specific trends described above, it becomes apparent that two things are happening to the classroom teacher: (1) more is being expected of him; and (2) more resource people are being mobilized to help him. The mental health- related programming for the classroom teachers now includes more time and effort on behavioral management, screening and identification of children with problems, use of group guidance methods, contacts with parents, evaluation of students and program; and education about behavior, as well as more time and attention to in-service training and liaison with specialists. In return, the educational and mental health resources of the community are mobilizing for the teacher more consultative support, better in-service training, greater assistance in pupil and program evaluations, more referral resources, and better mental health education of the public toward developing an understanding of the teacher's efforts. The mental health roles of the teacher are moving from a personal responsibility to a teamwork effort. This teamwork requires specialization and organization and discipline. It requires specialization because classroom mental health requires so many different skills that no one man can develop them all. It requires organization because one must know when and how these skills become available. It requires discipline because each member of the team must be dependent on the others and they on him. The recognition of this need for the cooperation of these interdependent specialists is giving impetus to the development of pupil- personnel, school health, and special services' divisions within school systems, as well as closer liaison with social work and other mental health resources in the community. Perhaps the overall trend in the classroom and the school reflects the overall trend in the community. Mental health programming is becoming an interdisciplinary and interagency teamwork operation, the development of a system of caretakers and helpers, each with a significant contribution to make, into a coordinated system. Many kinds of competencies are being pooled to attempt to ameliorate the many stresses or to augment the many kinds of positive experiences that affect a child's mental health. The teacher is an integral part of such a system of "caring" and the classroom a crucial front-line for the helping process. [ABSTRACT FROM AUTHOR]

This article presents a research on the emotional development in childhood and adolescence. The author emphasized the necessity of defining and recognizing anxiety, neuroticism and stress before considering etiology. In other studies, comparisons on high anxious children with low anxious children revealed that high anxious children tended to show slower reaction times, more sex-appropriate behavior, to be less popular, more perceptual rigidity, and to recall interrupted tasks. No measurable relationship was obtained by the author between measures of emotional adjustment of children and measures of either parental attitudes on child rearing.

This article presents a study on personality and social development during childhood and adolescence. The relationship of certain personality variables to high school achievement indicates a data that objectivity, composure and self-mastery have the strongest relationship to achievement in selected personality variables and the thinking of students in discussion classes. It was found that the degree of anxiety, rigidity and negativism affects the nature of the individual's class participation.

This article presents a study on personality development in infancy and in preschool years. The scarcity of relevant studies is a function of several variables. The process of play therapy is of great importance because of its special suitability for young children and its hypothesized relationship to personality variables. It was found that successive emotional changes occurring in play therapy could be classified into levels of normal emotional adjustment. The use of toys in stimulating expression has been given a great value.

This article reviews the research on the field of child behavior and development as a product of integrated development. The research is focused mainly on the discussion of the stability of the intelligence quotient and of the effects of different environments on mental development. The researchers summarized their researches in the field of child behavior and development. The research on a study with respect to differences in intelligence between the racial groups on a study of individual differences found negative results on particular items of the test.

This article presents studies which contributed to a picture of normal childhood and adolescent with respect to personality development and social adjustment. Several studies were initiated which compares the relation emotional and social adjustment to child development. Furthermore, it is argued that nursery schools has the postulated ability to enhance social adjustment wherein it also showed greater social confidence and better motor development. Moreover, several studies have looked into the wants, wishes, and personal problems of students in an effort to understand childhood development of a normal childhood. Finally, the evaluation of the interests and attitudes of children as well as other factors can shed light to the growing interest in social psychology.

This article examines the mental hygiene of a normal child. Experimental studies of the development of emotional habits in young children have been largely devoted to studies of the incidence of various types of behavior. The mental hygiene problems of the normal child are reflected in the attitudes which parents and teachers have toward children's problems. It is indicated that parents and teachers are highly conservative in their attitude toward children, approving behavior that makes for the smooth running of home and school, and showing little regard for wholesome personality development.

The article presents information on the Pakistani child rearing system and its effects on family welfare. The adult personality is crystallized in its national character, a product molded by many forces, personal and social. To understand this personality of any nation, its fears and its defenses, its joys and its aspirations, it is necessary to understand and appraise the life of a child within the family and the nation as a whole. The paramount influence on personality formation, in characteristic family life is the absolute authoritarian control of the eldest male.

Several recent studies have raised interesting questions about the relation of social class position to child-rearing practices. This study, carried out in Chicago, Illinois, in the early 1940s, found the middle class to be generally more severe in weaning and toilet training, and to restrict and put more demands upon the child. Later studies have found several differences, primarily in the direction of more permissiveness by middle class mothers than the Chicago study described. The larger study on stress caused by the arrival of a second child in the family of which this was a part required 50 of the mothers to be expecting a second child at the time of the first interview, and the remaining 24 control families to be matched on a group basis by occupation of father, neighborhood, age and sex of child. Thirty-six middle-class and 38 working-class mothers were interviewed in 1953 about their child-rearing practices. The available evidence is consistent with the notion that a change in child-rearing practices has taken place, and that this change is due to the different reference groups used by the two classes.

The object of the present paper is to explore the implications of the two statements cited above by means of an analysis of selected aspects of both the infant discipline and the post-infant experience of a sample of third grade children in the village of Pelpola, Raiygam Koralle. The selection has been made so as to focus on four subjects which, on the basis of current theories, should be of crucial importance for an understanding of Sinhalese personality. The vast majority of the population of Ceylon are villagers and the village chosen is reasonably representative of a large block of this population. It has been under continuous study, both formal and informal, for a period of over three years. The data reported in this paper are based on interviews with the mothers of all children who were or should have been attending the third standard in the village school. There were 48 children in this universe. There were no refusals in interviewing the mothers, but complete child training data could not be obtained for three children due to a case each of desertion, mental illness, and death.

This article examines how children at different stages of their development view the world, and what progress they make toward the development of fundamental concepts and an understanding of scientific principles. From the stages of infancy and toddlerhood, the child grows into a period in which he is perhaps more naturally inclined to use the methods of science that at any other stage in his development. The years from three to six are years of zooming curiosity, the kind of curiosity which seems basic to all scientific investigation.

The article focuses on the role of elementary teachers in the development and preservation of the mental health of students. This primarily highlights on the responsibility of teachers and class advisers in the development of mental processes to become active elements of the learning experience, such that they must provide integrating mechanisms and relationships between education and students. Specifically, among the highlighted role of teachers include their responsibility to know and relate to children, offers support for positive self-feeling, and guides learning to serve ego development. In addition, information to help teachers prepare a program for knowledge and self-knowledge development of students' mental health are included.