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The results reported in this paper may be summarized briefly as follows: 1. In attitude toward self-reliance the present groups from the three home situations, the farm, the town, and the city, did not differ significantly from each other. Mothers and fathers also scored, on the average, essentially the same. The town mothers had the most favorable and the town fathers had the least favorable attitudes of any of the sub-groups. The groups, however, were too small for the differences to be statistically reliable. 2. In general, fathers who participated in this study did not differ from the mothers in attitude toward parental control versus freedom for high-school-age children. Definite differences did appear, however, between parents of the different home situations. Farm parents, in general, had the least favorable attitude and city parents had the most favorable attitude. This is explainable in part at least in the case of the mothers, in terms of differences in formal education and training. 3. Correlations between scores of the 50 parent pairs who returned completed sets of test papers were -.73 and -.66 for attitude toward self-reliance and attitude toward parental control respectively. These coefficients are exceptionally high, due, quite probably to the fact that this was not entirely an unselected group. These mothers made somewhat more favorable scores on both tests than the total mothers' group. 4. There was revealed a very slight tendency for attitude toward self-reliance in mothers to be associated with the development in their children of two sorts of self-reliance, i.e., independence of judgment in personal problems and resourcefulness in the group situation. There was also a suggestion of a relationship between this parental attitude in mothers and adequacy of personal adjustment, and also between this attitude in fathers and appreciation of home life in children. 5. Attitude toward adolescent freedom versus parental control in both fathers and mothers was very slightly associated with independence in personal matters in children. When the standard scores of each parent pair were averaged and correlated with "independence," the resulting coefficient was .30±.08. Since farm parents averaged lowest and city parents averaged highest in this attitude it was tentatively concluded that for the development of self-reliance, in the sense of independence in meeting personal problems, the city home situation was the most favorable and the farm home situation the least favorable of the three studied. [ABSTRACT FROM AUTHOR]

The present paper on social class differences in mortality and morbidity during the first two years of life is based on the results of a survey on the health and development of a sample of children drawn from all parts of Great Britain and from all social classes. The 1946 survey provided a unique opportunity to keep the health and development of a national sample of children under review. In 1948, therefore, the Joint Committee, with the addition of representatives from the Institute of Child Health, made a further study of the babies enrolled in the 1946 survey. The completion of the 1948 survey was made easier by the fact that illegitimate children were excluded from the survey as also were twins. It would have been difficult, and embarrassing to trace unmarried mothers, many of whom had been confined away from home, sometimes without the knowledge of their relatives. Twins were excluded because it was felt that the small number in the sample would yield little useful information, but greatly complicate the analysis.

Focuses on the impact of urban life on development of children who are living in U.S. cities. Effect of metropolization on human inhabitants of the cities; Coalition between planners and consumers of a city; Suggestions for restructuring city's residential areas for improving child development.

The article discusses the investigations of the Atomic Bomb Casualty Commission in the U.S. to the possible delay effects of the bombings in Japan. The investigation points that the explosions were not monitored for radiation yield and that bombs of similar type have been tested which lead to tentative air-dose distance curves. Some of the effects of the explosion in Japan include the high occurrence of leukemia, increase of cancer in the survivors of the bombings, and cataracts. It also notes that the growth and development of children exposed in radiation have delayed in normal maturation growth.

The article reflects on the development of motor skills in young children and its importance to physical education. It presented several aspects in which research on motor development in children are focusing on. Such aspects include the analyses of mature performance in fundamental motor skills, the observations of developmental changes in motor patterns of young children, and the observations of the effect of environmental conditions in influencing the emergence and development of motor patterns in children. It also presented a study on the throwing behavior of children and formed a basis for movement experiences that seek to refine their problems in throwing.

In this article, the author presents his opinion on some myths related to art education. According to the author the first myth is that children develop best in art if they get sufficient art materials and emotional support from teachers. This myth stems from believe that adults interfere with child's natural development in art. The author says that the second myth is that the goal of art education is to develop child's creativity through art.

The present study investigated the effect of required effort (moderate vs. low), level of expertise ("Dr." vs. "Mr."), and sex of the psychologist on compliance with the recommendations of. school psychologists. One hundred forty-four elementary school teachers served as subjects. The psychologists evaluated a child from each teacher's class and recommended that she send for materials which would help the child's perceptual and reading development. Results indicate that compliance varied directly with required effort, but was unrelated to level of expertise and sex. It is argued that psychologists in schools may influence teachers as a function of legitimate power, whereas expert power is operative when dealing with the public. [ABSTRACT FROM AUTHOR]

The article reports offers information on the Children's Art Month activities for March 1966. It suggests that those who are planning activities for the art month should send in the names and addresses of their local newspapers to the Crayon, Water Color and Craft Institute, Inc. in order to receive art education articles. It mentions that the articles are accompanied by a note, encouraging the papers to cooperate with school and youth groups in developing feature stories about local projects, and the views of informed local citizens on the importance of art training for all children. It declares that the Institute aims to make people aware of the many values of a purposeful art education in the development of each child's highest potential.

The article reports on case of a 27 year old widower, who was admitted to Lima State Hospital from the Common Pleas Court for mental examination after he was charged with abducting for immoral purposes, attempting carnal knowledge and felonious assault on an 11-year old girl. It states that the offender was often related to physical punished by his angry mother, and was very interested in reading magazines and articles dealing with sadism, often feeling the urge to commit a crime of those nature. Moreover, after the offender's arrest, he wrote a confession in the form of a letter, describing all the stages of sadism, such as ideal sadism, day dreaming, sadistic actual acts, and suicidal attempt.

The role of the multitrait-multimethod matrix in assessing convergent and discriminant validity in our studies of child rearing has been described. Such an analysis places the constructs in an empirical context and takes us a long step away from arbitrary definition, or measurement by fiat. Some excellent convergent validities were observed. However, in some instances, mother's and father's ratings converged where it was not required by a priori logic, and in other instances minimal convergence was observed where greater convergence was required. Alternative interpretations of these outcomes were discussed, and current efforts to expose these interpretations to new data were described. Detailed discussion of the Parental Rejection scale has been provided and the competing view that these scores more nearly represent Child Rejectability has been considered. Finally, the important role of discriminant validity has been demonstrated in the analysis of this construct. [ABSTRACT FROM AUTHOR]

This article presents information on child animism. It is informed that young children pass through a stage where their relationship to the physical world is characterized by "animism," defined broadly as the tendency to regard objects as living and endowed with will. The present status of this concept is somewhat uncertain. Information on a study is being provided wherein 98 Hopi subjects were evaluated. Research on the psychology of European children was carried out in Birmingham, England. Written tests were given to 452 school children aged 7-12, and 262 more aged 5-11 were personally interviewed. The types of objects considered included sun, moon, cloud, wind, and such other active and moving ones such as bicycle, candle, and motor car. The results look somewhat odd, being grossly at variance with most other research in the field. Thus in the oral administration, the over-all percentages of animism obtained from 5, 6, and 7-year olds were respectively 1,17, and 7. The general incidence of animism according to the written test was about 21 percent, with a comparable figure of only 6 percent for the interviews.

The article reports on some changes in attitudes resulting from a pre-parental education program. It purposed to test the effectiveness of an eight-week study and discussion program called "The Family Prepares for Baby." This investigation was concerned with two questions: the measurement of the common attitudes and beliefs of young prospective parents about small children, their behavior, and their care and training; and the evaluation of changes in these attitudes and beliefs which occurred during attendance at a series of weekly educational meetings designed as preparation for parenthood. The importance of the attitudinal aspects of parenthood in relation to the adjustment and development of children is recognized by all professional groups concerned with parent-child relations. Today the prevailing point of view is based upon an increased understanding of the principles of growth and of human interaction and upon a greater appreciation of the ever-changing needs of the growing individual. Perhaps the first parent requisite, from this point of view, is the attainment of self-insight.

Focuses on the childhood intervention process and the child-family system in the year 2001. Factors that contribute to child development; Need for ecological intervention for child development; Requirements of an effective intervention; Obstacles in the childhood intervention process.

Cross-cultural and developmental research on the untaught mapping abilities of children aged five though ten suggests that mapping behavior is a normal and important process in human development, and that map learning begins long before the child encounters formal geography and cartography. The results of this research may lead to new strategies in early geographic education and new insights on early geographic learning. [ABSTRACT FROM AUTHOR]

Presents abstracts of theses in the field of speech and drama published in the June 1, 1952 issue of 'Speech Monographs.' Study of the relationship between the ability to impart information orally and the primary mental abilities; Effect of human interest on listenability; Comparative study of the growth and development of premature and full-term children.

The article focuses on the role of local education authorities and teachers in education in Great Britain. Inspectability is an awkward, intractable word--not unlike inspection itself, some would add. Freedom from external inspection is, in fact, often taken to be the hallmark of university freedom in Great Britain. By "teacher" is understood, in this case, a teacher in a school maintained by the local education authority. Teachers in direct grant and independent schools are thus excluded. By "local authority" is meant any or all of the 62 County Councils and 83 County Borough Councils in England and Wales. It is the duty of local education authorities, under the 1944 Act, to provide for the physical, mental, moral and spiritual development of children in their areas of compulsory school age (at present from five to 15 years of age). Such education should be in accordance with the age, aptitude and ability of the child. The Minister of Education's job is to ensure that the local authority does this; but, within its own terms of reference under the Act, a local education authority, has wide power of policy-decision and its implementing.

This article presents information on the controversy over the 1902 Balfour's Education Act. It was an educational success is shown by the torrent of secondary education which it undammed. But of all the educational advances of the nineteenth and twentieth centuries, this Act was decided on grounds other than educational on political and religious grounds. In all the debates on the Bill, in or out of Great Britain's Parliament, in the sermons preached about it and the pamphlets issued in their thousands, little was heard of the child. He or she was a mere pawn-it was the system that mattered. Not even Robert Morant, the brains behind the 1902 Act, had anything to say about the pupil as such. And the intense opposition which the Act aroused was based again on religious and political issues-or upon doubts as to whether the new system was the most efficient one, not so much for the child as for the nation. For the national need, then as now, was one of the prime motives for educational reform.

The article presents a list of books recently received by the Journal of Social psychology. Some of the books are: The Science Game, Children and Adolescents: A Biocultural Approach to Psychological Development, Equal Educational Opportunity, etc.