VISION ITS DEVELOPMENT IN INFANT AND CHILD BY ARNOLD GESELL, M. D. FRANCES L. ILG, M. D. GLENNA E. BULLIS Assisted by VIVIENNE ILG, O. D. and G. N. GETMAN, O. D. PAUL B. HOEBER, INC. MEDICAL BOOK DEPARTMENT OF HARPER i-BROTHERS PREFACE The background, scope, and genesis of the present volume are out lined in an introductory chapter which follows. There is not much more which needs to be said by way of preface. The investigations of the Yale Clinic of Child Development since its founding in 1911 have been mainly concerned with the growth aspects of early human behavior. All told, the behavior characteristics of 34 age levels have been charted, encompassing the first ten years of life. An intensive longitudinal study of a group of five infants in 1927 estab lished methods for a systematic normative survey. These methods in cluded developmental examinations and inventories at lunar month intervals during the first year of life. Concurrent cinema records were analyzed to define significant behavior patterns and growth trends. Special attention was given to the ontogenetic patterning of posture, locomotion, prehension, and manipulation. Cinemanalysis, both of normative and experimental data, demon strated that the eyes play an important role in the ontogenesis of the total action system of the total child. The nature and the dynamics of that role constitute the subject matter of the present study. The adult human eye has been likened to a camera. This analogy has had some truth and much tradition in its favor. But it has tended to obscure the developmental factors which determine the structure and the organization of the visual functions during infancy and child hood. The development ofvision in the individual child is an extremely v PREFACE complex and protracted process for the very good reason that it took countless ages of evolution to bring human vision to its present pre eminence. Our culture is becoming increasingly eye minded with the advancing perfection and implementation of the organ of sight. What is that organ It is more than a dioptric lens and a retinal film. It embraces enormous areas of the cerebrum it is deeply involved in the autonomic nervous system it is identified reflexively and directively with the skeletal musculature from head and hand to foot. Vision is so perva sively bound up with the past and present performances of the organism that it must be interpreted in terms of a total, unitary, integrated action system. The nature of the integration, in turn, can be under stood only through an appreciation of the orderly stages and relativi ties of development whereby the integration itself is progressively at tained. The authors have attempted to achieve a closer acquaintance with the interrelations of the visual system per se and the total action system of the child. This finally entailed the use of the retinoscope and of analytic optornetry at early age levels where these technical procedures ordinarily are not applied. The examinations of the visual functions and of visual skills were really conducted as behavior tests, not only to determine the refractive status of the eyes, but also to determine the reactions of the child as an organism to specific and total test situations. The objective findings have been correlated with the cumulative evi dence furnished by the developmental examinations, numerous inter views, and naturalisticobservations of the children at home and in a guidance nursery. Although the conclusions of our study are prelimi nary in character, we may hope that they will contribute to a better understanding of the child in terms of vision and a better understand ing of vision in terms of the child. The two should not be sundered. With increased knowledge it is possible that the visual behavior of the individual child will become an acute index for the appraisal of fundamental constitutional traits...

INFANT AND THE CULTURE OF TODAY The Guidance of Development in Home and Nursery School BY ARNOLD GESELL, CONTENTS Preface ix Introduction Plan and Purpose 1 PART ONE GROWTH AND CULTURE 1. The Family in a Democratic Culture 9 1. The Household as a Cultural Work Shop 2. The Functions of Infancy 2. How the Mind Grows 15 1. The Patterning of Behavior 2. The World of Things 3. Personality and Acculturation 28 1, Personality as a Dynamic Structure 2. The World of Persons 3. The Growth of Personality 4. Infants are Individuals 39 1. Matxiration and Acculturation 2. The Individuality of Twins 3. The Individuality of Growth Patterns 5. Self-Regulation and Cultural Guidance . 47 1. Individuals and Schedules 2. Self-Demand Schedules 3. Self-Regulation through Cultural Control 4. The Cultural Significance of Self-Regulation 6. The Cycle of Child Development 59 1. Stages and Ages 2. Progressions in Cultural Activities 3. The Cycle of the Behavior Day 4. The Use and Misuse of Age Norms PART TWO THE GROWING CHILD 7. Before the Baby is Born 73 1. The First Baby 2. A Second Baby 8. A Good Start 80 1. Breast Feeding and Self-Regulation 2. A Rooming-in Arrangement for the Baby 3. From Hospital to Home 4. Tlie Evolution of the Behavior Day v KANSAS CITY MO. PUBLIC LIBRARY h H -CONTENTS l, pphavior Profile 2. Behavior Day 10. Sixt ii X Veeks Old 100 1. Behavior Profile 2. Behavior Day 1 1 . Twenty-Eight Weeks Old 108 1. Behavior Profile 2. Behavior Day 12. Forty Weeks Old 110 1. Behavior Profile 2. Behavior Day 13. One Year Old 123 1. Behavior Profile 2. Behavior Day 14. Fifteen Months Old 131 1. Behavior Profile 2. Behavior Day 15. Eighteen Months Old H 1 1. Behavior Profile 2. Behavior Day 3. Cultural andCreative Activities 4. Nursery Behavior 5. Nursery Techniques 16. Two Years Old 159 1. Behavior Profile 2. Behavior Day 3. Cultural and Creative Activities 4, Nursery Behavior 5. Nursery Techniques 17. Two-and-a-Half Years Old 177 1. Behavior Profile 2. Behavior Day 3. Cultural and Creative Activities 4. Nursery Behavior j 5. Nursery Techniques 18. Three Years Old 202 1. Behavior Profile 2. Behavior Day 3. Cultural and Creative Activities 4, Nursery Behavior 5. Nursery Techniques 19. Four Years Old 224 1. Behavior Profile 2. Behavior Day 3, Cultural and Creative Activities 4. Nursery Behavior 5. Nursery Techniques 20. Five and the Years After Five 246 1. Five Year Oldncss 2. Childhood and Adolescence 21. The Nursery School as a Guidance Center 258 L Cultural Origins of the Nursery School 2. Should My Child Go to Nursery School 3. Individualized Attendance 4. Initial Adjustment of Child to Nursery School 5. Characteristics of a Skilled Guidance-Teacher 6. Guidance Adaptations to Indi vidual arid Group Differences 7. The Guidance Functions of a Nursery Unit CONTENTS PART THREE THE GUIDANCE OF GROWTH 22. A Developmental Philosophy 287 1. Absolute versus Relative Concepts 2. The Dynamics of the Growth Complex 3. Behavior Deviations 23. The Growth Complex 298 1. Sleep 2. Feeding 3. Bowel Control 4. Bladder Control 5. Personal and Sex Interests 6. Self-Activity, Sociality, Self-Containment 24. Child Development and the Culture oi Tomorrow 356 1...

Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

A guide for parents to provide a detailed understanding of the physical and mental states of children from infancy to nursery school. Covering the first five years of life, typical child development including behaviour profiles, depicting physical and psychological states are documented. Product Details

Including A System Of Developmental Diagnosis.

INFANT BEHAVIOR ITS GENESIS AND GROWTH BY ARNOLD GESELL. PREFACE Investigations as well as infants grow. The present volume has its roots in earlier studies which are briefly outlined in the opening chapter. We must at once acknowledge our indebtedness to earlier associates who helped to set in operation general principles and methods of procedures namely, Mrs. Margaret Cobb Rogers, Miss Elizbeth Evans Lord, Miss Ruth Wendell Washburn, and Dr. Marian Cabot Putnam. Through its diagnostic and advisory service, the clinic has fortunately been able to build up relations of confidence and friendliness in the community. This has resulted in excellent cooperation from the parents of New Haven who, through themselves and through their infants, have made a gener ous contribution to our scientific undertaking. We have benefited in numerous ways from the cooperation of other departments of the School of Medicine and of social agencies, including the Visiting Nurse Association and the Bureau of Vital Statistics. In the home visits and interviews we had the assistance of Miss Glenna Bullis and of several graduate students. We wisti also to make grateful acknowledgment to Miss E. Elizabeth Allis for assistance in the preparation of manuscript. This publication is based upon periodic developmental exami nations of normative infants throughout the first year of life, The stenographic protocols of the observations entailed a large amount of painstaking analysis which was carried through by a group of assistants especially trained and supervised for the task Miss Helena MaHay, Miss Helen Richardson, Miss Charlotte Peck, Miss Georgina Johnson, and Mrs. Harriet Lange Rheingold. Mrs. Esther Upjohn Shipley, over a period of three years, devel oped a detailed familiarity with the data and rendered valuable service in connection with the analysis of the normative cinema records. These records were made with the active cooperation and helpful advice of Professor Henry Marc Halverson, Research Associate in Experimental Psychology, Extensive cinema records, both normative and naturalistic, have been codified in An Atlas of Infant Behavior which portrays in action photographs the forms and early growth of human behavior patterns. The present volume bears an organic relation to vf PREFACE the systematic delineations of the Atlas. A forthcoming volume by the present authors, entitled Norms of Infant Development, will set forth in monographic detail the basic data of the normative survey, the specific procedures used in the developmental examinations, and biometric conclusions and applications. The present volume deals mainly with findings and genetic interpretations. The results of the normative survey are reported in six chapters and sixty sections. Chapter Three, which constitutes the core of the book, summarizes the behavior characteristics displayed in twenty-five different situations, instituted at fifteen age levels from four through fifty-six weeks. The newborn infant was not included in our systematic observations. The period immediately after birth involves medical, nutritional, and environ mental complications and so many highly variable factors that it requires special techniques for adequate study...

This early work on child development is both expensive and hard to find in its first edition. It contains details on normal and abnormal development along with treatment methods. This is a fascinating work and is thoroughly recommended for anyone with an interest in the history of child development. Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

VISION ITS DEVELOPMENT IN INFANT AND CHILD BY ARNOLD GESELL, M. D. FRANCES L. ILG, M. D. GLENNA E. BULLIS Assisted by VIVIENNE ILG, O. D. and G. N. GETMAN, O. D. PAUL B. HOEBER, INC. MEDICAL BOOK DEPARTMENT OF HARPER i-BROTHERS PREFACE The background, scope, and genesis of the present volume are out lined in an introductory chapter which follows. There is not much more which needs to be said by way of preface. The investigations of the Yale Clinic of Child Development since its founding in 1911 have been mainly concerned with the growth aspects of early human behavior. All told, the behavior characteristics of 34 age levels have been charted, encompassing the first ten years of life. An intensive longitudinal study of a group of five infants in 1927 estab lished methods for a systematic normative survey. These methods in cluded developmental examinations and inventories at lunar month intervals during the first year of life. Concurrent cinema records were analyzed to define significant behavior patterns and growth trends. Special attention was given to the ontogenetic patterning of posture, locomotion, prehension, and manipulation. Cinemanalysis, both of normative and experimental data, demon strated that the eyes play an important role in the ontogenesis of the total action system of the total child. The nature and the dynamics of that role constitute the subject matter of the present study. The adult human eye has been likened to a camera. This analogy has had some truth and much tradition in its favor. But it has tended to obscure the developmental factors which determine the structure and the organization of the visual functions during infancy and child hood. The development ofvision in the individual child is an extremely v PREFACE complex and protracted process for the very good reason that it took countless ages of evolution to bring human vision to its present pre eminence. Our culture is becoming increasingly eye minded with the advancing perfection and implementation of the organ of sight. What is that organ It is more than a dioptric lens and a retinal film. It embraces enormous areas of the cerebrum it is deeply involved in the autonomic nervous system it is identified reflexively and directively with the skeletal musculature from head and hand to foot. Vision is so perva sively bound up with the past and present performances of the organism that it must be interpreted in terms of a total, unitary, integrated action system. The nature of the integration, in turn, can be under stood only through an appreciation of the orderly stages and relativi ties of development whereby the integration itself is progressively at tained. The authors have attempted to achieve a closer acquaintance with the interrelations of the visual system per se and the total action system of the child. This finally entailed the use of the retinoscope and of analytic optornetry at early age levels where these technical procedures ordinarily are not applied. The examinations of the visual functions and of visual skills were really conducted as behavior tests, not only to determine the refractive status of the eyes, but also to determine the reactions of the child as an organism to specific and total test situations. The objective findings have been correlated with the cumulative evi dence furnished by the developmental examinations, numerous inter views, and naturalisticobservations of the children at home and in a guidance nursery. Although the conclusions of our study are prelimi nary in character, we may hope that they will contribute to a better understanding of the child in terms of vision and a better understand ing of vision in terms of the child. The two should not be sundered. With increased knowledge it is possible that the visual behavior of the individual child will become an acute index for the appraisal of fundamental constitutional traits...

STUDIES IN CHILD DEVELOPMENT To The Staff of the Yale Clinic of Child Development CONTENTS Preface and Acknowledgments iv, ix Introductory 1. The Miracle of Growth 3 2. A Visual Chapter 13 PART ONE Methods of Approach 3. Charles Darwin and the Study of Child Development 35 4. A Biological Psychology 45 5. The Method of Co-Twin Control 58 6. The Conditioned Reflex and the Psychiatry of Infancy 65 7-The Documentation of Infant Behavior in Relation to Cultural Anthropology 82 8. Cinemanalysis A Behavior Research Technique 96 9. One-Way-Vision 103 PART TWO Patterns of Growth 10. The Predictiveness of Infant Behavior 109 11. Some Observations of Developmental Stability 117 12. Early Evidences of Individuality 127 13. Genius, Giftedness and Growth 137 vii Preface This volume is a collection of papers, prepared mostly on invitation for special occasions. The titles of the chapters, therefore, suggest a rather startling variety of subjects. But in reality these chapters all deal with a single unifying theme, namely, the characteristics and conditions of child development. In America, the study of child development has had a double motiva tion a scientific interest in growth as a biological process subject to natural laws and a humanitarian interest in the physical and psycho logical needs of the growing child in home, school, and community. There is no necessary conflict between these two areas of interest. Human development cannot be divorced from the cultural setting in which it occurs. The Yale Clinic of Child Development has functioned both as a research clinic and as a service clinic associated with a School of Medi cine, A devoted, co-operative staff have made it possible to maintain areciprocal balance between so-called basic research and applied research. Our systematic investigation has been concerned with charting the normal ontogenesis of behavior at thirty-four progressive age levels from birth to ten years. Since development is in itself an integrating process and an integrative concept, it has been possible to study defects and deviations of maldevelopment by the same methods employed in the observation of normal behavior. In the course of years the Clinic has come into contact with an extraordinary variety of developmental manifestations in the preschool child attending the Guidance Nursery in the developmental supervision and survey of feeding behavior of well babies in the study of visual functions of infants and school chil dren in the preadoption examination of foster children and especially ix Introductory CHAPTER I 59 The Miracle of Growth 3 The task of science is to make the world we live in more intelligible. This world is filled with knowable realities. At one extreme is the Atom at another extreme is the Child. In the Miracle of Growth these two extremes meet. There are two kinds of nuclei the nucleus of the physical atom and the nucleus of the living cell. Each contains energies derived from the cosmos through ageless processes of evolution. An atom can be pictured as a tiny solar system, composed of a central nucleus surrounded by electrons. In comparison, the fertilized human egg cell is transcendently complex, for its organic nucleus initiates the most miraculous chain reaction known to science a cycle of growth in which a minute globule of protoplasm becomes an embryo, the embryo a fetus, the fetus an infant, the infant a child, the child ayouth, the youth an adult, and the adult a parent. With parenthood, another cycle of growth is liberated. And so it comes to pass that children, mothers, fathers, preparents, and grand parents can all behold the miracles of growth. The exhibit which has been prepared with such imagination for your great museum is impressive, because it portrays the pageant of child development in full perspective...

INFANT AND THE CULTURE OF TODAY The Guidance of Development in Home and Nursery School BY ARNOLD GESELL, CONTENTS Preface ix Introduction Plan and Purpose 1 PART ONE GROWTH AND CULTURE 1. The Family in a Democratic Culture 9 1. The Household as a Cultural Work Shop 2. The Functions of Infancy 2. How the Mind Grows 15 1. The Patterning of Behavior 2. The World of Things 3. Personality and Acculturation 28 1, Personality as a Dynamic Structure 2. The World of Persons 3. The Growth of Personality 4. Infants are Individuals 39 1. Matxiration and Acculturation 2. The Individuality of Twins 3. The Individuality of Growth Patterns 5. Self-Regulation and Cultural Guidance . 47 1. Individuals and Schedules 2. Self-Demand Schedules 3. Self-Regulation through Cultural Control 4. The Cultural Significance of Self-Regulation 6. The Cycle of Child Development 59 1. Stages and Ages 2. Progressions in Cultural Activities 3. The Cycle of the Behavior Day 4. The Use and Misuse of Age Norms PART TWO THE GROWING CHILD 7. Before the Baby is Born 73 1. The First Baby 2. A Second Baby 8. A Good Start 80 1. Breast Feeding and Self-Regulation 2. A Rooming-in Arrangement for the Baby 3. From Hospital to Home 4. Tlie Evolution of the Behavior Day v KANSAS CITY MO. PUBLIC LIBRARY h H -CONTENTS l, pphavior Profile 2. Behavior Day 10. Sixt ii X Veeks Old 100 1. Behavior Profile 2. Behavior Day 1 1 . Twenty-Eight Weeks Old 108 1. Behavior Profile 2. Behavior Day 12. Forty Weeks Old 110 1. Behavior Profile 2. Behavior Day 13. One Year Old 123 1. Behavior Profile 2. Behavior Day 14. Fifteen Months Old 131 1. Behavior Profile 2. Behavior Day 15. Eighteen Months Old H 1 1. Behavior Profile 2. Behavior Day 3. Cultural andCreative Activities 4. Nursery Behavior 5. Nursery Techniques 16. Two Years Old 159 1. Behavior Profile 2. Behavior Day 3. Cultural and Creative Activities 4, Nursery Behavior 5. Nursery Techniques 17. Two-and-a-Half Years Old 177 1. Behavior Profile 2. Behavior Day 3. Cultural and Creative Activities 4. Nursery Behavior j 5. Nursery Techniques 18. Three Years Old 202 1. Behavior Profile 2. Behavior Day 3. Cultural and Creative Activities 4, Nursery Behavior 5. Nursery Techniques 19. Four Years Old 224 1. Behavior Profile 2. Behavior Day 3, Cultural and Creative Activities 4. Nursery Behavior 5. Nursery Techniques 20. Five and the Years After Five 246 1. Five Year Oldncss 2. Childhood and Adolescence 21. The Nursery School as a Guidance Center 258 L Cultural Origins of the Nursery School 2. Should My Child Go to Nursery School 3. Individualized Attendance 4. Initial Adjustment of Child to Nursery School 5. Characteristics of a Skilled Guidance-Teacher 6. Guidance Adaptations to Indi vidual arid Group Differences 7. The Guidance Functions of a Nursery Unit CONTENTS PART THREE THE GUIDANCE OF GROWTH 22. A Developmental Philosophy 287 1. Absolute versus Relative Concepts 2. The Dynamics of the Growth Complex 3. Behavior Deviations 23. The Growth Complex 298 1. Sleep 2. Feeding 3. Bowel Control 4. Bladder Control 5. Personal and Sex Interests 6. Self-Activity, Sociality, Self-Containment 24. Child Development and the Culture oi Tomorrow 356 1...