Originally published in 1969, this is the first biography of Susan Isaacs, the first attempt to estimate her incalculable contribution to the theory and practice of the education of young children. As a pioneer of new teaching methods, Susan Isaacs will be remembered mainly for her work at the Malting House School in Cambridge in the 1920s, and her contribution was such that in 1933 the Department of Child Development at the University of London, Institute of Education was specially created for her; she was Head of the Department until 1943. But Susan Isaacs was also a psychoanalyst, and D.W. Winnicott in his Foreword refers to the time when he was supplying cases for her child analysis training: 'I watched with interest her sensitive management of the total family situation, a difficult thing when one is engaged in learning while carrying out a psycho-analytic treatment involving daily sessions over years.' D.E.M. Gardner, who was a close friend as well as student of Susan Isaacs, begins by describing Susan's childhood in a Lancashire cotton town, and throughout the book she helps us to feel the force of Susan's personality and intellect - 'she was a truly great person, one who has had a tremendous influence for good on the attitude of parents and of teachers to the children in their care'.

First published in 1950, Long Term Results of Infant School Methods was written to explain and summarise the results of Gardner’s experiment to test the extent to which the effect of different styles of Infant school education, "experimental" or "control", would also be apparent at a later stage. The book details how the tests and the schools involved were chosen; the different types of tests conducted and their respective aims; and a summary of Gardner’s conclusions. It will appeal to those with an interest in the history and theory of education.

First published in 1942, Testing Results in the Infant School describes an attempt to measure objectively the results of education in Infant schools where children are free to move and speak and play, as compared with schools of a more formal and traditional type. The book explains in detail the variety of tests used, the reasons behind them, and the children’s reactions to them. It concludes with an evaluation of the results and suggestions for their bearing on educational practice. It will appeal to those with an interest in the history, theory, and psychology of education.

First published in 1966, Experiment and Tradition in Primary Schools was written to provide an account of the author’s pioneering study of the attainment of young children in schools where the curriculum was shaped by their spontaneous interests. The book describes the findings of Gardner’s work and assesses them in detail. It will have lasting relevance for those with an interest in the history of education and the development of education in infant and junior schools.

First published in 1937, The Children’s Play Centre is an account of Gardner’s Play Centre and her work in assessing its value in the education of children and the training of teachers. The book puts forward the value of play in the development of children and provides a detailed report of Gardner’s experiment. It also explores the significance of the Play Centre to the technique of training students. It will have lasting relevance for those interested in the history of education and the psychology of education.

First published in 1956, The Education of Young Children is focused on presenting the psychological needs of children within education, following several talks given by the author at conferences for teachers of young children. The book highlights the importance of meeting all aspects of a child's needs. It demonstrates that physical, emotional, social, and intellectual needs are all intrinsically connected and fundamental to education and development. It also puts forward the significance of Nursery Schools and the training given to Nursery School teachers, as well as the influence of Nursery Schools on Infant Schools. The Education of Young Children will appeal to those with an interest in the history and psychology of education.

First published in 1956, The Education of Young Children is focused on presenting the psychological needs of children within education, following several talks given by the author at conferences for teachers of young children. The book highlights the importance of meeting all aspects of a child's needs. It demonstrates that physical, emotional, social, and intellectual needs are all intrinsically connected and fundamental to education and development. It also puts forward the significance of Nursery Schools and the training given to Nursery School teachers, as well as the influence of Nursery Schools on Infant Schools. The Education of Young Children will appeal to those with an interest in the history and psychology of education.

First published in 1966, Experiment and Tradition in Primary Schools was written to provide an account of the author's pioneering study of the attainment of young children in schools where the curriculum was shaped by their spontaneous interests. The book describes the findings of Gardner's work and assesses them in detail. It will have lasting relevance for those with an interest in the history of education and the development of education in infant and junior schools.

First published in 1942, Testing Results in the Infant School describes an attempt to measure objectively the results of education in Infant schools where children are free to move and speak and play, as compared with schools of a more formal and traditional type. The book explains in detail the variety of tests used, the reasons behind them, and the children's reactions to them. It concludes with an evaluation of the results and suggestions for their bearing on educational practice. It will appeal to those with an interest in the history, theory, and psychology of education.

First published in 1937, The Children's Play Centre is an account of Gardner's Play Centre and her work in assessing its value in the education of children and the training of teachers. The book puts forward the value of play in the development of children and provides a detailed report of Gardner's experiment. It also explores the significance of the Play Centre to the technique of training students. It will have lasting relevance for those interested in the history of education and the psychology of education.

First published in 1950, Long Term Results of Infant School Methods was written to explain and summarise the results of Gardner's experiment to test the extent to which the effect of different styles of Infant school education, "experimental" or "control", would also be apparent at a later stage. The book details how the tests and the schools involved were chosen; the different types of tests conducted and their respective aims; and a summary of Gardner's conclusions. It will appeal to those with an interest in the history and theory of education.

Originally published in 1969, this is the first biography of Susan Isaacs, the first attempt to estimate her incalculable contribution to the theory and practice of the education of young children. As a pioneer of new teaching methods, Susan Isaacs will be remembered mainly for her work at the Malting House School in Cambridge in the 1920s, and her contribution was such that in 1933 the Department of Child Development at the University of London, Institute of Education was specially created for her; she was Head of the Department until 1943. But Susan Isaacs was also a psychoanalyst, and D.W. Winnicott in his Foreword refers to the time when he was supplying cases for her child analysis training: 'I watched with interest her sensitive management of the total family situation, a difficult thing when one is engaged in learning while carrying out a psycho-analytic treatment involving daily sessions over years.' D.E.M. Gardner, who was a close friend as well as student of Susan Isaacs, begins by describing Susan's childhood in a Lancashire cotton town, and throughout the book she helps us to feel the force of Susan's personality and intellect - 'she was a truly great person, one who has had a tremendous influence for good on the attitude of parents and of teachers to the children in their care'.