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Its" - 3 : -- - 4 Ple = = " + F11,"ref | || | * . * 事串 ​her - - r - ... 当 ​考化学一斗争 ​事工 ​- 一一一 ​- - - 串 ​* - * - - - - T” 中 ​中 ​- 一 ​里中 ​- - 一年一年​, 非 ​= " " , err.j由​:41: that IAL 。 - * - “ 三十一年 ​- - 非量产​。 - 中​' ** * * * * *: * * * * ** 号 ​, , , 平 ​* 售 ​出 ​。 i- -- * - - - ] 子民​- 产 ​- - , ,生 ​-- , } - * - - 特产 ​, 产 ​, 一一一一一一​-- - - - - - -- - - ----一一一一一一一一一一一一一 ​一身 ​. 1 -- - - - } . . . * * * * - -- - 一 ​一 ​- - * “中 ​- - 于是 ​- , , 1 3 ** 鲁鲁​,鲁鲁 ​- -- - -- 单 ​- - ------學畢 ​· 釋 ​言 ​- -- - DIVERSITY DIWO VERU OHLV IBRARIE University of Thietigan Library Paper CADA .. . . . GUIDANCE MATERIALS FOR - How Children Build Habits 9. . . By LOIS HAYDEN MEEK 1 UNIVERSITY OF MICHIGAN LIBRARIES AMERICAN ASSOCIATION OF UNIVERSITY WOMEN Second Edition Price 35 Cents GUIDANCE MATERIALS FOR STUDY GROUPS No. I How Children Build Habits By S LOIS HAYDEN MEEK, Ph. D. Educational Secretary American Association of University Women NATIONAL HEADQUARTERS 1634 Eye Street Northwest Washington, D.C. 1928 Copyright 1925, 1926 by Lois Hayden Meek Second Edition 1926 Second Printing 1928 MODEL PRINTING COMPANY, WASHINGTON, D, C. hellul TABLE OF CONTENTS PAGE - - - - -- - - - - - - --- - - - - - - - - - - - - - ---- - - --- --- - - - - - - - - - - HOW TO USE THE PAMPHLET BIBLIOGRAPHY I. HEREDITY II. ENVIRONMENT III. BASES OF ACTION... IV. LEARNING. V. HABIT VI. SLEEP VII. ENURESIS VIII. FOOD IX. BASIS OF EMOTIONS. X. FEAR XI. ANGER. XII. SEX. XIII. AFFECTION AND JEALOUSY - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - O M . . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - HOW TO USE THE PAMPHLET Guidance Materials for Study Groups: How Children Build Habits was especially prepared for the groups in preschool education which are being organized under the direction of the Educational Secretary of the American Association of University Women as part of the national educational program. This pamphlet has been planned with the idea of developing a syllabus which will serve as a guide for observation and study of young children by small study groups. It is not in per- manent form and is being issued in print merely for convenience. Under each topic (except Topic III) there will be found the follow- ing divisions: 1. Questions for Parents to Answer for Themselves. The aim of these questions is to stimulate parents to begin thinking on their prob- lems, to begin analyzing their own reactions. These questions should not be taken up for discussion unless some one particularly requests it. 2. Activities. Here are suggested certain records and observations which parents may make of their children's behavior. Each member of the group is not expected to perform all of these suggested activities; but it is hoped that each member may always be engaged in some one of these activities. There is no better way to understand children than to observe objectively what they do; there is no better way to evaluate one's own behavior as a parent than to see on paper a record of what has been done. In making observations and keeping records parents should be par- ticularly careful to write down only what is observed, only what the child does, not what they think he may do and not why they think he is doing it. Any interpretation or assigning of motives should be put in a separate note and designated “remarks.” Observations and records should always bear the following infor- mation: Name of parent. Address of parent. Name of child. Date of child's birth. Date of each observation or record. 1 See Educational Program leaflet published by the Educational Secretary, American Association of University Women. [4] It is hoped that many of such observations and records may be avail- able for publication. 3. Outline. This serves to organize the subject matter to be dis- cussed. 4. Readings. The readings have been selected with an aim to giving the reader a guide to material that is scientific but may be understood by those who are not specialists. The bibliography is not exhaustive. Members of study groups may find good material in books on their own bookshelves by glancing through the index. References to articles in current literature that are not available in reprint form, or are not in the traveling library of the American Association of University Women, have generally been omitted. In order to make reading material more easily accessible to those who are studying, the Educational Office of the American Association of University Women offers several kinds of service. A large number of books and pamphlets may be borrowed ;other pamphlets, magazine articles; and reprints may be secured at cost price or free. This latter service is given so that pamphlets may be ordered from one central place. Other suggestions for obtaining additional reading material are given in Bulletin V, Information for Study Groups, issued by the Edu- cational Office. 5. Questions for Discussion. These questions should be the basis and guide for reading and discussion. Each member of the group should read sufficiently in the references to formulate an adequate answer to each question. In using these materials members must do the reference reading be- fore the discussion meetings. In no other way can the discussion be made worth while. Furthermore, it should be remembered that indi- vidual experiences with children should be given to the group only when they are pertinent to the specific question or problem being dis- cussed. If this is not adhered to, the meetings will degenerate into "experience meetings” which, no matter how entertaining, are not as valuable as directed discussion.3 Guidance Materials for Study Groups: How Children Build Habits is based upon the work of others. I am indebted to the authors of all of the books listed in the readings for subject matter and suggestions. 1 See Annotated List of Traveling Library Books and Pamphlets. ? See List of Reference Pamphlets Distributed from the Educational Office. 3 See Bulletin V, Information for Study Groups. Association of University Women. [5] To the publishers of these books I wish to express my appreciation for the courtesy of review copies which they have extended to me. Topic VIII (Food) is largely based upon the outline which Miss C. Rowena Schmidt, Associate Nutrition Specialist, Bureau of Home Economics, U. S. Department of Agriculture, developed for the American Asso- ciation of University Women study groups in Washington, D. C. Miss Judith Clark has rendered valuable service in preparing the material for the printer. In the present edition are incorporated some changes from the 1925 edition based upon suggestions from study groups who have used the pamphlet. A few additions to the bibliography have been made. The author regrets that a complete revision is not possible at this time. The approach, the organization and the content presented in this pamphlet are in no sense to be considered as final. A limited number of pamphlets has been printed for the convenience of the study groups. Criticisms and suggestions from others in the field interested in this work are solicited and will be greatly appreciated. L. H. M. Washington, D. C. October 7, 1926. 161 BIBLIOGRAPHY Books Y (Books indicated by an asterisk (*) may be secured from the traveling library of the Educational Office of the American Association of University Women.) Abbott, Ernest Hamlin. On the Training of Parents. Boston: Houghton, Mifflin, 1908. Pp. 141. * Averill, Lawrence Augustus. Psychology for Normal Schools. Bos- ton: Houghton, Mifflin, 1921. Pp. xx, 362. * Baker, S. Josephine. The Growing Child. Boston: Little, Brown, 1920. Pp. x, 230. Bigelow, Maurice A. Sex Education. New York: McMillan, 1916. Pp. xi, 251. Bolton, Frederick Elmer. Everyday Psychology for Teachers. New York: Scribner's, 1923. Pp. x, 443. Bruce, H. Addington. Handicaps of Childhood. New York: Dodd, Mead, 1917. Pp. viii, 310. * Burnham, William H. The Normal Mind. New York: Appleton, 1924. Pp. xx, 702. * Cady, Bertha Chapman, and Cady, Vernon Mosher. The Way Life Begins. New York: American Social Hygiene Association, 1917. Pp. 80. * Cameron, Hector C. The Nervous Child. New York: Oxford University Press, revised third edition, 1924. Pp. viii, 233. Cannon, Walter B. Bodily Changes in Pain, Hunger, Fear and Rage. New York: Appleton, 1915. Pp. xiii, 311. Chapin, Henry Dwight. Heredity and Child Culture. New York: Dutton, 1922. Pp. xiii, 219. Childrens Foundation. The Child: His Nature and His Needs. M. V. O'Shea, Editor. Valparaiso, Indiana, 1924. Pp. ix, 516. * Cleveland, Elizabeth. Training the Toddler. Philadelphia: Lippin- cott, 1925. Pp. x, 172. * Conklin, Edwin Grant. Heredity and Environment in the Develop- ment of Men. Princeton : Princeton University Press, revised fourth edition, 1922. Pp. 379. Conn, Herbert William. Social Heredity and Social Evolution. New York: Abingdon Press, 1914. Pp. vi, 348. [7] ents ma Downing, E. R. The Third and fourth Generation. Chicago: Uni- versity of Chicago Press, 1918. Pp, xi, 164. Fischer, Louis. The Health-Care of the Growing Child. New York: Funk and Wagnalls, 1915. Pp. xvii, 341. Gallichan, W. M. Textbook of Sex Education for Parents and Teachers. Boston: Small, Maynard, 1921. Pp. 294. Galloway, Thomas W. T'he Biology of Sex. Boston: Heath, 1913. Pp. ix, 105. Galloway, Thomas W. The Father and His Boy. New York: Asso- ciation Press, 1921. Pp. xi, 99. Galloway, Thomas W. Sex and Social Health. New York: Ameri- can Social Hygiene Association, 1924. Pp. viii, 360. * Gates, Arthur I. Psychology for Students of Education. New York: Macmillan, 1923. Pp. xvi, 489. Gesell, Arnold, and Gesell, Beatrice Chandler. The Normal Child and Primary Education. Boston: Ginn, 1912. Pp. x, 342. * Groves, Ernest R. Personality and Social Adjustment. New York: Longmans, Green, 1923. Pp. ix, 296. * Groves, Ernest R., and Groves, Gladys Hoagland. Wholesome Childhood. Boston: Houghton, Mifflin, 1924. Pp. xxi, 183. * Gruenberg, Benjamin C., Editor. Outlines of Child Study. New York: Macmillan, 1922. Pp. xx, 260. * Gruenberg, Benjamin C. Parents and Sex Education. New York: American Social Hygiene Association, 1923. Pp. vi, 100. Gruenberg, Sidonie Matzner. Sons and Daughters. New York: Holt, 1916. Pp. v, 328. Gruenberg, Sidonie Matzner. Your Child Today and Tomorrow. Philadelphia: Lippincott, second revised edition, 1920. Pp. 255. Guyer, Michael F. Being Well-Born. Indianapolis: Bobbs-Merrill, 1916. Pp. xxiii, 374. Haviland, Mary S. Character Training in Childhood. Boston: Small, Maynard, 1921. Pp. 296. James, William. Principles of Psychology. Vol. I. New York: Holt, 1890. Pp. xii, 689. * Jennings, Herbert S.; Watson, John B.; Meyer, Adolph; Thomas, William I. Suggestions of Modern Science Concerning Education. New York: Macmillan, 1917. Pp. vii, 211. Joint Committee on Methods of Preventing Delinquency. Three Prob- lem Children. New York, 1925. Pp. 146. TT [8] . * Kilpatrick, W. H. Foundations of Method. New York: Macmillan, 1925. Pp. xi, 383. Kirkpatrick, Edwin A. Fundamentals of Child Study. New York: Macmillan, revised third edition, 1916. Pp. xxiii, 380. * Kirkpatrick, Edwin A. The Individual in the Making. Boston: Houghton, Mifflin, 1911. Pp. ix, 339. Lay, Wilfrid. The Child's Unconscious Mind. New York: Dodd, Mead, 1919. Pp. 329. * Lucas, William Palmer. The Health of the Runabout Child. New York: Macmillan, 1923. Pp. 229. * Maccarthy, Francis Hamilton. The Healthy Child from Two to Seven. New York: Macmillan, 1922. Pp. xiv, 235. * Martin, Lillien J., and de Gruchy, Clare. Mental Training for the Pre-School Age Child. San Francisco: Harr Wagner, 1923. Pp. 108. Miller, Irving Elgar. Education for the Needs of Life. New York: Macmillan, 1917. Pp. vii, 353. Moll, Albert. The Sexual Life of the Child. New York: Macmillan, 1921. Pp. xv, 339. Morgan, Thomas Hunt. The Physical Basis of Heredity. Philadel- phia: Lippincott, 1919. Pp. 305. * Norsworthy, Naomi, and Whitley, Mary Theodora. The Psychology of Childhood. New York: Macmillan, 1918. Pp. xix, 375. Pierson, Clara D. Living with Our Children. New York: Dutton, 1923. Pp. xii, 239. Pillsbury, W. B. The Essentials of Psychology. New York: Mac- millan, revised second edition, 1920. Pp. xiii, 428. Sandiford, Peter. The Mental and Physical Life of School Children. New York: Longmans, Green, revised second edition, 1915. Pp. xii, 346. Scott, Miriam Finn. How to Know Your Child. Boston: Little, Brown, 1915. Pp. ix, 316. * Stern, William. Psychology of Early Childhood. New York: Holt, revised third edition, 1924. Pp. 557. Stowell, William. Sex for Parents and Teachers. New York: Mac- millan, 1921. Pp. xx, 204. Strayer, G. S., and Norsworthy, Naomi. How to Teach. New York: Macmillan, 1917. Pp. vii, 297. 1 [9] von Gruber, Max. Hygiene of Sex. Baltimore: Williams and Wil- kins, 1926. Pp. xii, 169. * Waddle, Charles W. An Introduction to Child Psychology. Bos- ton: Houghton, Mifflin, 1918. Pp. xvi, 317. Walsh, James J., and Foote, John A. Safeguarding Children's Nerves. Philadelphia: Lippincott, 1923. Pp. ix, 272. * Watson, John B. Behaviorism. New York: The People's Institute, 1924. Pp. 251. * Watson, John B. Psychology from the Standpoint of a Behaviorist. Philadelphia: Lippincott, revised second edition, 1924. Pp. xvii, 448. * White, William A. The Mental Hygiene of Childhood. Boston: Little, Brown, 1919. Pp. xv, 193. * Wile, Ira S. The Challenge of Childhood. New York: Seltzer, 1925. Pp. x, 305. * Woodrow, Herbert. Brightness and Dullness in Children. Phila- delphia: Lippincott, 1919. Pp. 322. * Woodworth, Robert S. Psychology. New York: Holt, 1921. Pp. x, 580. Pamphlets (Publications indicated by an asterisk (*) can be obtained from the Educational Office, American Association of University Women. When the price is given the pamphlet is for sale; otherwise it is free or to be lent.) * American Social Hygiene Association. Child Questions and Their Answers. New York: 1920. Price 10c. * American Social Hygiene Association. What to Read on Social Hygiene. New York: 1921. Free. Andrus, Ruth. A Tentative Inventory of Habits of Children from Two to Four Years of Age. New York: Teachers College, Columbia University, 1924. Price 25c. * Barker, Lewellys F. How to Avoid Spoiling the Child. New York: National Committee for Mental Hygiene, 1922. Price 8c. * Barker, Lewellys F. Principles of Mental Hygiene Applied to the Management of Children Predisposed to Nervousness. New York: National Committee for Mental Hygiene, 1922. Price 8c. [10] * Bigelow, Maurice A. The Established Points in Social Hygiene Edu- cation, 1905-1925. New York: American Social Hygiene Asso- ciation, 1924. Price 10c. * Campbell, C. Macfie. The Experiences of the Child: How They Affect Character and Behavior. New York: National Committee for Mental Hygiene, 1924. Price 8c. * Carter, C. Edgerton. The Mental Health of the Child, Some Phys- ical Determinants and a Method of Observation. New York: American Child Health Association, 1920. Loaned. * Cleveland, Elizabeth. The Little Child and Fear. Reprinted from The World Tomorrow, October, 1925. Price 2c. Exner, M. J. Problems and Principles of Sex Education. New York: Association Press, 347 Madison Avenue, 1915. Flemming, Bernice. A Study of the Sleep of Young Children. Re- printed from Journal American Association of University Women, October, 1925. * Kenworthy, Marion E. Extra-Medical Service in the Management of Misconduct Problems in Children. New York: National Com- mittee for Mental Hygiene, 1923. Price 8c. * Kilpatrick, William Heard. Habit. New York: Child Study Asso- ciation of America, 1925. Price 10c. * Massachusetts Department of Mental Diseases, Division of Mental Hygiene, Douglas A. Thom, Director. Habit Training for Chil- dren. New York: National Committee for Mental Hygiene, 1924. Price 10c. * Meyer, Adolf. Normal and Abnormal Repression. Washington, D. C.: Progressive Education Association, 1922. Price 5c. * Meyer, Adolf. The Right to Marry. New York: National Com- mittee for Mental Hygiene, 1922. Price 8c. * Pilpel, Cecile. Answering Children's Questions: Sex Education. New York: Child Study Association of America, 1922. Price 10c. Rogers, Agnes L. A Tentative Inventory of Habits (5 to 6 years). New York: Teachers College, Columbia University. Price 25c. * Schmidt, C. Rowena. Feeding Problems of Young Children. Re- printed from Journal American Association of University Women, March, 1925. Price 2c. * Smith, Nellie M. The Mother's Reply. New York: American Social Hygiene Association, 1914. Price 10c. * Taft, Jessie. Sex in Children. Reprinted from The World Tomor- row, October, 1925. Price 3c. 2 [11] * Thom, Douglas A. Child Management. Washington, D. C.: Chil- dren's Bureau, U. S. Labor Department, 1925. Price 5c. * Thom, Douglas A. Habit Clinics for the Child of Preschool Age. Washington, D. C.: Children's Bureau, U. S. Department of Labor, 1924. Price 10c. * Williams, Frankwood E. Anxiety and Fear. New York: National Committee for Mental Hygiene, 1922. Price 8c. * Woolley, Helen Thompson. Enuresis as a Psychological Problem. New York: National Committee for Mental Hygiene, 1926. Price 5c. * Woolley, Helen Thompson. The Social Consequences of the Neg- lect of Mental Hygiene in Young Childhood. Reprinted from Hospital Social Service, XI, 1925, 7. Loaned. ADDITIONAL REFERENCES - - - - - - - - - - - - - - - - - ---------- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ------ PR -- - - - - - - - - - - - - - - - - - 2 - - - - - The books and pamphlets listed below can now be secured from the Educational Office, American Association of University Women. The books will be loaned, the pamphlets sold at cost price. References are cited for each topic in Guidance Materials for Study Groups: How Children Build Habits. Books Guidance of Childhood and Youth, Benjamin C. Gruenberg. Heredity and Environment. ----Pp. 177; Ch. XXIV. Learning and Habit... Pp. 103-104; 199-200; 203; 209-210; 213-214; 219-221; 270-271. Food ------------------- Pp. 193-194; 207. Basis of Emotions -------- Pp. 191-192; 197; 207. Fear Ch. IV; Pp. 201; 203. Anger---------- Pp. 202. Sex _________ Pp. 36; 158; 234-235; 238- 239; 241-242. Affection and Jealousy.----___----------- Pp. 96-97; 180; 240. Intelligent Parenthood, The Chicago Association for Child Study and Parent Education. Heredity and Environment. Learning ---- Pp. 153-162; 176-177. Habit P. 13. Food ------------- Pp. 50; 54. Fear______ __________ _ ---------- Pp. 104-106. Sex Pp. 106-107. Affection and Jealousy ----------... Pp. 34-36; 98-104. A Practical Psychology of Babyhood, Jessie C. Fenton. Learning------ -- Pp. 167-169. Sleep------- Pp. 266-268. Enuresis. __ Pp. 268-273. Food. Fear. Anger______________------ -------- Pp. 222-227. Sex ----------- Pp. 283; 284-285. Affection and Jealousy —_-_-_----- Pp. 247-252; 255. - - - - - - - - - - - - - - - - - - - - - ------ -- - - - - -- - - - - - - - - - - - - - - - - - - - - --- - - S Y - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -------- - - - - - - - - - - - - - - - S - -Y - - - - - -- - -- wo-- - - - - - - - - - - - - - [13] - - - - - - - - - - - - - - - - - - - - - - - - - - Heredity and Environment.-----Pp. 17-19; 99-117; 126-132; 133-136; 265-268. Learning ------------------------ Pp. 203-208. Food. Anger Pp. 57-59. Affection and Jealousy------------------ Pp. 62-64; 133. Feeding the Family, Mary Swartz Rose. Food ------------ Pp. 109-165; 167-171; 174- 175; 273-274; 466-467. - - A - - - - - - - - - - - - - - - - - - - - - Habit, William James. Habit. - Whole book. A m - - - - - - - - - - - ----------------- - - - - - - - - - - - - - - The Young Child and His Parents, Anderson and Foster. One hundred case studies describing behavior shown by children of preschool age. Illustrations are given of the problems of sleep, enuresis, food, fear, anger, sex, affection and jealousy. Pamphlets Health Training of the Preschool Child, Sidonie M. Gruenberg. 10 cents. Habit------------ ------------ Whole pamphlet. So is the Tree Inclined, Metropolitan Life Insurance Co. Free. Sleep---------------------- - Pp. 7-8. ___________ Pp. 5-7. Stammering and Its Treatment, Samuel D. Robbins. 15 cents. Fear -------- -------Pp. 4-5. The Nursery School and Parental Education, May Hill. 10 cents. Environment.. ----------Pp. 150-151; 158. Anger---- -------------- Pp. 153-154. Education of Young Children Through Celebrating Their Successes, Garry Cleveland Myers. 5 cents. Learning and Habit. ----------------------- Whole pamphlet. - - - - - - u n e - - - - - - - - - 4 - - 4 - - - - - - - - - - - - [14] I. HEREDITY (2 Discussion Periods) [15] HEREDITY QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Do you consider that "Mother Nature" is mainly responsible for your present character? 2. Do you know what you may pass on to your children through biological inheritance? 3. Do you understand just what effect your own habits during preg- nancy may have upon your baby? ACTIVITY Make the fullest possible investigation and record of your own family history and that of your husband's. Does it explain any of your own traits and capacities? Your husband's? Your children's? (Read especially Martin and de Gruchy, Mental Training for the Pre-School Age Child, pp. 16-18.) [16] Heredity OUTLINE A. Mechanism of heredity. 1. The living cell. 2. Process of fertilization. 3. Growth of human embryo. 4. Prenatal influences. B. Principles of inheritance. 1. Meaning of heredity. 2. Theories of inheritance. a. Weismann (continuity of germ plasm). b. Mendel (principles of inheritance). c. De Vries (mutation). d. Galton (ancestral inheritance). e. Lamarck (acquired characteristics). 3. Heritable traits. READINGS Books † Averill. Psychology for Normal Schools. Pp. 144-189. Bolton. Everyday Psychology for Teachers. Chap. V. † Cady. The Way Life Begins. Pp. 63-74. Chapin. Heredity and Child Culture. Chap. II. † Conklin. Heredity and Environment. Downing. The Third and Fourth Generation. Gruenberg. Outlines of Child Study. Pp. 151-156. Gruenberg. Parents and Sex Education. Chap. VII. † Guyer. Being Well-Born. Chaps. I-VI. Jennings, Watson, Meyer, Thomas. Suggestions of Modern Science Concerning Education. Pp. 1-17. Kirkpatrick. Fundamentals of Child Study. Pp. 13-29. Martin and de Gruchy. Mental Training for the Pre-School Age Child. Pp. 16-18. Morgan. The Physical Basis of Heredity. (Technical.) Norsworthy and Whitley. Psychology of Childhood. Chap. I. Sandiford. Mental and Physical Life of School Children. Chap. I. Stowell. Sex for Parents and Teachers. Pp. 139-153. † von Gruber. Hygiene of Sex. Chaps. I, II. † Waddle. Introduction to Child Psychology. Chaps. III, IV. White. Mental Hygiene of Childhood. Pp. 4-14, 52, 134-135. Pamphlet Meyer, Adolf. The Right to Marry. † Contains especially good material on this subject. 11 . [17] Heredity QUESTIONS FOR DISCUSSION A. Mechanism of Heredity 1. What are the four distinctive properties of the living cell? 2. Give the general characteristics of (1) ovum, (2) spermatazoon. 3. Explain the mechanism of fertilization. 4. What is the first step after fertilization? 6. To what extent can the mother influence the development of the embryo? Can the physical status of the mother affect the unborn child? Can the intelligence or ability of the child be affected by her? Have we any proof of "spiritual" influences of the mother at this time? 7. Are prenatal influences to be considered as environmental or hereditary? B. Principles of Inheritance 8. Explain what is meant by heredity. Is the expression, "Like begets like," adequate? 9. Is the expression, "All men are created free and equal,” true biologically? Why? 10. What is Weismann's theory of the continuity of germ plasm? How does this help to explain inheritance ? 11. What are the three principles of inheritance which Mendel formu- lated from his experiments with peas? 12. Discuss a chart illustrating Mendel's law. 13. What is de Vries' theory to explain change or evolution in species? 14. Explain Galton's law of ancestral inheritance. 15. Can variations which have been effected during the lifetime of an individual by the influence of environment, disease or mutilation be transmitted to the offspring? How have opinions differed? Where does the weight of evidence stand? 16. What difference does it make whether acquired characters are inherited or not? 17. Explain what Conklin means by, "Wooden legs do not run in families, but wooden heads do." 18. Distinguish between traits that are heritable and those that are not. 19. Will the son of a great musician also be a great musician? What is the probability? 20. Will children with literate ancestors learn to read more rapidly than children with illiterate ancestors ? 21. Since two sisters have the same ancestors do they have the same inheritance? [18] Heredity NOTES [19] Heredity NOTES [20] II. ENVIRONMENT (2 Discussion Periods) [21] ENVIRONMENT QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. What traits in your own character do you account for by inheri- tance? 2. What traits in your own character might have been learned through living with your parents? 3. Do you think that your friends have had any influence on your character? 4. Can you recall how you built up any one trait of character ? 5. What about your child—is he learning character traits from his mother or from his father? Are these all socially desirable traits? ACTIVITIES 1. Observe your child for a half hour each day and list those objects and persons in his environment to which he reacts. 2. Select one of the following periods of your child's day and keep accurate record of everything you say to influence his behavior: Dressing period. Play period. Outdoor period. Going to bed time. . 3. Invite a strange child to visit your child and keep a record of your child's behavior. Make note of any change in usual behavior be- cause of change in environment. 4. If an adult visits your home for a day or longer make note of any changes in child's behavior because of change in environment. [22] Environment OUTLINE A. Contributions of heredity and environment. 1. Comparison of biological and social heredity. 2. Conklin's chart. 3. Function of each. B. Phases of environment. 1. Physical. 2. Educational. 3. Social. READINGS Books Averill. Psychology for Normal Schools. Pp. 190-199. † Chapin. Heredity and Child Culture. Chap. III. Cleveland. Training the Toddler. Pp. 29-30. † Conklin. Heredity and Environment. Chap. IV. Conn. Social Heredity and Social Evolution. Chap. XII. Gruenberg. Your Child Today and Tomorrow. Chap. XIV. † Jennings, Watson, Meyer, Thomas. Suggestions of Modern Science Concerning Education. Chap. I. Kirkpatrick. Fundamentals of Child Study. Pp. 4, 7, 27-29, 65, 74, 75. Martin and de Gruchy. Mental Training for the Pre-School Age Child. Pp. 65-69. Norsworthy and Whitley. Psychology of Childhood. Chap. XIV. Sandiford. Mental and Physical Life of School Children. Pp. 3-4, 16-24. Waddle. Introduction to Child Psychology. Pp. 72, 81-90. † White. Mental Hygiene of Childhood. Introduction; Chap. I. Woodrow. Brightness and Dullness in Children. Chap. XII. Current Literature † Gesell. The Nursery School Movement. School and Society, Nov. 22, 1924. Pp. 644-652. † Contains especially good material on this subject. [23] Environment QUESTIONS FOR DISCUSSION A. Contributions of Heredity and Environment 1. Distinguish between biological and social heredity. 2. Explain Conklin's chart on heredity, environment and training. 3. What does the term environment include? Everything in the world? For the two-year-old is it everything in the home? 4. Is the home environment the same for all members of a family? Is the environment ever subjectively or actually the same for any two individuals? 5. Can social heredity make good the defects of biological inheritance? 6. Discuss this statement: "Children inherit physical and mental capacities; social heredity determines the use to which they shall be put." 7. Why may babies of similar original natures develop into very dis- similar adults ? 8. Make the most careful distinction you can between the part played by heredity and environment respectively in the making of an individual. 9. Does the quotation in Question 6 have any significance for the home? The school? B. Phases of Environment 10. How do the following physical conditions affect the development of the child? Food? House or apartment? Clothing? Economic level of home? Sleep? Air? City or country? 11. How does a variation in these physical conditions bring a variation in the development of the child? 12. Give examples of children whose bodies have improved because of change in nutrition. Examples of children who have become less irritable and nervous with additional hours of sleep. Other examples. 13. How are the mental and physical well-being interdependent? 14. How can education affect the development of an individual ? 15. Discuss some of the differences in educational conditions of children whom you know. [24] Environment 16. Are all educational influences confined to the schools? Centered in the schools? Which ones are centered there? Which in the home? 17. Analyze the factors which contribute to education in city and coun- try. Home and apartment. Slum and exclusive residential section. Home and school. 18. How do people influence children: In the things they eat? In the things they play? In the things they like? In the fears they have? In the things that make them angry? 19. How do the adults with whom children come in contact influence the mental development of these children? 20. What influence have other children on a child's development? Note children of same age; younger; older. (251 Environment NOTES [26] III. BASES OF ACTION (2 Discussion Periods) [27] BASES OF ACTION No member should attempt to discuss this topic without reading at least one of the references. Use the outline as a guide while reading, making notes as you read. The group discussion should follow the outline. Keep the outline before you during the meeting. The aim of this discussion should be to help each member understand the facts and become familiar with the terminology in the outline. This topic should give a basis for reading in psychology later given as references. I OUTLINE* A. Kinds of activities. I. Muscular activities such as grasping, striking, speaking. II. Glandular activities such as secretion of tears, saliva, gastric juice. III. Mental activities such as perceiving, remembering, thinking and reasoning. B. Reaction hypothesis. I. All forms of human behavior are reactions to definite stimu- lation. II. Stimuli may be simple (pin-prick, color, sound) but are usually complex (situation). III. Response is usually complex. C. Mechanisms which control human behavior. I. Receiving organs (eye, ear, etc.). II. Connecting organs (nervous system). III. Reacting organs (muscles, glands). These organs are so arranged as to make many varieties of reactions to stimuli that originate within or without the body. D. Order of events in a reaction unit or stimulus-response unit. I. Stimulus affects the sense organ, which II. Initiates a nerve impulse, which III. Is conducted through the nervous system, and IV. Finally issues into the responding mechanisms. * Adapted from: Gates, Psychology for Students of Education. 1923. Chaps. I-IV., by permission of The Macmillan Co., N. Y. [28] Bases of Action E. Receiving mechanisms: sense organs. I. In the skin, muscles and inner organs. 1. Pain. 2. “Touch spots." 3. "Cold spots." 4. "Warm spots." 5. Internal. II. Of taste, sensitive to sweet, sour, salty, bitter. III. Of smell. IV. Of vision (large accessory apparatus). V. Of hearing (large accessory apparatus). VI. Of equilibrium, semi-circular canals sensitive to movements of the head. F. Connecting mechanisms. Between the sense organs and the organs of response is a series of connecting links called neurones which constitute the nervous system. I. Kinds of neurones. 1. Sensory neurones-originate in a sense organ. 2. Associating neurones—form inter-connections between sen- sory and motor. 3. Motor neurones-issue from mid-brain and spinal cord and go to organs of response. II. Structure of neurones. 1. Cell body. 2. Axon-conduct nerve impulses. 3. Dendrites-receive nerve impulses. III. Synapse. 1. The place where the axon endings of one neurone and the dendrites of another come into contact or are close together is called the synapse. 2. The endings of the axon make contacts with the dendrites of many different neurones. 3. At some synapses great resistance is offered to the passage of the impulse; at others, relatively little. 4. The impulse crosses only those synapses where the resist- ance is low. 5. The degrees of resistance offered at the synapses determine the course a particular nerve impulse will take, and there- fore what reactions will be made. [29] Bases of Action 6. The degree of the resistance of the synapse is determined by: a. Heredity. b. Use. 7. Upon the changed character of neurone connections de- pends most of the possibility of education and of improve- ment in behavior. [30] Bases of Action Diagram of Neurones, Showing Structure and Synapse. (To be Drawn by Student) [31] Bases of Action T IV. Organization of connections. 1. First level-reflex arc. a. Includes sensory neurone, central connection in spinal cord, motor neurone, muscle. b. Example: pin-prick, leg jerked. c. Characteristics: simple, prompt, certain, difficult to modify or inhibit. 2. Second level. a. Additional activity: turning head, readjusting equilib- rium, gasp or shout, anger. b. Central connection in mid-brain. c. Characteristics : more complex, less rigid, less invariable and more easily modified. 3. Third level. a. Additional activity: apply medicine to injured spot or examine it deliberately. b. Central connection in brain. c. Includes all learned reactions: speaking, writing. G. Reacting mechanisms: muscles and glands. I. Muscles. 1. Striped. 2. Smooth. II. Glands. 1. Duct. "Psychology undertakes to analyze the situations which the world affords and the reactions that human beings make to them. In addition, our task is to account for the one in terms of the other. "Given a certain situation, how will the six-year-old child react to it? "Observing the child's reaction, what was the probable cause of it? "How may we kill off those reactions that are undesirable? "How may we modify where only modification is needed ? “How may we strengthen the desirable reactions ?”—(Gates. Psy- chology for Students of Education. P. 27.) [32] Bases of Action Diagram of First, Second and Third Level Neural Connections (To be Drawn by Student) [33] READINGS Averill. Psychology for Normal Schools. Pp. 16-27. † Gates. Psychology for Students of Education. Pp. 23-27; Chaps. II, III, IV. Gesell. The Normal Child and Primary Education. Chap. IV. Pillsbury. Essentials of Psychology. Chaps. II, III, IV. † Watson. Behaviorism. Chap. III. Watson. Psychology from the Standpoint of a Behaviorist. Chaps. III, IV, V. † Woodworth. Psychology. Chaps. II, III. + Contains especially good material on this subject. [34] Bases of Action NOTES [35] Bases of Action NOTES [36] IV. LEARNING (2 Discussion Periods) [37] LEARNING QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Recall an instance when your child did something inefficiently. Were you impatient or provoked? Try to analyze why he did it inefficiently. Had he ever been shown the correct way? Had he had opportunity to practice what you had shown him? Had you seen to it that the correct way made him satisfied ? 2. Do you "tell a child once" and expect him thereafter always to do that thing correctly? 3. Do you expect your child to learn how to lace his shoes or wash his face by watching you? ACTIVITY 1. (To be done by all before the discussion.) Watch your child while he is learning to do something such as: Opening a box. Carrying food to mouth in spoon. Building a tower of blocks. Climbing out of bed. Walking up and down stairs. Lacing shoes. Brushing his hair. Buttoning or unbuttoning coat. Make a note of as many details as possible: a. Original stimulus. b. Accomplishment at each trial. c. How he meets problems encountered. (1) Seeking adult help. (2) Trying new method. (3) Crying. (4) Becoming angry. (5) Giving up. (6) Throwing article away. d. Number of trials before success. e. How he acted when successful. (1) Pleased but stopped action. (2) Pleased and repeated action. (3) Showed to adults for approvai. Make a note of everything which you or any other older person did. 2. (This should be done after the discussion.) Keep a record of your child's learning to do some simple act. Note date, number of trials at each period, length of time at each period, and reactions of child when failing or succeeding. Plot this on a chart to show the learning curve. [38] Learning OUTLINE A. Analysis of child's learning (from observational notes). B. Factors influencing learning. 1. Activity. 2. Time. 3. Practice. 4. Satisfaction. 5. Desire. 6. Fatigue. 7. Strong emotions. Psychological bases of learning. 1. Characteristics of an organism, 2. Meaning of infancy. 3. Neural reaction in learning. 4. The conditioned reflex. D. Rules for parents. READINGS Books † Burnham. The Normal Mind. Chaps. III, IV. Childrens Foundation. The Child: His Nature and His Needs. Pp. 132-139. Cleveland. Training the Toddler. Pp. 133-135. | Gates. Psychology for Students of Education. Chap. X. Groves. Personality and Social Adjustment. Pp. 22-24. Gruenberg. Outlines of Child Study. Pp. 52-56. Gruenberg. Parents and Sex Education. Pp. 31-35. Jennings, Watson, Meyer, Thomas. Suggestions of Modern Science Concerning Education. Pp. 53-55, 82-99. Kilpatrick. Foundations of Method. Chaps. II-VII. Kirkpatrick. Fundamentals of Child Study. Chap. V. Kirkpatrick. The Individual in the Making. Pp. 267-272. Miller. Education for the Needs of Life. Pp. 1-6, 13-22, 46, 88-94. Norsworthy and Whitley. Psychology of Childhood. Chap. XI. Sandiford. Mental and Physical Life of School Children. Pp. 142- 151. Stern. Psychology of Early Childhood. Pp. 80-95, 108-123, 221-226. Strayer and Norsworthy. How to Teach. Chap. IV. Waddle. Introduction to Child Psychology. Pp. 275-276. † Watson. Behaviorism. Chaps. II, IX. Watson. Psychology from the Standpoint of a Behaviorist. Pp. 28-35, 290-303, 314-316, 322-324. † Woodworth. Psychology. Chaps. XIII, XVI. + Contains especially good material on this subject. [391 Learning QUESTIONS FOR DISCUSSION A. Analysis of Child's Learning to Lace Shoes (or Other Learning Observed) 1. At what time in his life does he begin to learn to lace his shoes ? 2. Does he learn completely at the first trial? 3. Is his learning prompt or very gradual? 4. If he tries today and then not again for a month, what happens ? 5. When he is successful does this have any effect on his learning? 6. Why is it that he finally learns the correct response when he makes so many incorrect responses ? 7. If he is continually unsuccessful what happens ? 8. Should the mother help at all in this learning? Why or why not? If so, in what way? Can the mother help too much? How? B. Factors Influencing Learning. 9. When does learning begin? Explain one of the simplest forms of learning. 10. Explain what is meant by the following expressions: “Learning is doing"; "Learning is active not passive"; "Learner is the actor." 11. Is knowing how to do the same as being able to do? 12. Do children usually learn all at once or is it a very gradual process ? Illustrate. 13. What is the effect of repetition on learning? May there be too many repetitions at one time? How does this affect learning? 14. Explain the law of use or frequency in learning. 15. What is the law of disuse? 16. How can parents take these into consideration with their children? 17. In what way is satisfaction a factor in learning? Which behavior will a child learn—that which brings him satisfaction or that which brings him annoyance? Apply this learning to teasing or begging; having tantrums; whining; crying. 18. If a child strongly desires the end to be gained what effect has this on his learning ? 19. What is the law of effect? 20. When a child wants to learn, what is the advantage of learning? How can parents take advantage of this in teaching a child to dress himself; wash his hands; and other personal habits ? 21. What is the law of readiness? Give example of how parents may make use of this law of learning in teaching children some specific thing. [40] Learning 22. How does fatigue affect learning? How can parents take account of this? 23. What is the effect of strong emotions on learning? Illustrate. C. Psychological Bases of Learning 24. What are the outstanding characteristics of an organism? 25. Is the child an organism? Why? 26. What do we mean by the plasticity of an organism? Apply this to human beings. 27. What is meant by the period of infancy? 28. Compare human beings with animals in regard to this period of infancy. 29. What is the significance of the plasticity of the child for learning? 30. Explain what learning is in terms of neural connections. 31. Explain how a kitten learns to run for food at the call of, "Kitty, kitty!" Why is it that a horse will stop at the sound of "Whoa!"'? 32. Give other examples of the association or conditioned reflex process. 33. Analyze each of these examples into stimulus and response and show what happened psychologically during the process of learning. D. Rules for Parents 34. Work out at least four rules which will guide you in directing the [41] Learning NOTES [42] V. HABIT (2 Discussion Periods) [43] HABIT QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Can you recall any habits you built when you were a child? Did dissatisfaction (punishment, fear, etc.) help to build them? 2. If you teach your child how to behave on a street car when he goes to see Grandmother in March, are you provoked if he does not remember what to do in April ? 3. Which is better: a child who does a thing in order to avoid a whipping or a child who does a thing because he understands the need for it? 4. What habits have you been unsuccessful in building in your child? Analyze the cause. Can it be that your child is too young? That you have not given ample opportunity for practice with satisfaction? Have you depended entirely upon the method of telling your child? 5. Consider your methods of trying to break children of certain bad habits. Have they been successful? Have they made your child shy, awkward, afraid? Have they made him adopt methods to deceive you? ACTIVITY Keep a record of the building of some simple habit by your child. Note date, response of child and teaching devices used by parent. [44] Habit OUTLINE A. Social significance. 1. Meaning of habit. 2. Economy of habit. 3. Relation of habit to character. B. Desirable habits. At various age levels. C. Factors affecting habit formation. 1. Practice. 2. Attitudes. 3. Success and failure. 4. Emotions. D. Breaking habits. 1. Analysis of habit. 2. James' rules. 3. Effect of time. 4. Effect of social example. 5. Methods of: a. Disuse. b. Substitution. c. Sublimation. d. Re-conditioning. READINGS Books Abbott. On the Training of Parents. Chap. I. † Averill. Psychology for Normal Schools. Pp. 200-222. † Burnham. The Normal Mind. Chaps. V, VI, VII. Childrens Foundation. The Child: His Nature and His Needs. Pp. 32-35. Groves. Personality and Social Adjustment. Chap. IV. Groves. Wholesome Childhood. Pp. 84, 104-105, Chaps. I-V. Gruenberg. Outlines of Child Study. Pp. 52-56. Gruenberg. Parents and Sex Education. Pp. 49-57. Gruenberg. Sons and Daughters. Pp. 167-176. Haviland. Character Training in Childhood. Pp. 47-62. † James. Principles of Psychology. Vol. I, Chap. IV. Jennings, Watson, Meyer, Thomas. Suggestions of Modern Science Concerning Education. Pp. 53-55, 82-99. Kirkpatrick. Fundamentals of Child Study. Pp. 90-93. [45] Habit Lay. The Child's Unconscious Mind. Pp. 227-228. Martin and de Gruchy. Mental Training for the Pre-School Age Child. Pp. 34-43. Norsworthy and Whitley. Psychology of Childhood. Chap. XI. Sandiford. Mental and Physical Life of School Children. Pp. 142- 151. Scott. How to Know Your Child. Pp. 12-31. Stern. Psychology of Early Childhood. Pp. 80-95, 108-123, 221-226. Watson. Behaviorism. Chap. IX. Watson. Psychology from the Standpoint of a Behaviorist. Pp. 290- 303, 314-316, 322-324. Pamphlets † Andrus, Ruth. A Tentative Inventory of Habits of Children from Two to Four Years of Age. † Kilpatrick, William Heard. Habit. † Rogers, Agnes L. A Tentative Inventory of Habits (5 to 6 Yrs.). † Contains especially good material on this subject. [46] Habit QUESTIONS FOR DISCUSSION. A. Social Significance 1. What is a habit? Are all habits bad? Good? May good habits be as strong as bad habits ? 2. May we have habits of thought as well as habits of action ? 3. What is meant by the "economy of habit”? Who has more habits, an educated or an uneducated man? 4. Who is more likely to do the most intelligent thinking, a person with many or few habits? Why? 5. What relation has habit formation to character ? 6. James said, “Habits are the stuff of which behavior consists." In- dicate the extent to which this is true of yourself; of your children. 7. If it were possible would it be desirable that all acts be made habitual? Why? 8. Give examples of situations where children need to exercise judg- B. Desirable Habits 9. What are some of the habits which are desirable to begin establish- ing with: the new-born baby? the nine-months-old baby? the year-old ? the two-year-old ? the three-year-old? the four-year- old? 10. State the undesirable behavior which we must seek to prevent from becoming habitual at these ages. 11. Are there any habits which adults recognize as desirable but that make no appeal to children? What should be done? C. Factors Affecting Habit Formation 12. Review the factors discussed under LEARNING which may affect the acquisition of habits. 13. How does practice influence habit formation? May there be too much practice? What will be the effect? How should this be taken into account in dealing with children? 14. What part does the attitude of the child play in habit building? 15. Show how satisfaction or success influences habit. Give examples. 16. What is the effect of dissatisfaction or failure on habit? Examples. 17. How early do children begin to build habits? Illustrate. 18. How may emotional upsets affect habit building? 19. Discuss James' principles of habit formation. 20. Make a list of the factors which may affect habit formation. [47] Habit D. Breaking Habits 21. When a child has an undesirable habit why is it valuable to know: How long he has had the habit? How he first learned this be- havior? Whether anyone else in the family has a similar habit? What the stimulus is that sets off this undesirable behavior? 22. What are James' rules for the breaking of a habit? 23. If a child has been building a habit for twelve months should we expect to eliminate it at once? What factors of learning are involved ? 24. May the example of other children or the atmosphere of a place help to do away with an undesirable habit? How can the nursery school help? 25. How may a change in parents' behavior help in changing a child's habits? Illustrate. 26. If a child is prevented from performing an act does this help to break a habít? Illustrate. 27. Is it desirable in breaking a habit to allow a child to do it "just this once"? Why? Illustrate. 28. What is the method of substitution in modifying undesirable be- havior? Illustrate. 29. What is the method of sublimation in modifying undesirable be- havior? Illustrate. 30. Explain the method of re-conditioning or the method of the con- ditioned reflex. [48] Habit NOTES [49] Habit NOTES [50] VI. SLEEP (1 Discussion Period) [51] SLEEP QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Do you consider good sleep habits important? Why? 2. Do you consider that your child has good sleep habits? If so, how do you account for them? If not, can you analyze the cause? 3. If your child requests company when going to sleep what do you do? When was this habit formed ? 4. What kind of response does "time to go to bed" bring from your child? ACTIVITIES retiring; of falling asleep; of awakening in the morning; of arising in the morning; interruptions during the night. 2. If your child has not good sleep habits keep a careful record for three nights like the record in (1) above. Besides this, keep a record of what is done during the last three hours before retiring: amount and kind of food; play experiences; emotional disturbances; attitude dur- ing preparation for bed, etc. Next, from these records attempt to analyze the cause of poor habits. Trace back if possible to find out when the poor habits first began to be formed. Then begin to try to eliminate the poor habits. Keep careful record of method used, results obtained. Always note date. [52] Sleep OUTLINE A. Importance of sleep. B. Physical conditions for sleeping. 1. Room. 2. Bed. 3. Sleeping garments. C. Factors affecting sleep habits. 1. The day's regime. 2. Fatigue. 3. Emotional condition. 4. Parents' attitude. D. Avoidance of sleep. 1. Methods used to avoid sleep. 2. Establishment of habits. 3. Breaking of habits. READINGS Books Burnham. The Normal Mind. Pp. 122-128, 392-393. #Cameron. The Nervous Child. Pp. 27, 28, Chap. V, Pp. 140, 162-163. *Cleveland. Training the Toddler. Pp. 44-50, 51-53. †Fischer. Health Care of the Growing Child. Chap. IV. Groves. Wholesome Childhood. Pp. 39-40. Gruenberg. Parents and Sex Education. Pp. 13-14. Lucas. The Health of the Runabout Child. Pp. 66-68, 165. Maccarthy. The Healthy Child from Two to Seven. Chap. IV. Pierson. Living with Our Children. Chap. XV. Wile. The Challenge of Childhood. Pp. 182-184. Pamphlets Campbell. The Experiences of the Child: How They Affect Character and Behavior. †Flemming. A Study of the Sleep of Young Children. Current Literature Burnham. The Hygiene of Sleep. Pedagogical Seminary, Vol. 27 (1920), pp. 1-35. † Contains especially good material on this subject. [53] Sleep 1 QUESTIONS FOR DISCUSSION A. Importance of Sleep 1. What is the importance of sleep in the life of the child ? Name some of the effects of lack of sleep. 2. How much sleep should a child have at various ages from birth to six years of age? May there be individual differences ? To what extent? B. Physical Conditions for Sleeping 3. Describe a room and bed which are conducive to sleep: windows, light, etc. 4. Why do children demand a light in the room? From fears? From habit? How do they build up this desire? How is it possible to prevent this? How get rid of the habit? 5. Why is it better for a child to sleep in a bed alone than with some one? In a room alone than with some one? When should these habits be started ? 6. What may be the effect of a bed too warm? Too cold? 7. May the weight of bed coverings in winter affect sleep? 8. Describe the best kind of sleeping garments for children in winter; in summer. How may the size of garment affect sleep habits? C. Factors Affecting Sleep Habits 9. In what ways does the daytime regime affect the night's sleeping? 10. What are the advantages of the afternoon nap? Should all children take a nap? What ages? When should there be an exception? Is rest valuable without sleep? 11. What effect may feeding have upon young children's sleep? 12. How may lack of physical exercise interfere with a child's sleep? 13. What are the advantages of regular hours for sleeping? 14. May a child be too tired to sleep? In such a case what is advisable? How should it be prevented ? 15. What deleterious effect may an exciting period of romping just before bedtime have upon the child? Why? 16. What effect may over-stimulation have upon sleep? 17. What are some of the causes of children having night terrors, talking in sleep, being restless? Suggest ways of eliminating these causes. 18. Why is it unwise to use the bed as an instrument for punishing? 19. How may a parent's attitude influence a child's sleep habits ? 20. What are the principles of habit formation which apply to building proper sleep habits ? 21. Make a list of suggestions for the building of proper sleep habits. [54] Sleep D. Avoidance of Sleep 22. Why is it that children wish to avoid sleep: When they are inter- ested in play? When there is a visitor? When the family remain up? When they are very tired ? 23. How can the "time to go to bed” be prepared for so that children will not cry and resist going to bed ? 24. In what ways do children resist sleep after they are in bed? How are such habits built up? 25. If a child finds that he is successful one night in avoiding sleep, may this be the beginning of a habit? How prevent the establishment of the habit? 26. What about the method of letting a child cry himself to sleep? Are there individual differences in children to be considered? How? 27. Should a mother lie down with her child while he is going to sleep? Suggest ways of breaking down this habit. 28. Suggest ways of breaking down the following habits of avoiding sleep after retiring: Asking for a drink of water or for food. Jumping out of bed. Complaining of being uncomfortable. Calling parents to bedside. Asking to go to the toilet. Singing or talking. 29. If your child awakens very early in the morning, should he awaken the rest of the family? How can this be prevented ? 30. Make a list of suggestions for the parent whose three-year-old does not sleep well. [55] Sleep NOTES [56] VII. ENURESIS (1 Discussion Period) [57] ENURESIS QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Recall a case of enuresis (bed-wetting) of which you have known, or read carefully one of the case studies. 2. What did the parents consider the cause? Naughtiness? Careless- ness? Laziness? Weakness? Other cause ? 3. What methods did they use to break the habit? Which were unsuc- cessful? Successful? 4. What are some of the superstitions associated with the habit? Why do you think this has been so ? ACTIVITIES 1. Mothers who have children of the age to begin training in toilet habits should keep careful records of (a) methods used, (b) response of child. Note dates and age of child. 2. If your child has enuresis keep a careful daily record of the case. Analyze if possible the cause. Work out a plan for re-education. Keep careful record of the methods used in breaking the habit and the results obtained. [58] Enuresis OUTLINE A. Formation of toilet habits. 1. Responsibility of parents. 2. Age of child. 3. Methods of training children. B. Causes of enuresis. 1. Organic. 2. Psychological. C. Effect of enuresis on personality. D. Re-education. 1. Parents' attitude. 2. Child's attitude. 3. Changes in environment. 4. Effect of punishment. 5. Psychological principles. READINGS Books Cameron. The Nervous Child. Chap. VII. Groves. Personality and Social Adjustment. Pp. 69-70. Joint Committee on Methods of Preventing Delinquency. Three Prob- lem Children. Pp. 22-23, 31. Lucas. The Health of the Runabout Child. Pp. 68-69. Wile. The Challenge of Childhood. Pp. 27, 29-32, 184. Pamphlets +Thom. Habit Clinics for the Child of Preschool Age. Pp. 24-27. † Massachusetts Department of Mental Diseases. Habit Training for Children, No. 7. +Woolley. Enuresis as a Psychological Problem. † Contains especially good material on this subject. [59] Enuresis QUESTIONS FOR DISCUSSION A. Formation of Toilet Habits 1. What is the instinctive response of a child to the internal pressure of full bowels and full bladder ? 2. Who is responsible for the building of proper toilet habits in the child? 3. At what age should a parent begin teaching a child to control the process of elimination? 4. What are the steps to be taken in teaching a child? 5. At approximately what age should he be familiar with the use of the chair? At about what age should he be reliable in the day time? At night time? 6. Discuss the best methods to use in training for proper toilet habits. What is the value of taking a child to the toilet often? Is punish- ment desirable? Why would you not advise making children afraid of wetting the bed ? 7. When should parents begin to put the responsibility up to the child? Give suggestions as to how to do this. 8. Why is it advisable to begin training for dry beds at night after the day time habit has been fairly well established? Give suggestions for the best methods to use. T S B. Causes of Enuresis 9. At about what age should bed-wetting be considered a problem of enuresis? 10. In seeking the cause of a case of enuresis why should a physician be consulted first? 11. What are the various conditions which may be considered primarily organic, and which psychological ? 12. If several children in one family have or have had enuresis, does this mean that it has been inherited ? 13. Show how enuresis may be caused by not building proper toilet habits at the normal age. 14. Explain how some children become stubborn and do not try to have dry clothes ? Can such a situation be avoided? How? 15. Do children ever develop such habits through a desire for attention? How can parents prevent this? 16. Do some children like to be “babied”? Explain why this may be the cause in some cases of enuresis. [60] Enuresis C. Effect of Personality 17. May the habit of enuresis affect the personality of the child? How? 18. How may the habit of enuresis make a child shy? Seclusive? 19. How may this habit build a feeling of inferiority in a child? 20. Explain how enuresis may cause masturbation. D. Re-Education 21. What effect may a parent's attitude have upon breaking of the habit by the child? What is the most wholesome parental attitude ? 22. What attitude on the child's part is most advantageous? How can it be developed ? 23. What alterations in environmental conditions may help the child to break the habit of enuresis? 24. What psychological and physical basis can you state against using patent medicines in enuresis cases ? 25. What effect may punishment have? Why? 26. From the standpoint of habit formation why should a mother take a child frequently to the toilet when she is trying to cure enuresis? Explain how the mother can decide the proper time to take a child to the toilet. 27. Summarize the principles of habit formation which are important to remember in helping a child to break the habit of enuresis. [61] Enuresis NOTES [62] VIII. FOOD (2 Discussion Periods) [63] FOOD QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Is your child eager for his food at meal times ? 2. Do you discuss food, appetite, likes and dislikes for food during meal time? 3. Has your child any definite food prejudices? If so, try to recall the circumstances connected with the beginning of these refusals. Classify the refusals under the following types: a. Absolute refusal to eat (a food or a meal). b. Refusal to eat until strongly urged, threatened or punished. c. Refusal to eat until reward is promised or game played. d. Refusal until appealed to by moral persuasion. 4. Are you concerned about these food prejudices? Why? 5. What is the reaction of your child to food he doesn't like? 6. What do you do when your child expresses a dislike for certain food? 7. What food prejudices have other members of your family? How do they react when such food is served ? 8. If you have had success in helping your child to overcome food prejudices or if you have stopped "food refusals” in your family, what suggestions would you offer to mothers who have the same problem to solve? Are these based on sound psychological principles of child training? 5641 Food TY ACTIVITIES Observe the experiences which your child has in relation to his meal time. Make these observations without the knowledge of the child or of any other member of the family, and before doing any of the reading for this lesson. Repeat the observation after having read at least one of the references. Make notes as soon as possible after each observation. The notes may be made mentally, though it is preferable that they be written. Their only purpose is to help you in analyzing the situation later. Make an effort both during the observation and during the writing of notes to keep explanations and analyses out of your mind so that you will have a clear idea and record of what happened, free from the influence of your reaction and opinion. Later you should be able to return to the record and analyze it. In making the observations keep the following points in mind: 1. Evidences of good appetite, such as eagerness for the meal hour, hearty welcome of food, quickly cleared plate, desire for second helping. 2. Comments made by the child about his appetite, about food, about any specific food. Make a verbatim record of such comments if possible. 3. Comments made by others at the table about any person's appetite, about food habits, about any specific food. 4. Reaction (other than comments) of the child toward the food or toward any specific food (such as spitting it out, vomiting, making faces at it, etc.) 5. Reaction (other than comments) of others at the table toward food or any specific food. 6. Relation of yourself to the child's food experiences: asking his pref- erence as to foods, feeding him, urging him to eat, calling his attention to the quality of food, etc. 1 [65] Food OUTLINE A. Influences on nutritional conditions. 1. Regularity of diet. 2. Approved foods. 3. Evidence of poor nutrition. 4. Relation of food habits. B. Building good food habits. 1. Early responses. 2. Appetite. 3. New foods. 4. Meal time atmosphere. C. Building undesirable habits. 1. Heredity. 2. Adult prejudices. 3. Appetite. 4. Chance association. D. Overcoming undesirable habits. 1. Analysis of causes. 2. Methods of re-education. 1 READINGS Books Baker. The Growing Child. Chaps. IV, V. *Cameron. The Nervous Child. Chap. IV. Cannon. Bodily Changes in Pain, Hunger, Fear and Rage. Chaps. I, XIII. +Cleveland. Training the Toddler. Pp. 36-44, 165-166. Groves. Wholesome Childhood. Pp. 50-53, 102-103. Gruenberg. Sons and Daughters. Pp. 41-44. Haviland. Character Training in Childhood. Pp. 28-36, 47-53. Kirkpatrick. The Individual in the Making. Chap. V. Lucas. The Health of the Runabout Child. Pp. 163-168, 197-198. Maccarthy. The Healthy Child from Two to Seven. Pp. 19-49. Pierson. Living with Our Children. Chap. XII. Walsh and Foote. Safeguarding Children's Nerves. Pp. 86-91, 181- 183, 222-226. Pamphlets Barker. How to Avoid Spoiling the Child. Campbell. The Experiences of the Child: How They Affect Charac- ter and Behavior. [66] Food Carter. The Mental Health of the Child, Some Physical Determinants and a Method of Observation. Infant Welfare Society of Minneapolis. Outlines on: How to Get Children to Eat Fruit. How to Get Children to Eat Vegetables. How to Get Children to Drink Milk. Schmidt. Feeding Problems of Young Children. +Thom. Habit Clinics for the Child of Preschool Age. Current Literature Case, Lucy A. Foods and Finickiness. American Child Health Mag- azine, January, 1925, p. 5. † Roberts, Lydia J. Teaching Children to Like Wholesome Foods. Hygeia, March, 1924, p. 135. Roberts, Lydia J., and Waite, Marie. A Dietary Study Made in a Day Nursery by the Individual Method. Journal of Home Eco- nomics, February, 1925, pp. 80-88, and March, 1925, pp. 142-148. Schmidt, C. Rowena. The Psychology of Child Nutrition. Journal of Home Economics, May, 1925, pp. 260-264. * † Contains especially good material on this subject. [67] Food QUESTIONS FOR DISCUSSION A. Influences on Nutritional Conditions 1. How important is regularity of diet in the development of the child ? 2. At what time of day should a little child have his hearty meal? 3. In general, what are the approved foods for little children? The prohibited foods? 4. What are the observable evidences of poor nutrition. 5. How may food likes and dislikes affect nutritional conditions? 6. What relation may food habits have to thin bodies, dark-circled eyes, winged shoulder blades? 7. What are the effects of strong emotions upon the digestive system? 8. Explain why a child who is very angry while eating may vomit his food afterwards. 9. Is there any psychological basis for the advice to be in a good humor while you eat? B. Good Food Habits 10. How early in life do habits begin to be established ? 11. How early do responses to foods become habitual? 12. Who is largely responsible for a child's food habits? 13. Why is it necessary that children have an appetite for their meals? 14. How is appetite stimulated? Discuss exercise, rest, elimination habits, fresh air, regularity of habits. 15. Should children be allowed to eat between meals? Never? 16. Why do sweets interfere with appetite for meals? When should they be allowed ? 17. Is a mid-morning lunch advisable? Under what conditions?' Of what should it consist? How about sweets? 18. May a mid-morning lunch interfere with appetite for the noon meal? What is advisable? 19. Why is it important that as soon as possible during early childhood children should have a wide variety in their diet? 20. Why are the first tastes of semi-solid foods often spit out? Does this indicate a food antipathy? 21. Make suggestions for introducing a new food into a child's diet so that good habits may be established. 22. How may the general atmosphere of the meal time influence a child's food habits? [68] Food C. Undesirable Food Habits 23. What relation has heredity to food antipathies? Is a child born with established food prejudices? 24. How may adult food prejudices influence a child's likes and dis- likes? What should adults in the home do? 25. If a child is forced to eat more than he really needs is he likely to develop an attitude of resistance ? 26. May a child's appetite be influenced by the preparation of the food? How may this build likes and dislikes? What about lumpy cereal, cold eggs, stringy vegetables ? 27. Explain how food dislikes may have their bases in the unusual taste or texture of a new food. 28. Explain how a chance association may build a food prejudice. 29. Show how a food aversion may result from extreme emotional excitement during a meal. 30. Should wholesome, desirable foods such as bread and milk ever be given to a child to eat as a means of punishment? How may this affect his liking for such foods? 31. How may a child's desire for attention affect his food habits? What should parents do? D. Overcoming Undesirable Habits 32. List the causes of refusal of food by children. 33. Which causes may be considered as bad habits that should be eliminated ? 34. Make suggestions for overcoming a specific food dislike. 35. Is it ever legitimate to let a child miss a meal in order to build proper food habits ? 36. What do you think of punishment as a means of getting children to eat? 37. If there is an argument in the family every time Mabel refuses to eat, how may this influence her habits? In what way may she be deriving satisfaction? 38. Give an example from your reading or experience of a child who was a food problem. Explain the method used in overcoming this. 39. Give a list of principles in habit formation which apply to, (a) the building of good food habits, (b) the overcoming of bad food habits. [69] Food NOTES [70] IX. BASIS OF EMOTIONS (1 Discussion Period) [71] BASIS OF EMOTIONS QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Do you know why you get angry or are afraid? 2. Where do you have the most sensations when you are intensely emotional ? 3. Analyze your own feelings when you are angry or afraid. ACTIVITIES 1. Watch your child when he is angry or afraid. Make a list of as many of the reactions which he makes as you can observe. Note the following: a. General description of the situation. (1) Where he was. (2) What he was doing. (3) Children present-age of children--what doing. (4) Adults present-what doing. b. Specific stimulus to the emotion. c. Description of muscular activity. d. Description of other observable reactions: flash of eye, flushing, turning pale, etc. [72] Basis of Emotions OUTLINE A. Observed emotional responses of children. 1. Facial expressions. 2. Bodily expression. 3. External evidences of internal action. worth.) C. Neural control of internal changes: autonomic system. 1. Divisions : a. Cranial-parts controlled. b. Sacral-parts controlled. c. Sympatheticparts controlled. 2. Relation of the cranial and sacral divisions to the sympathetic. 3. Relation of the autonomic system to the central nervous system. D. Internal changes in strong emotions. 1. In digestive tract. 2. In circulatory system. 3. In lungs. 4. Adrenal glands. E. Effects of strong emotions. 1. On health. 2. On thinking, reasoning, judgment. 3. On skill. 4. On learning. 5. On activity. READINGS Books I, II, XI, XII, XIV. †Gates. Psychology for Students of Education. Chap. VIII. Jennings, Watson, Meyer, Thomas. Suggestions of Modern Science Concerning Education. Pp. 62-76. Sandiford. Mental and Physical Life of School Children. Chap. XVI. +Watson. Psychology from the Standpoint of a Behaviorist. Chap. VI. † Woodworth. Psychology. Chap. VII. † Contains especially good material on this subject. [73] Basis of Emotions QUESTIONS FOR DISCUSSION A. Observed Emotional Responses of Children 1. Give a description of the intense emotional responses which you observed in your child. 2. Note the facial expressions. What effect do the facial expressions · of animals during anger have upon their enemies ? 3. Note the bodily expressions. What seems to be the function of these? B. Internal Responses 4. Were there any external evidences of internal action in the child's response ? 5. What are the internal responses of a cat during anger? (See Gates or Woodworth.) C. Neural Control of Internal Changes 6. Describe the autonomic nervous system which controls these internal changes: the cranial; the sacral; the sympathetic. 7. When the sympathetic division is in control what kind of emotional state is active? 8. When the cranial and sacral divisions are in operation what is the emotional state? 9. What is the relation of the cranial and sacral divisions to the sympathetic? 10. What is the relation of the autonomic system to the central nervous system? D. Internal Changes 11. Describe what occurs during strong emotional excitement in the digestive tract; the circulatory system; the lungs. 12. What is adrenalin? What is the effect of an extra dose of adre- nalin in the blood. Which nervous system controls the action of the adrenal glands? What happens to the adrenal glands when one is angry or afraid? 13. What happens to the normal functions of the body when one is very angry or afraid? [74] Basis of Emotions E. Effects of Strong Emotions 14. How do strong emotions affect one's health? Why? 15. What is the effect of strong emotions on thinking, reasoning, judg- ment? 16. How does anger or fear affect the skill of a baseball player, a musician, a boxer? Why? 17. Can one learn better under the stimulus of strong emotions? Why? 18. Do strong emotions make one exceedingly active? Why? 751 Basis of Emotions NOTES [76] X. FEAR (2 Discussion Periods) [77] FEAR QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Think back into your early childhood and recall things you were afraid of. Were you afraid of cats? Snakes? Dark? Radiators? Other things? 2. Try to recall how you became afraid of them. 3. Of what are you afraid now? Of what are other adult members of your family afraid now? 4. Make a list of things of which your children are afraid. How many of these things are in the list above? 5. Is there any similarity between the fears you have and the fears your children have ? 6. Can you think of some examples of foolish or irrational fears? 7. What remedies of fear have you found most helpful with yourself? With children? ACTIVITIES NTYYT 1. Observe your child when he is afraid. Make careful notes of: (a) The total situation which stimulated the fear (what the child was doing, where he was, whether other children or adults were present, etc.). (b) Exact observable behavior. (c) Duration of fear. (d) Cause of subsiding of fear. 2. Try to recall when you first saw your child exhibit this fear. Note carefully all the details of this occurrence. 3. After this topic has been discussed begin trying to eliminate a definite fear from your child. Keep careful records of methods used, re- sponse of child. Note dates in each case. 4. Keep a record of all fears exhibited by your child. Note situation and behavior of child. Note dates and age of child. [78] Fear OUTLINE A. Native fears. 1. Situations stimulating fear. 2. Description of reaction. B. Acquisition of fears. 1. Fears acquired. 2. Method of acquisition. C. Effects of fears on personality. 1. Inhibitions. 2. Caution. 3. Obedience. 4. Food habits, lying, stuttering. D. Elimination of fear. 1. Prevention. 2. Re-Education. CD READINGS Books Averill. Psychology for Normal Schools. Pp. 124-127, 131-134. Bruce. Handicaps of Childhood. Chap. IX. *Burnham. The Normal Mind. Pp. 69-70, 238, 295-296, 363. Chap. XIV, pp. 102-103, 125-126. Cameron. The Nervous Child. Pp. 28-29, 52-55, 160-162. +Childrens Foundation. The Child: His Nature and His Needs. Pp. 31-35, 42-44. *Cleveland. Training the Toddler. Pp. 96-101. *Gates. Psychology for Students of Education. Chap. VIII. Groves. Wholesome Childhood. Pp. 29-34, 80-83, 105-106. Groves. Personality and Social Adjustment. Chaps. VI, XV. Gruenberg. Outlines of Child Study. Pp. 42-45. Gruenberg. Your Child Today and Tomorrow. Pp. 84-85. † Jennings, Watson, Meyer, Thomas. Suggestions of Modern Science Concerning Education. Pp. 62-65, 68-76. Kirkpatrick. Fundamentals of Child Study. Pp. 130-135. Kirkpatrick. The Individual in the Making. Pp. 87, 130-131, 182. Lay. The Child's Unconscious Mind. Pp. 93-95, 183, 226. Martin and de Gruchy. Mental Training for the Pre-School Age Child. Pp. 49-52. Norsworthy and Whitley. Psychology of Childhood. Pp. 89-96. Stern. Psychology of Early Childhood. P. 133, Chap. XXXV. Education. hild Study. Pp. 07 130-131, 182. [79] Fear Pp. fWatson. Behaviorism. Chaps. VII, VIII. #Watson. Psychology from the Standpoint of a Behaviorist. 219-220, 222-226, 231-236, 240-243. Wile. The Challenge of Childhood. Pp. 154-162, 211-215. Pamphlets Barker, Lewellys F. Principles of Mental Hygiene Applied to the Management of Children Predisposed to Nervousness. Thom, D. A. Child Management. Williams, Frankwood E. Anxiety and Fear. + Cleveland, Elizabeth. The Little Child and Fear. Current Literature † Jones, Mary Cover. A Laboratory Study of Fear: The Case of Peter. Pedagogical Seminary, Dec., 1924, p. 382. † Jones, Mary Cover. The Elimination of Children's Fears. Journal of Experimental Psychology, Oct., 1924. Pp. 382-390. Additional Bibliographies Burnham. The Normal Mind. Pp. 447-450. Gruenberg. Outlines of Child Study. Pp. 45-46. † Contains especially good material on this subject. (801 Fear QUESTIONS FOR DISCUSSION A. Native Fears 1. What are the situations which bring forth a fear reaction with babies ? 2. If a great many people have the same fear is that an indication that such fear is instinctive? Substantiate your answer by an example. 3. Describe how Watson determined what fears are instinctive. 4. Describe a young child when he was afraid. What facial and bodily movements were observable? Any other reactions observ- able? 5. What was going on internally? 6. How do these internal reactions affect the normal organic func- tioning of the individual ? . B. Acquisition of Fears 7. Make a list of fears which are acquired by children. Compare the situations which arouse these acquired fears with the situations which instinctively provoke fear. 8. Make a list of the various ways in which these fears may be acquired. 9. Explain the psychological principle of "association" or "condition- ing" which accounts for the learning of some fears. Give an example. 10. Describe how a child can build a fear for the dark; dogs; radiator; snakes. Think of as many ways as possible. C. Effect of Fears on Personality 11. What effect do fears have upon a child's personality? May they interfere with normal development? How? 12. What effect has the emotion of fear on a child's ability to learn, to make a decision, to act at his best? 13. Is it necessary to make a child afraid of automobiles in order to protect him? Differentiate between fear and caution. Which is socially serviceable? Which socially interfering? Who can cross the street more safely, a child afraid of automobiles or a child who recognizes that he is confronting a problem which requires thought and care to meet? 14. Do you ever make your child afraid in order to make him behave? Why? What effect may this have on his personality? Is there a better method? [81] Fear 15. May a fear of misbehaving at the table or immediately afterwards interfere with digestion? Why? (Ref.: Canfield, Dorothy. The Home-Maker. New York: Harcourt, Brace, 1924. Chaps. I, II.) 16. What relation has fear to the habit of lying? 17. Has stuttering any relation to fear? 18. What is a phobia? 19. Describe a case of phobia. Can you trace this phobia to its initial cause? Are people who have psychopathic or nervous tendencies more susceptible to phobias than normal people? 20. How do fears build up a feeling of inferiority in people? Is this wholesome? Why? 21. What evidence can you give that the fears developed in childhood are likely to be significant for the later life of the individual? pic. D. Elimination of Fears 22. What effect has the behavior of adults in the home on children's fears? How can this effect be used to best advantage for prevent- ing fears in children? 23. What are some of the measures which may be used to prevent children from building fears? Take the list in Question 7 and make suggestions for each. 24. How does more knowledge concerning a situation help children to overcome fears? Give an example. 25. Suggest other mental means of preventing fear. (See reading in Burnham.) 26. If a child is afraid of water, or the dark, is it a good thing to "push him in"? What is likely to be the result? 27. What is the value of direct action as a remedy for fear? 28. If a child is afraid of a dog will it do any good to talk to him about it? May it help? Discuss the possibilities. (Reference: Jones, Elimination of Children's Fears.) 29. Give an example of how a fear may be overcome by the association of a pleasant experience with the fear situation. 30. What is the method of the conditioned reflex or of associated shifting? Explain how it was used by Mrs. Jones (Case of Peter). Is this a dangerous method ? Why? 31. Make a list of the principles of re-education that must be con- sidered when attempting to overcome children's fears. [82] Fear NOTES [83] Fear NOTES [84] XI. ANGER (1 Discussion Period) [85] ANGER QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Recall an instance when you were angry? What was the cause ? 2. Do you get angry when interrupted in some very absorbing piece of work or recreation ? 3. What do you do when you get angry? 4. Try to recall some of the things that made you angry when you were a child. 5. Do you ever make your child angry when you are angry yourself? 6. What are the situations that often cause your child to be angry? How much of the fault is yours? Could you plan differently? ACTIVITIES 1. Observe your child when he is angry. Make careful notes of the cause of the anger and the responses made. 2. Keep a record of the situations which cause your child to be angry. 3. Try these experiments with a baby not more than three months old and note carefully the responses made: (a) Hold his nose a second. (b) When he is lying in bed kicking, hold his arms and legs still. (c) Hold his head between the palms of your hands so he cannot move it. [86] Anger OUTLINE A. Native response of anger. 1. Stimulus. 2. Internal and external responses. 3. Utility theory. B. Development of anger. 1. Situations provoking anger. 2. Methods of developing. 3. Effect upon personality. C. Tantrums. 1. Description. 2. Causes. 3. Treatment. D. Control of anger. 1. Control of inhibition. 2. Influence of people. 3. Methods of treatment. READINGS Books Averill. Psychology for Normal Schools. Pp. 134-136. Bruce. Handicaps of Childhood. Pp. 87-92. Burnham. The Normal Mind. Pp. 431-432. Cameron. The Nervous Child. Pp. 49-62. Cannon. Bodily Changes in Pain, Hunger, Fear and Rage. Pp. 275-283. Children's Foundation. The Child: His Nature and His Needs. Pp. 35-37. #Cleveland. Training the Toddler. Pp. 87-91. Gates. Psychology for Students of Education. Pp. 160, 163-167, 170-177. Groves. Personality and Social Adjustment. Chap. VII. #Groves. Wholesome Childhood. Pp. 76-80. Gruenberg. Outlines of Child Study. Pp. 111-113. Jennings, Watson, Meyer, Thomas. Suggestions of Modern Science Concerning Education. Pp. 65-66, 68-76. Norsworthy and Whitley. Psychology of Childhood. Pp. 90-91. Scott. How to Know Your Child. Pp. 59-80. [87] Anger +Watson. Behaviorism. Pp. 115-116, 120, 122-125, 129-131. Watson. Psychology from the Standpoint of a Behaviorist. P. 220. Wile. The Challenge of Childhood. Pp. 199-204. Pamphlets Barker. How to Avoid Spoiling the Child. Pp. 6-7. Barker. Principles of Mental Hygiene Applied to the Management of Children Predisposed to Nervousness. +Thom. Child Management. Pp. 15-18. Thom. Habit Clinics for the Child of Preschool Age. Pp. 33-37. * † Massachusetts Department of Mental Diseases, Division of Mental Hygiene. Habit Training for Children. † Contains especially good material on this subject. [88] Anger QUESTIONS FOR DISCUSSION A. Native Response of Anger 1. What is the primary stimulus which brings anger? 2. What are the fundamental external reactions when the emotion of anger has been excited ? 3. What is occurring internally? 4. What is the utility theory of the emotion of anger? I B. Development of Anger 5. Make a list of the situations which seem to stimulate anger in children. 6. Can you show the relation of each of these to the native response of anger? 7. How may a child's general physical condition have an effect upon his emotional control? Consider the effect of sleep; food habits; elimination habits; play. 8. May lack of emotional control among the adults in a family influ- ence the development of habits of anger in the children? 9. When your child does not do as you wish (crosses your desires) do you lose your temper? What effect may this have upon his own emotional habits ? 10. How does inconsistency on the part of parents encourage anger in children? Do you approve one day and condemn the next? 11. May anger be aroused by other emotions? Fear? Jealousy? 12. Is it wholesome for a child to become sullen or moody when angry? 13. How may the continual indulgence in anger during childhood affect one's adult personality? C. Tantrums 14. Describe a child in a tantrum. 15. What is the initiating cause of tantrums? 16. How may children build the habit of having tantrums? Does getting what they want influence them? 17. What factors in a child's personality should be considered in dealing with a tantrum problem? 18. What should be done in case of tantrums? 19. What is the usual effect of cold water in a case of tantrum? 20. If you explain to a child why you must stop him from doing some- thing, may this keep him from getting angry? Why? [89] Anger D. Control of Anger 21. Is it advisable to remove the inhibition in order that a child may no longer be angry? When? Why? be to stop the anger or change the purposes? 23. If a child finds that by getting angry or going into a tantrum he gets what he wants what will be the result? Any suggestion? 24. Do children ever become so habituated to having tantrums that they seem to enjoy the indulgence? In such a case would it be advisable to lessen the possibilities of tantrums by diminishing the requirements ? 25. When a child is very angry how can his attention be re-directed ? How will this help? 26. Do children ever get angry in order to attract attention? 27. If a child is ignored during anger what is likely to be the result? 28. Is there such a thing as "righteous anger” on the part of children when they are constantly interrupted by adults? Any suggestions? [90] Anger NOTES [91] Anger NOTES [92] XII. SEX (2 Discussion Periods) [93] SEX QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Are you embarrassed to discuss problems of sex? Why? 2. Where did you get your first information concerning “where babies come from"? 3. Was this information correct? Did it make you feel as if the whole process was disgraceful, not to be discussed except in secret? Do you consider such an attitude wholesome? 4. Has your child asked you this question? What did you reply? 5. How much do you think your children know about sex? Who told them? Do you think it is accurate information? ACTIVITIES 1. Keep a record of the building of proper toilet habits. - Make note of the methods used and carefully note the behavior of the child each time. Note dates so length of time may be considered. 2. Keep a record of your child's interest in his own body; playing with parts of body; examining parts of body; asking questions about it. 3. Keep a record of the breaking of the habit of masturbation or of thumb sucking. Record for two consecutive days the number of times the habit occurred, what the conditions were and the duration. Do not try to correct during these recording days in order that you may secure a true picture of the amount of indulgence in the habit. Then begin to try to break the habit. Make careful notes of method used and response received. Note dates. 4. Keep a record of the questions concerning life which your child asks. Make careful note of the date. Keep a record of your own replies. [94] Sex OUTLINE A. The instinct of sex. 1. Description. 2. Secondary characteristics. 3. Development. 4. Physiological and psychic aspects. 5. Perversion. B. Hygiene of sex. 1. Cleanliness, clothing, toilet habits. 2. Masturbation, tickling, thumb sucking. C. Sex education. 1. Purpose. 2. Parents' attitude. 3. Fact content. a. Child's own body. b. Plant reproduction. C. Animal reproduction. d. Origin of babies. D. Ideals and attitudes. READINGS For the Whole Topic Books Cameron. The Nervous Child. Chap. XIV. Cleveland. Training the Toddler. Pp. 101-102. Galloway. Sex and Social Health. Groves. Personality and Social Adjustment. Chap. VIII. Gruenberg. Outlines of Child Study. Pp. 157-160. Gruenberg. Parents and Sex Education. Moll. The Sexual Life of the Child. von Gruber. Hygiene of Sex. Chap. III. Pamphlets Barker. How to Avoid Spoiling the Child. Pilpel. Answering Children's Questions: Sex Education. *Taft. Sex in Children. † Contains especially good material on this subject. [95] Sex Additional Biographies American Social Hygiene Association. What to Read on Social Hygiene. Gruenberg. Outlines of Child Study. Pp. 161-162. A. Sex Instinct Books Jennings, Watson, Meyer, Thomas. Suggestions of Modern Science Concerning Education. Pp. 66-68. Kirkpatrick. Fundamentals of Child Study. Pp. 139-147. Norsworthy and Whitley. Psychology of Childhood. Pp. 74-77. von Gruber. Hygiene of Sex. Chap. IV. Watson. Psychology from the Standpoint of a Behaviorist. Pp. 221- 222, 208-209. White. Mental Hygiene of Childhood. Pp. 81-83. B. Hygiene of Sex Books Groves. Wholesome Childhood. P. 14. Lay. The Child's Unconscious Mind. Pp. 313-314. White. Mental Hygiene of Childhood. P. 29. Wile. The Challenge of Childhood. Pp. 215-219; 243-247. Pamphlets Thom. Child Management. Pp. 18-22. Thom. Habit Clinics for the Child of Preschool Age. Pp. 27-31. C. Sex Education Books Bigelow. Sex Education. Chaps. I-VI. Cady. The Way Life Begins. Gallichan. A Textbook of Sex Education. (Especially Part II, Chap. II.) Galloway. Biology of Sex. Chaps. III, IV, V, VIII, Appendix. Galloway. The Father and His Boy. Groves. Wholesome Childhood. Pp. 107-108. Gruenberg. Your Child Today and Tomorrow. Chap. XII. Kirkpatrick. Fundamentals of Child Study. Pp. 147-148. Lay. The Child's Unconscious Mind. Pp. 184-188, 298-299. Norsworthy and Whitley. Psychology of Childhood. Pp. 77-80. Stowell. Sex for Parents and Teachers. Pp. 173-176. [96] Sex Pamphlets American Social Hygiene Association. Child Questions and Their Answers. Bigelow. The Established Points in Social Hygiene Education. Exner, M. J. Problems and Principles of Sex Education. Smith. The Mother's Reply. Thom. Child Management. Pp. 18-22. D. Ideals and Attitudes Gallichan. A Textbook of Sex Education. Introduction. Groves. Personality and Social Adjustment. Pp. 27-29, 67-69. Lay. The Child's Unconscious Mind. Pp. 236-241. White. The Mental Hygiene of Childhood. Pp. 112-123. giene of Child, Pp. 236-241-29, 67-69. [97] Sex QUESTIONS FOR DISCUSSION A. Sex Instinct 1. How does Watson describe the love instinct? 2. Distinguish between physiological sex reactions and psychic sex reactions, (detumescence and contrectation). Are they always found together? In children? In adults? When they occur together does the child necessarily see their relationship? 3. What is meant by secondary sex characteristics? When do they begin to develop in children? 4. What stages of development does the sex instinct show? 5. What is meant by sex perversion? Give examples. When may these occur? B. Hygiene of Sex 6. Why are children curious about the sex organs? Is it primarily because of sex interest or interest in the activity of elimination? 7. Should children be taught the proper names for the organs and processes connected with reproduction and elimination or should "home-made” names be substituted? Why? 8. Is not one of the difficulties connected with the child's attitude toward sex due to the association of the sex organs with the organs of elimination? How can this attitude be changed? 9. How may a child's toilet habits affect his sex habits? What can the parent do about this? 10. Is it advisable to teach children to be ashamed of the human body in the nude? Does it excite curiosity? 11. Why do babies often manipulate sex organs? Is there anything immoral about such action by a baby? Why is it undesirable ? May children become dependent upon such sensations for satisfac- tion? 12. How may clothes or cleanliness play a part in causing children to manipulate sex organs? What should be the standards for cloth- ing? For bathing? 13. Make a list of rules for the physical care of children which will aid in building hygienic sex habits. 14. In case a child has built up the habit of stimulating his sex organs, suggest ways of breaking this habit. a. What must be known about the case before suggestions can be made ? Is age a factor? Duration of habit? Situation in which habit occurs? Anything else ? [98] Sex ( b. Which of various methods of masturbation does the child employ? c. Should mechanical contrivances be used to break the habit of masturbation? Under what conditions ? d. Make suggestions how the situation which brings forth the habit may be changed. e. Might a change in play habits be advisable? When? What kind of change? f. Is it advisable for a child with such a habit to be alone a great deal? How can this be remedied? g. How might the emotional condition of a five-year-old child affect the habit of masturbation? 15. Has tickling any relationship to sex? Why? Do you believe that children should be tickled? Why? 0 What are some of the reasons that children build this habit? May a child's emotional condition stimulate thumb-sucking? How? How can it be prevented ? Make suggestions for breaking this habit. C. Sex Education 17. What are some of the dangers of keeping children ignorant regard- ing sex matters? 18. What questions do children ask about their own bodies? How should these be answered ? 19. At what age do children begin to ask questions about the origin of babies? 20. To tell a child that the doctor brought the baby is often satisfying. Why then should we not tell this or a similar myth? What is the value of telling the truth? 21. Is there an essential difference from the child's standpoint in these two questions: “Where did baby come from?" "Where did the snow come from?” 22. What is your opinion concerning a sentimental attitude on the part of the parents in discussing the facts of life with children? Is there any more need for twilight and whispers in giving sex infor- mation than in teaching geography or reading? 23. May parents influence a child's attitude toward sex by their own attitude of secrecy, evasiveness, embarrassment? What is a desir- able attitude to hold ? [99] Sex Tne 24. What experiences with nature can a child have which are valuable as an introduction to knowledge concerning human reproduction ? May pets be of any help? Flower gardens? Even a bean plant growing in the house? Explain how they may be used. 25. Do you understand how plants reproduce? Can you trace the life history of the bean plant, the nasturtium, the cosmos, the daisy? Can you find the stamens with the pollen on them? Do you know the pistil and the seed box at the end? (References: Cady, The Way Life Begins; and Stowell, Sex for Parents and Teachers, pp. 8-13.) 26. Do you understand how fish reproduce? Frogs? Insects? Mam- mals? (References: Cady; and Stowell, pp. 14-49.) 27. Can you explain how a new human baby is formed? (References: Cady; and Stowell, pp. 92-110.) 28. Should the story of life be told as a formal story or do you consider carefully planned experiences with reproduction in nature of more value? Why are discussions of a process which they have seen more valuable to children than formal talks about things never experienced ? 29. When your child asks a question about life should you tell him the whole story? How can you decide how much to tell him? 1 D. Ideals and Attitudes 30. May attitudes and ideals influence in any way a child's attitudes toward sex? How? 31. What is meant by repressing an instinct? Is this wholesome? 32. Explain what is meant by socializing the sex instinct. 33. Are disasters ever brought about through socialization? 34. What do we mean by sublimating an instinct ? 35. Give suggestions for sublimating the sex instinct. 36. Summarize your own attitude toward the problem of sex education. Show how it is possible to build gradually a normal wholesome attitude on the part of the child. [100] Sex NOTES [101] Sex NOTES [102] XIII. AFFECTION AND JEALOUSY (1 Discussion Period) [103] AFFECTION AND JEALOUSY QUESTIONS FOR PARENTS TO ANSWER FOR THEMSELVES 1. Do you believe it is possible for a mother to be too affectionate with her child ? 2. Do you make an emotional scene when parting from your child ? 3. Is your child extremely unhappy when you are away? 4. Do you desire that your child should gradually become independent of you? Are you consciously planning for this? 5. Do you try to make your child jealous? Do you approve of this? 6. Are you affectionate and sympathetic with your child? Can any of his behavior problems be caused by a feeling that "everyone is against him”? D ACTIVITIES 1. Make a list of the persons and things to which your child shows affection. Note how this affection is expressed (caress, speech, carrying to bed, etc.). 2. Observe your child when he is jealous. Make a note of all responses made. 3. If your child is jealous list the situations which evoke jealousy. Analyze if possible to find the cause. [104] Affection and Jealousy OUTLINE A. Affection. 1. Need of affection. 2. Too much affection. 3. Too little affection. B. Jealousy. 1. Description. 2. Causes. 3. Prevention. READINGS Books Averill. Psychology for Normal Schools. Pp. 127-128. †Bruce. Handicaps of Childhood. Chap. IV. *Cleveland. Training the Toddler. Pp. 92-96. Groves. Personality and Social Adjustment. P. 24. Chaps. XIII, XIV. Groves. Wholesome Childhood. Pp. 142-143. Gruenberg. Parents and Sex Education. P. 42. Stern. Psychology of Early Childhood. Pp. 126-134, 508-520. † Watson. Behaviorism. Pp. 148-154. +White. Mental Hygiene of Childhood. Chap. IX, pp. 60-63, 49, 51, Chap. V, pp. 41-43, 83-84. Wile. The Challenge of Childhood. Pp. 259-263. Pamphlets Campbell. The Experiences of the Child: How They Affect Charac- ter and Behavior. Kenworthy. Extra-Medical Service in the Management of Misconduct Problems in Children. Pp. 6-8. Meyer. Normal and Abnormal Repression. † Thom. Child Management. Pp. 9-12. †Thom. Habit Training for Children. fWoolley. The Social Consequences of the Neglect of Mental Hy- giene in Young Childhood. † Contains especially good material on this subject. [105] * Affection and Jealousy to QUESTIONS FOR DISCUSSION A. Affection 1. Since affection is a necessary part of a child's life may there be dangers to the child of too much affection from parents? 2. Can a child be overfed with mother love? How? 3. What is the result if a child is encouraged to depend entirely on one adult for affection? 4. How do mothers contribute to an early fixation of their children's affections? In what way can this be avoided ? 5. Is there danger in father-fixation for the only girl? How? 6. What is the danger to the child of too little affection from parents? 7. Are consideration and appreciation for a child's interests and activi- ties important phases of parental love? (Read: The Home-Maker by Dorothy Canfield.) 8. When a child's affections are ignored or antagonized, to what un- wholesome practices may he resort? 9. What are some of the personality traits which may develop from too little affection? 10. How may the inflicting of punishment interfere with the normal development of a child's affections? How can this be avoided ? 11. May the affection-life of a little child in the home affect to any extent his attitudes toward people in later life? 12. How can wholesome parental affection be best expressed? B. Jealousy 13. Give an example of jealousy as exhibited by young children. 14. Describe the situation which evoked this behavior. 15. Analyze if possible why this situation brought about jealousy. 16. What relation has this behavior to anger caused by inhibition—a native response, according to Watson? 17. Do adults sometimes deliberately excite children to show jealous behavior? Why do they do this? What is the effect upon chil- dren? 18. If jealousy is an emotional response is it conducive to the physical well-being of the child? Why? 19. Why is jealousy a socially undesirable habit ? 20. Does excess indulgence of and affection for a child pave the way to jealous behavior ? 21. How can parents prepare a little girl for the new baby to come so that she will not be jealous? Does this include merely talking or general behavior on the part of the parents for a long period ? 22. 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