| Description |
1 online resource (xxi, 384 pages) |
| Bibliography |
Includes exercises for students and suggested readings after each chapter, an "Alphabetical list of books named in the suggestions of reading" (pages 371-377), and index. |
| Contents |
Nature, scope, and problems of child study -- Physical growth and development -- Native motor activities and general order of development -- Classification of instincts -- The early development of the human infant -- Development of individualistic instincts -- The development of the parental and the social instincts -- Development of adaptive instincts : imitation -- Development of adaptive instincts : play -- Development of adaptive instincts : curiosity -- Development of instincts : regulative -- Development of instincts : various resultant instincts and feelings -- Development of instincts : the expressive instinct -- Development of intellect -- Heredity -- Individuality -- Abnormalities -- Child study applied in schools. |
| Summary |
"This book is an attempt to present, in an organized form, an outline of the new science of child study for investigators, students, teachers, and parents. It is the fruit of fourteen years' experience in studying and teaching child study, and of seven years' experience as a father. Most of the work has been presented successfully, in nearly its present form, to normal students. The great task of the author has been to decide what to leave out of the book. Many paragraphs might easily have been expanded into chapters. It was the original intention to summarize all the principal child-study investigations that have been made. Lack of space and the fact that much of the literature of child study is in the nature of preliminary studies likely to be superseded by later investigations, caused this plan to be abandoned; hence only a few specific facts and figures are quoted, while prominence is given to the foundations of child study in other sciences, and to the more general, permanent, and practical truths thus far revealed by students of children. The treatment of each topic is, in a way, complete in itself, though related to every other and intended to be worked out more completely by reading, observation, experiment, and discussion, so far as time will permit. To aid readers and students in assimilating and supplementing the text, exercises and references are given at the close of each chapter. In class work the recitation periods may well be taken up largely in discussions of these exercises and in reports of reading, though if preferred they may be ignored and the text alone studied and recited. It is hoped that the plan of the book will adapt itself to the use of intelligent parents and to classes in normal schools and universities, with varying preparation and amount of time to devote to the subject. Many parents will prefer to begin with chapter five and to omit chapter fourteen and perhaps some of the chapters that follow"--Preface. (PsycINFO Database Record (c) 2010 APA, all rights reserved). |
| Access |
Use copy Restrictions unspecified star MiAaHDL |
| Reproduction |
Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL |
| System Details |
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL |
| Processing Action |
digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL |
| Note |
Print version record. |
| Subject |
Child development.
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Child psychology.
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Child development. (OCoLC)fst00854393
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Child psychology. (OCoLC)fst00854540
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| Other Form: |
Print version: Kirkpatrick, Edwin A. (Edwin Asbury), 1862-1937. Fundamentals of child study. New York, London, Macmillan Co., 1903 (DLC) 03026950 (OCoLC)2703319 |
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