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"In the study of human behavior the freedom of experimentation feasible in research in other fields is greatly limited. Frequently, instead of setting up his own experiments, the scientist must content himself with the observation and analysis of significant situations as they occur in nature. One of the situations most appealing to human interest and sympathy is that of prematurely born children. In Part I of this monograph Dr. Julius H. Hess gives a simple but telling account of the way in which all the skill and resources of medical science have been brought into the service of those presumably handicapped by premature birth in order to increase their chances of survival. Peculiarly true in the medical field is the close relationship between the humanitarian and the scientific interest. Dr. Hess and the co-authors, Dr. George J. Mohr and Dr. Phyllis Bartelme, recognized the value of a series of studies not only for improving the technique of treatment but for throwing light upon certain perplexing problems in the field of human behavior. The situation of the prematurely born infant in comparison with his brothers and sisters of full-term birth presents essentially the conditions of a controlled laboratory experiment. It makes possible the careful research work that is reported in this volume upon the significant problem of the degree of differences in physical and mental status of children of premature and full-term birth. The painstaking work of the authors and their caution in drawing conclusions make the scientific contribution all the more impressive in regard to the nature and extent of the effect of congenital injuries and other conditions upon the later physical and mental development of the child. This volume also exemplifies the value of the method of multiple approach to the study of problems of human behavior emphasized by Dr. Herman M. Adler in the organization of the scientific program of the Behavior Research Fund inasmuch as this research project represents the joint effort of physician, psychiatrist, and psychologist"--

Child development.

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"What is on your child's mind? No parent can answer this question until he discards the grown-up glasses a muddled maturity has set upon his nose and looks out upon the world through the clear, unguarded eyes of childhood. What he sees when he is able to look through a child's eyes may loom astonishingly large or dwindle to surprisingly small proportions in the frame of youthful perspective. It makes a great deal of difference what ideas your child gets into his head. The way he interprets the things that happen to him now determines the attitude he will take toward the events of his later life. A child's mind is like soft wax. Each experience leaves an impression upon it. Every day of your child's life you are stimulating or undermining his self-confidence, developing his will, power, courage and initiative" or making him weak, timid and self-conscious. What will your child be when he grows up? That depends upon your understanding or misunderstanding of his particular problems, your tactful consideration or blunderous disregard. You can make him a failure, a "smarty", an invalid or a snob! Or you can lay the foundations of a happy and successful future! You do not believe parents are that important? Then read about these very ordinary episodes in the lives of Jane and Teddy, Tommy, Mary and Bobby. They are written especially for you"--

Child development.

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Child development. --- Child psychology.

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Economic conditions. Economic development

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Economic conditions. Economic development --- Denmark