Bøger i Institute of Child Welfare, Monograph serien

These brief case histories deal with the everyday behavior of normal children between the ages of two and six. Each history includes a brief characterization of the salient features of the case, a description of the home situation, a discussion of developmental history, a history of the adjustments of the child, and where possible, the treatment suggestion and the later history of the case. A valuable feature of this revised edition is a follow-up of more than seventy cases after a lapse of four years.

Certain Language Skills in Children was first published in 1957. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.No. 26 in the Institute of Child Welfare Monograph SeriesThe data presented in this monograph have practical application for child psychologists, pediatricians, school nurses, and others dealing with young children in a clinical or remedial situation. The work provides norms on the development of articulation of speech sounds, sound discrimination, sentence structure, and vocabulary, as well as the interrelations of these language skills in children from ages three to eight. Since verbal expression is frequently the medium through which social interaction, cognition, and other behavior aspects are studied, knowledge of the probable verbal performance of children can often be vital in determining a design for an experimental study.

The Mental Growth of Children from Two to Fourteen Years was first published in 1942. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.This discussion of the development and application of the Minnesota Preschool Scales includes detailed accounts of the statistical analyses used, follow-up studies, and a number of case histories, as well as a review of previous work in the testing of infants and young children. Covers a 12-year period during which trained examiners tested the same children at stated intervals. 1,350 tests were used in the standardization of verbal and nonverbal forms. Test standing on the Minnesota scales showed correlation with standing on tests given at the completion of high school.

The Measurement of Urban Home Environment was first published in 1936. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.No. 11. Institute of Child Welfare Monograph SeriesThis volume contributes a validation and standardization of The Minnesota Home Status Index; a scale constructed by Professor Alice Leahy that gives numerical expression to the nature and extent of variation existing in living conditions of urban homes.Leahy describes the methods used in constructing the index and discusses the significance of her findings. Also included are accounts of previous studies in this field, bibliography, and appendix of schedules used in Leahy's investigation.

The Development of Reasoning in Children with Normal and Defective Hearing was first published in 1950. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.No. 24, Institute of Child Welfare Monograph SeriesThis important study will prove helpful to educators, psychologists, clinicians, and all workers with the hard-of-hearing and deaf. Various types of reasoning ability were measured in children whose experience was limited by defective hearing, by residence in an institution, or by both of these factors, and comparisons were made with children whose environment was normal in one or both aspects.Subjects for the study included 850 pupils in state schools for the deaf, in special day classes for the defective hearing, and in public schools. Three different reasoning tests were used, and the scores of matched groups are compared and analyzed.

The Effect of Praise and Competition on the Persisting Behavior of Kindergarten Children was first published in 1939. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.No. 15, Institute of Child Welfare Monograph SeriesIn this study of five-year-olds, an experimenting psychologist has gone beyond previous investigators and attempted to show what factors in the presentation of a task and also in a child's permanent social field seem to be related to persisting behavior and motivation.Important for psychologists, school principals and teachers, and all who would understand the effect of incentives, is her finding that the nature of the task and - in at least some instances - the order of its presentation in a series have a marked effect on persisting performance.

Parent Education: A Survey of the Minnesota Program was first published in 1939. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.Institute of Child Welfare Monograph Series, Number 17The University of Minnesota Child Welfare Institute surveys its program in this volume, which describes the organization and development of its study groups and makes a thoroughgoing analysis of the amount and type of information on child training acquired by 23,000 parents who attended classes in cities and rural communities throughout the state over a period of six years.The effect of attendance at the study groups was measured by tests administered before and after instruction, recording changes in the mothers’ attitudes toward various behavior traits – delinquent, neurotic, and personal-social – in boys and girls from five to fifteen years of age.From the group study records, and aided by their own long experience in parental education, the authors work out conclusions and suggestions that will be of value to psychologists and persons organizing or carrying on similar programs.