Guide & Index

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CHILDCRAFT GUIDE-INDEX

IN

FOURTEEN VOLUMES

VOLUME TWELVE

GUIDE INDEX

FIELD ENTERPRISES, INC.

CH CAG O I

CHILDCRAFT (Reg. U. 8. Pat. Off.)

Copyright, 19-49, U.

S.

by Field Enterprises,

A.

Inc.

Copyright 1947, 1945, 1942, 1939 by The Quarrie Corporation Copyright 1937,

1935,

The

1934 by

W.

F. Quarrie

St

Company

Child's Treasury

Copyright 1931, 1923 by

W.

F. Quarrie

& Company

1949

International Copyright,

by Field Enterprises, Inc. International Copyright, 1947

by The Quarrie Corporation

All

rights

reproduced

reserved. in

This

whole or

volume may not be in

part

without written permission from

Printed in the U.

S.

in

the

A.

any

form

publishers.

FOREWORD CHILDCRAFT

has been constructed to assist parents and teachers as

they guide the development of children.

The

publishers realize that

who

guide children will get the most from Childcraft if they form the habit of using the books, rather than merely reading them. Therefore, this Guide-Index is offered to facilitate the use of all the volumes of the Childcraft series. The material in the Guide-Index is presented in three parts: The Guidance Plan, Aids to Parents and Teachers, and Index. those

THE GUIDANCE PLAN

To guide children successfully, parents and teachers must be informed concerning the growth and behavior of children at different levels of their development. Childcraft presents the characteristics of a child at different development under the headings: The Infant— to 1 year; The Toddler— 1 to 2 years; The Preschool Child— 2 to 6 years; The School-Age Child

levels of

—6

to 10 years;

and The Preadolescent Child— 10

to 13 years. Part

I

of the

Guide-Index summarizes the thinking of experts for each of the five levels of child development. Through it, parents and teachers may readily find answers to many of their most urgent questions. The references which follow each summary direct parents and teachers to the articles in the different volumes which give a fuller treatment of the subject.

AIDS TO PARENTS

AND TEACHERS

This part of the Guide-Index supplements the program of the other volumes of Childcraft. It contains specific aids in eight different fields related to child

development.

Care of the Newborn Baby. to

what

to

buy

for the expected

infant during the

first

A picture-guide which instructs parents as baby and how to handle and care for the

months. Fathers,

especially, will

welcome

this section.

Tables of Height and Weight for Preschool Children. Tables for pregirls. The tables arc based upon the findings of

school boys and for preschool

recent investigations concerning child growth. Recognizing the individual

Childcraft

vi

diflFcrcnccs

among

and teachers

children, data arc presented in a

form that enables parents

to find a child's individual pattern.

Table of Communicable Diseases. Tables which present helpful informanumber of common communicable diseases of childhood;

tion concerning a

how

the disease

is

from exposure to onset; the communicable.

spread; the usual time

symptoms; and how long the disease

is

early

The Child and His Teeth. Discussion and charts to help parents underhow the teeth affect physical well-being and personal appearance; how and when the child gets his teeth; how to train the child to care for his teeth; and how to treat simple dental disorders. stand:

Safety for the Family. Suggestions for keeping the family safe at home and in the community, based upon information from the National Safety Council and the American Red Cross.

in

Childcraft as an Aid to Schoolwork. An index to the stories and poems Volumes 1 through 6 which will be especially helpful to children in their

school activities.

Tests of Mental Development, Readiness, and Achievement. Tests based upon scientific data which show the normal responses of children at different ages. The tests will help parents and teachers to recognize more readily when a child is able to take the next steps in his development and at what rate he may be expected to make progress.

A Useful Home Library. Carefully selected lists of: Suggested Books for Younger Children, Suggested Books for Older Children, Songbooks for the Family, and Phonograph Records for the Family. The publishers had

the assistance of several service groups in the preparation

and teachers. They gratcfullv acknowledge the generous co-operation of the Staff of the Association of Family Living of Chicago; the

of these aids to parents

American Dental Association; the National Safety Council; and the American

Red

Cross.

INDEX This part of the Guide-Index contains an analytical index of the fourteen volumes of Childcraft, with detailed references for each of the five levels of child development.

CONTENTS THE GUIDANCE PLAN PAGE

The Infant— to

Year

1

3

Guidance for Development

.

.

3

Expressing Ideas

31

Character and Personality Development Social

.

Development

33 35

Activity and Growth Emotional Development

3

Habits

5

Thinking, Recognition, and Understanding

7

Handwork

7

Conversation

39 39 40

4

Expressing Ideas Character and Personality Development Social

Development

Cultural and Creative Activities Play

36 38

8

Books, Stories, and Poems

8

Music

9

Excursions

9

Holidays and Celebrations

.

.

Pets

Cultural and Creative

Activities

Play

and Rhymes

10

Music

io

Holidays

io

Excursions

io

Activities for Parents

II

The Toddler— 1

41

....

41

42

10

Conversation Stories

36

to 2 Years

.

Guidance for Development

... .

.

13 13

and Growth Emotional Development

13

Habits

15

Activity

14

Thinking, Recognition, and Understanding

17

Expressing Ideas

18

Character and Personality Development Social Development

19 19

Cultural and Creattve Activities

20

Play

20

Toys Outdoor Play

20 20

Indoor Play

21

Conversation

21

Books and Stories Music

21

Excursions

22 22

22

Holidays

The Preschool Child — 2 to 6 Years Guidance for Development .

.

23

.

25

and Growth Emotional Development Activity

25

Habits

26 28

Thinking, Recognition, and Understanding

30

The School-Age Child — 6

to

10 Years 45

Guidance for Development

Childcraft

via

Cultural and Creative Acnvn n

s

76 7''

Music Movies

Handwork

7^

Radio

Conversation

79 80

Excursions

Play

Reading

New

Baby

.... ....

94

Table of Communicable Diseases

.

Achievement

168

The Concept

169

of Mental Testing

Directions for Using the Tests

175

Nursery and Preschool Levels School Readiness Kindergarten and

179

....

Grade

I

School-Age

The Child Gets His Teeth

— Years — Seven

Home

Guidance for Dental Care Dental Disorders: Their Effects and Treat-

Training the Child

Building a Useful 106

ment

Safety for the Family The Wcll-Ordercd, Safe Home to

be Safe

Meeting Emergencies

Childcraft as an Aid to Schoolvvork

82

Tests of Mentality, Readiness, and

Tables of Height and Weight for Preschool Children

The Child and His Teeth

Holidays and Parties

TO PARENTS AND TEACHERS

AIDS Carf. of the

.

109

.... .

109

.

.

115

.

.

117

124

to

Home

Ten

Library

Suggested Books for Younger Children

.

2 39 .

Suggested Books for Older Children

Songbooks for the Family Phonograph Records

Childcraft Illustrators INDEX

239 257 272 273

....

(Volumes One through Fourteen)

,

,

277

27Q

GUIDANCE FOR DEVELOPMENT

THE GUIDANC GUIDANCE,

as used in

Childcraft,

re

to obtain a balanced relationship betv relationship, each

member

of the so

assuming responsibility and enjoying for them. Thus, children and adults, alike, rr. both social and individual experiences.

To

guide children successfully, parents and They must, the

peculiar needs of each child.

children at different stages of development

which wholesome development can best t; formation which will help parents and teac development, and it pictures environments interests, select his activities, and build des' Children vary' as to the rate of developn they are "readv" for different phvsical, raf all pass through the same stages in their

As the

child

becomes able

to

exprc

play an increasingly active part in the

must be guided by parents and

teacl

to the best standards of social living

goal of the guidance— self-direction vidual

and member of

society.

Thr

have experiences which will afforr" through achievement and the fee 1

ized living.

The success of guidance rest come to understand a chi more readily when he is able

they

attempts to bring about a m part of the home and the schf two forces seeking to guide r

•^«Hi

THE INFANT— to

I

Year

Guidance for Development

BIRTH the infant, who has lived for nine months in a changeless world, begins to learn to live in a world varied and strange. He must become accustomed to being handled, to sounds, vibrations, and to the changes

AT

in light

He

and temperature.

make his wants known by crying— using and hunger— often kicking as he cries. can

pain,

His senses of touch, hears a

taste,

Sucking, swallowing, and

He

and smell are in good working

order.

He

sees

and

little.

newborn the

different cries for discomfort,

is

all

movements needed

for eating are possible to the

infant.

own routine own making.

capable of working out his

time— on

a schedule of his

for sleeping.

He

much

sleeps

of

His muscles grow strong during the vear as he grasps, kicks, squirms, and creeps. of the year, he may have learned to stand and perhaps to walk with help. He will not only grasp, but will pick up things, using thumb and fingers, and will release his grasp and throw. He will learn not only to see, but to recognize. He will not only hear, but understand much that he hears. He may know several words and will respond to some simple verbal directions.

By the end

He

imitates various

sounds— squeals,

using different talking tones.

grunts, shouts,

He may

and

scoldings.

He

jabbers,

speak a few words distinctly, but he

depends mostlv upon gestures, jabbering, and crying to make his wants known. He recognizes members of the family. He shows curiosity about other children, but he remains the center of his own world.

ACTIVITY

AND GROWTH

Lifting of

Head

When lifting the young babv, give support to his head. Usuallv the three-month-old baby can hold his head steady when he is picked

up. (See Sitting

McCune,

Your baby

9:28,

will

and Aldrich, 9:39,

show when he is ready to sit up. He may be expected six months and without aid for a short time

upright with support at at seven or eight months. (See to

1.

9,

sit

40.)

McCune,

9:28,

and Aldrich. 9:42,

44.)

References are to specific pages of the different volumes of Childcraft. Thus, "9:39, 40" refers the reader to Volume pages 39 and 40.

Childcraft

4

The

Teething

eight

The

old.

year.

A

(See

McCune,

when

the baby

between six and end of the first however, need cause the parents no alarm.

teeth usually appear

first

months

average baby has

six

is

teeth by the

slower appearance of teeth, 9:27, and Aldrich, 9:45.)

The baby may be

fretful

and

his appetite

period, but teething rarely causes

any

may be poor during the teething McCune, 9:27-28, and

real illness. (See

Aldrich, 9:43.) Crawling.

There

Creepmg

m^

which creeping and crawlmonths can get about crawl. Arrange the furniture (See McCune, 9:28, and Aldrich,

a great variation in the time at

is

Most babies at seven or though some never creep or

begins.

well on all fours, and equipment for the

creeper's safety.

eight

9 44>45-) :

Pulling Up,

Learning to stand is aided if a play pen is provided so that the DaD y may pull himself up. There is a great variation as to time. not urge or force your baby to stand. (See McCune, 9:28, and Aldrich.

standing

Do

9:45,46,47, 50.) Walking

As soon

take his

first step.

baby can pull himself up and stand, he is ready to babies are ready to walk at ten months; others wail two or three months longer. (See McCune, 9:28-29, and Aldrich, 9:47.) Playing.

Tovs

as the

Some

The muscles

of the

hand and arm develop

gradually.

Give the infant

Hang a toy across the crib for the threesupply him with numerous tovs at five months

opportunities to use them.

month-old baby to bat about; he may play actively with them. (See Aldrich, 9:40, 42.)

so that

Rhythmic

The young baby

responds to music with rhythmic movements mus { c encourage his rhythmic re sponse. (See Christianson, 11:160-162, and "Songbooks for the Family,' Guide-Index.) ovement

gj n g

f or

^m

an(j p] a y so f t

N

Measuring Growth.

f-

^

two children are ever exactly alike either in how much they grow Qr when grQwth takes j t fa fl gQod idea for parents to measure the height and weight of their child regularly to

^

Individual Difference.

see

whether he

is

growing

steadily.

(See Aldrich, 9:47; Stoltz, 9:80; and

Gambrill, 9:174-175.)

EMOTIONAL DEVELOPMENT The young baby needs holding, cuddling, rocking, and quick reS 0nse to j^j neec s The baby under four months should not be p allowed to "cry it out." (See McCune, 9:30; Aldrich, 9:39, 47; Wolf, 10:9-10; Affection.

Cuddimg

]

and Baruch, 10:53,

55.)

The Infant Feelings of Security

McCune,

The baby who fe mos ^ lively

feels secure in

5

the love of the adults around

to develop into a

wholesome, happy

child.

him (See

9:18, 30-31; Aldrich, 9:39; and Baruch, 10:50-51.)

There are emotional advantages

to the

baby

in breast feeding. It gives

him

a feeling of warmth and security in his mother's love. Mother should be relaxed at baby's feeding time— in order for both mother and baby to enjoy

the mealtime. (See

McCune,

9:17-19; Aldrich, 9:33-35;

and Wolf,

10:7-8.)

The bottle-fed baby needs the feeling of security that comes through being held while he takes his bottle. (See McCune, 9:24-25; Aldrich, 9:34-35; and Wolf,

10:8.)

Weaning should be done gradually. If the baby stays at the breast beyond one year, he probably feels insecure and is not developing emotionally in a normal manner. (See McCune, 9:20-21, and Wolf, 10:8-9.)

Show pleasure and interest in each help him to be happy and secure. (See

new thing the baby learns and thus McCune, 9:30-31, and Aldrich, 9:47.)

Wait for the baby to show you when he is ready to stand, walk, and talk. Attempts to force these activities may confuse a baby. (See McCune, 9:28, and Aldrich, 9:46, 47, 49, 50.) Anxiety

Spankings should not be used with the infant since he cannot unand punishment causes too much anxiety for the baby. (See McCune, 9:22-23; Wolf, 10-14; an ^ Bios, 10-112.) derstand,

A child is afraid when he faces a situation with which he cannot cope. Reassure him and help him to understand when there is no need to be afraid. In helping him to handle his fears, take care not to rebuff him or make him feel ashamed and thus cause him to be less free to turn to you. (See Osborne, 9:194-196, and Jersild, 10:67-68.)

Fears

Resistance.

upon the baby too abruptly, he is apt to and show anger. His resistance and display of anger may cause undesirable emotional patterns that have to be unlearned later. (See nger

If

parents force change

resist

McCune,

9:22-23.)

HABITS Feeding

Newborn

cerned.

A

babies have rhythms of their own as far as hunger is conbaby can safely be allowed to make his own feeding schedule. The "hunger cry" is a signal for feeding time. (See McCune, 9:19-20, and

Aldrich, 9:34-35.)

Childcraft Enjoying food is a most important eating habit. Help your baby begin bv making nursing time pleasurable. (See Langmuir, 9:12, and Wolf, 10:8, 10.) that learning

Weaning time done

The

if weaning is and Wolf, 10:8.)

varies with babies. Best results are obtained

McCune,

gradually. (See

9:20-21; Aldrich, 9:47-48;

longer a babv keeps sucking, the harder it becomes for him to learn about four months; withdraw those rejected

to cat. "Offer" solid foods at

and

them again

offer

Offer pressures

new items may cause

McCune,

(See

later.

9:21-22, and Aldrich, 9:41, 42.)

of food gradually; require resistance

and permanent

no

amounts. Parental

fixed

(See

dislikes.

McCune,

9:22.

and Wolf, 10:10.) Thumb-Sucking Every

young babv needs opportunities to suck. If nursing or sucking on his bottle do not give him enough opportunities, he may suck his thumb. Babies may suck their thumbs, too, because thev need more affection and cuddling. It is better to by to satisfy- the baby's needs than to use restraints for thumb-sucking. (See McCune, 9:24, and Wolf, 10:9.) Babies differ as to sleep needs. A babv can help to make his own he gets a feeding schedule which fits. Usually by

Sleeping.

Naps

sleep schedule as

the end of the first year a baby sleeps twelve hours at night and takes one long nap and one short nap during the day. See Aldrich, 9:49, and McCune, (

9:26-27.)

The healthy babv who food,

is

really

and play before bedtime

soundly. (See

McCune,

9:26-27,

Bowel

Wait

Control

an(j can understand

training

is

who to

has plenty of exercise,

sleep

readily

is

bowel control

until the

expected of him.

The

sleeps

baby can

sit

up

trick of successful

to pay attention to the baby's signal of "mass"

Aldrich, 9:41, 42, 43,

and

and Aldrich, 9:49.)

to begin training in

what

loved and

usually goes

movement. (See

and Wolf, 10:11.)

Bladder

Bladder control is more difficult than bowel control, and training s^oujfj DC started later. The mother must be patient and take the responsibility for putting the child on the toilet fairly regularly. Two-hour intervals are suggested. (See Aldrich, 9:43, 50, and Wolf, 10:11-12.)

Control

Readiness. individuality.

Help the baby form desirable habits by: on ^. rnosc things for which he is ready,

(1) Asking (

2

)

him

to

Accepting him

do as

an individual— perhaps unlike other children, and (3) Showing a genuine interest in his attainments. (See McCune, 9: 30-31.)

The Infant THINKING, RECOGNITION,

7

AND UNDERSTANDING

\ warm response by the adults of the family to the baby's smile Q f rec0 g n ition encourages the baby to gi\e attention. (See Lang-

Attention,

Recognition

don, 10:35-36.) Responses Sounds

to

"The baby learns quickly to distinguish between loud and soft

calm and excited yoices, harsh and soothing tones. This understanding. He responds best to the soft, calm, and soothing speaking and singing yoices. (See Aldrich, 9:35, 48, and Christian-

is

a

first

sounc

i

s

step in

son, 11:161-162.)

Language, Verbal ^

Help the child

to learn to think with words. Talk to him as he being bathed, dressed, and fed. Repeat to him the words as he learns to play such games as pat-a-cake and peek-a-boo. (See -

s

Aldrich, 9:46, 48, 50.) its correct name. In that way you increase the baby's and gi\e him a tool for understanding. (See Falk, 11:53-

Call everything by listening yocabulary 54,

and Moore, 11:86-87.)

Use "No, no" sparingly— only

in cases of real need. If parents are con-

sistent in this, the child learns the

more

meaning

of that direction

and follows

it

readily. (See Aldrich, 9:50.)

EXPRESSING IDEAS

The

Crying

baby's cry expresses a need for attention. Parents

must learn to the baby's different cries— the hunger cry, the cry of pain or discomfort, the cry for company—and respond to them promptly distinguish

among

and warmly. As the baby grows

company in order (See McCune, 9:19, 26,

older, they should

respond

promptly

less

him meet disappointment

to the cry for

to help

doses.

30; Aldrich, 9:35,

39;

in small

Wolf, 10:9-10; and

Baruch, 10:52, 53.) Smiling,

The baby

expresses pleasure by his smiles, his coos,

and

his laugh.

p rov id e f or playtimes which gi\e him opportunity to other members of the family. (See Aldrich, 9:38, 39, 47, 49, and

Christian-

Laughing

"talk"

to

son, 11:161.) Rhythmic

Th e

Movements

movemen ts. Supply him

baby responds to music with happy gurgles and rhythmic opportunity for this rhythmic expression as he is being bathed, dressed, fed, and played with. A mother who sings but little need not hesitate to sing to her baby. (Sec Aldrich, 9:39, and Christianson, 11:160-161.)

Childcraft

8 jabbering.

Gestures if

he

Listen with interest to the baby's jabbering

and

gestures.

Reward

worcj s y^ith pleasure and understanding. Show no anxiety slower about beginning to use words than other babies you know.

yg

is

usc

f

(See Aldrich, 9:47, 48, 49, and Stoltz, 9:79.) Talking The babv learns to express himself in words through imitation. Talk to him but avoid "baby talk" and harsh tones. (See Aldrich, 9:46; Falk, 11:53; an d Christianson, 11:160-162.)

CHARACTER AND PERSONALITY DEVELOPMENT The

Attitudes

up out

character of a child

of his experiences.

the adults Honesty,

who

treated

developed by the attitudes he builds keenly sensitive to the attitudes of

is

care for him. (See Aldrich, 9:48,

Be honest w ith

Sincerity

is

The baby

\

and

Blatz, 10:3-4.)

our babv. As he grows up he is apt to pattern his of it according to the way his parents have

own nones ty r lack him. (See McCune,

9:31; Osborne, 9:192-193; Blatz,

10:2;

and

Langdon, 10:45.)

Enjov vour child as he is and allow him to develop his own by being himself. (See McCune, 9:30; Langdon, 10:45; and

individuality

individuality

Gambrill 10:174-175.)

Be patient with the infant as he strives to do things for himHis fumblings to feed himself and to get up or down alone take more time than if the adult performed the act for him. However, he becomes a self-reliant individual through his own performance. (See Aldrich, 9:40, 42, Self-Reiiance self.

48-49,

and Wolf, 10:18.)

SOCIAL DEVELOPMENT Play With Others

From two months on set f or a ^ mc w h en his

the baby needs a short play period— best father can take part. Rocking, singing,

rhythms enjoyed with others help the child grow into a Aldrich, 9:39, 42, 47, and Christianson, 11:160-162.)

social being.

and (See

The baby play.

own

A

after four months wants to be with others and to laugh and play pen enables a parent to have the baby near, yet busy with his

playthings. (See Aldrich, 9:42, 45, 46.)

His babblings have meaning to him and those around him should show a genuine interest in his attempts to make his wants known through speecheven though largely without words. This is a means of social development. (See Aldrich, 9:49; Stolz, 9:79; Langdon, 10:35; and Falk, 11:52-53.)

The Infant Shyness

Expect the baby around this and

Show no concern about

six it

9

months

of age to be shy of strangers.

will pass quickly. (See Aldrich, 9:43-44,

and Jenkins, 10:128.) imitation.

Enjoyment

Around ten months the baby t encJencY

to enjoy others.

to imitate

(See

is

McCune,

uses imitation in a big way. This an important factor in the child's learning

9:29-30; Aldrich, 9:48;

and Christianson,

11:161.)

and Creative

Cultural

Activities

PLAY The baby's tovs will help him to learn. They should be washable, with no sharp points or edges and no small parts which might come off and be swallowed.

Among

the desirable toys are:

Bright colored rattles which

make

a variety of sounds.

A

hard rubber ring to bite on. Soft, cuddly dolls and tov animals

made

of rubber, oilcloth, or other wash-

able material.

Brightlv colored plastic disks or rings on a chain.

be pushed around. the babv delight, either to hold

Balls of all kinds, small ones to hold, large ones to

Transparent

balls

with a

fish inside give

or float in the bath. Balloons or other gay objects hung where he can follow them with his eyes, but cannot reach them. A "cradle gym" or rod to grasp. Spoons, unbreakable cups, and saucepans which fit into one another.

Bath toys of rubber, wood, or celluloid. Spools, or very large beads on a firm cord. (Be sure these are too big for him to choke on. Peg board with very large pegs.

A

little bell.

Large blocks.

Push

toys.

There are numerous things around the house which may be by the baby. Among them are:

as toys

Clothespins and a box to drop them into. Nests of boxes which fit, not too tightly, into one another. Nests of measuring cups or spoons. Kettles with lids. Pie tins, muffin pans, or cake pans.

safely used

Childcraft

10

CONVERSATION The baby begins to learn about the world from his mother's voice. If she him quietly as she bathes, dresses, and feeds him, he is pleased by the warm and kindly tones of her voice long before words have any meaning.

talks to

Hearing people talk stimulates a baby to try to form sounds, too. Babies whose parents rarely talk to them are sometimes slow in learning to talk.

STORIES

AND RHYMES

Babies respond to the rhythm of the speaking or singing voice. From the davs a little child will listen with joy as his mother chants to him the age-old rhvmes and songs of childhood. The baby likes to be sung to while he is being bathed or dressed; it is part of living for him, not someearliest

thing saved for a special moment. When he is about a year old, he will like to look as well as to listen. He begins to take delight in large picture books.

MUSIC have been handed down from generation to generation be sung to. Fortunately, babies are not critical of mother's singing, and she need not be self-conscious. (See "Songbooks for the Family" in this Guide-Index.)

The

lullabies that

arc a proof in themselves that babies love to

HOLIDAYS The baby under a year is far better off if he leads a very quiet life. It is better to let the infant wait to take part in holidays until he is old enough to enjov

them.

EXCURSIONS Being taken from room to room within the house

is

an excursion in

for the small baby. If the high chair, the play pen, or the bassinet

around occasionally, the baby will enjoy a change of scene. whcre'he can watch his mother or father.

He

is

itself

moved

likes to

be

Being wheeled in his carriage is not necessary, if he can get the air in a buggy or play pen on the porch, or even in a room with open windows. But by the time a child starts to sit up, he will enjoy going out in his carriage. Be sure he is securely fastened in, yet not too tightly held down. Do not leave him in the carriage in the street unless he is carefully watched. He might be severely frightened by a dog or thoughtless child.

A

baby under

Long auto

be taken traveling unless necessary. and not to be recommended unless unavoidable.

a year old should not

trips are tiring

The Infant ACTIVITIES

FOR PARENTS

Planning Baby's

Long before

Living Quarters

g et h er

some

11

^

of their creative

parents and children can carry on activities tomothers and fathers will find it interesting to use

skills in

family activities.

Even though it may not be possible to set aside a whole room one corner of a room can usually be arranged to take care of

for a babv, his needs.

like to make a folding screen of plywood, or other light may be covered with wallpaper or burlap, or it may simply be shellacked. The screen will protect the baby from drafts and give his corner privacy. Later on the screen may be part of the play equipment, serving as

Father might

material. It

a bulletin board, or the framework for a "house" or a "theater."

Cupboards or shelves can be made out of orange crates or wooden fruit boxes painted with gay colors. (See "The New Babv" in this Guide-Index.) Keeping Records

beyond the sentimental one. The first word are all important. No parent other babies come along, at what age each

Baby books have value tooth, the

far

step, the

first

first

can remember, especially after began a new activity. Excellent record books may be purchased, but an inexpensive blank book can be equallv satisfactory if the record is planned carefully. The baby book is a good place in which to keep birth certificate, baptismal certificate, certificates of immunization, and later on school reports may be added. Suggested headings for a homemade record book are:

Family

tree.

name and address members of the family.

Date, place of birth, and Gifts from various

of attending physician.

Early feeding experiences, formulas, and introduction of

Records of weight, height, teething. Dates and circumstances under which the babv walked,

Record

first

first

new

smiled,

foods.

first sat

up,

first

talked.

of early illnesses

and

all

vaccinations

and

shots.

Anecdotes. Snapshots. Baby's first excursion. Celebrations of birthdavs and holidays. Photographs

Pictures may be a record of their own, or included in the bab\ book. Informal snapshots taken frequentlv tell a storv vividly. In later years the children themselves can take part in the making of this record. For the family fortunate enough to have a movie camera, a running record with explanatory notes is a real treasure.

Top

left

and bottom

right photos by

r by J. l_\ Allen A Son rrom cent ury; top right Ku'lng Calloway; bottom left by

l>y

century.

THE TODDLER Nature quite wisely provided the toddler with the physical ability he needs to get around and "into" everything, for that is just what he craves to do. Parents should protect the toddler from physical danger, but they should not curb /•

his curiosity.

THE TODDLER— Guidance

for

I

to 1 Years

Development

walking and one and two the infant discards creeping BETWEEN to find out things He becomes a runabout— always on the for

go.

idly

likes

rapfor

He

can understand very few verbal directions and soon forgets those which he does understand. He strives hard for independence— must "do it for himself." However, his desire to do is much greater than his ability to do. He is sensitive to adult feelings, tones of voice, facial expressions. He responds himself.

to

them

The

actively.

happy baby's own routines of sleeping, eating, and of bowel and bladder control can safely be the parents' guide in setting up a daily program. He needs to develop at his own rate. He is beginning to express his wants through speech, but uses gestures more often than words. He wants an audience. He enjoys playing with the adults he healthy,

knows, but

He

is

shy of strangers.

curious about other children and begins to see himself. He will play alone beside them, but carries on his is

ACTIVITY

them

own

as persons like activity.

AND GROWTH

Walking

Do

not expect your baby to follow any set pattern. Most children by the age of fourteen months, but the movements are poorly co-ordinated. He will begin to walk when he is ready. Encourage his attempts, but let him set his own speed. (See McCune, 9:28; Aldrich, 9:47, 48; and Anderson, 9:55.) are walking

Running, Pushing. Pulling. Climbing

Provide space, both outdoors and indoors, for the toddler's never . ceas i n g activity. Keep him safe and free to run, to push things about, to pull, to climb, to carry things from place to place, to put things into buckets or baskets, to dump things, and to throw. (See

Anderson, 9:53-54; Aldrich, 9:71, 73; and Stolz, 9:82-83.) Handling,

Muscles of the toddler's hands are fast becoming co-ordinated. He fi n ers as we ]i as h anc s hj s eves an(j hands arc beginning g to work in harmony. He needs much practice in throwing soft balls, building with large blocks, and turning the pages of large books made of heavy Throwing

uses

j

paper or cloth. (See Aldrich, 9:67, 70, 71, 73, 75.) *3

ClIILDCRAFT

1^ Teething

The

average toddler begins his second year with

six

teeth.

Some

twenty of the deciduous (first) teeth before they are two years of age. However, the time at which teeth erupt varies greatly among children. Parents need not be alarmed if a child is slower than the average child in getting his teeth. (See Aldrich, 9:45, and Teuscher, Guide-Index.) children have

Rhythmic

Movements

all

The f or

toddler responds to music with rhythmic movements. Sing imi anc pj a ^ $Q fa music t encourage his rhvthmic response.

j

j

(See Aldrich, 9:39, 72; Christianson, 11:165-166; and "Songbooks for the Family," Guide-Index.) Measuring Growth.

Children differ greatlv in the rate of growth and in the time at which growth' takes place. Measuring and recording the toddler's height and weight regularlv enables the parents to see whether their child is growing steadily. (See Aldrich, 9:70; Stolz, 9:80, 81-82; and Gambrill, 9:176-177.) Individual Differences

EMOTIONAL DEVELOPMENT Feelings of Security

fidence in

The

m

toddler

is

very sensitive to the attitudes of the adults around

By facing situations calmly you build up vour child's conyou and eventually in himself. (See Stolz, 9:79-80; Osborne, 9:196; \l [

_

and Roe, 9:211-212.)

The

unnecessary demands of a toddler for the attention of his parents often By waiting until a child is ready before beginning any training for routine habits, parents help the child feel secure and happy— and his demands lessen. (See Ojemann, 10:22-23, and Baruch.

are signs of a feeling of insecurity.

10:50, 53-54.)

Each child should have the security that comes from being wanted and accepted for what he is. The adopted child should be accepted as such and should learn the facts about himself from his parents as soon as he can understand. (See Hymes, 9:144, 146-147, 151; Smart, 9:162-163; and Richardson, 11:10-11.)

The toddler who feels sure of the love of his parents is encouraged keep trying and to take bumps good-naturedly. Never withdraw your affection nor threaten to do so and thus cause anxieties. (See Aldrich, 9:75; Baruch, 10:51; and Bios, 10:111-112.) Anxiety

to

Prepare the young child for unusual experiences such as dentist or the doctor or a stay in the hospital.

where you are taking him. Lack of 9:192-193, and Jersild, 10:74.)

trust in

Never

visits

try to fool

to the

him about

you causes anxiety. (See Osborne,

The Toddler Fears

15

Protect your child from danger without implanting fear into his

thinking. In helping

thus cause

him

him handle

his fears,

do not rebuff or shame him and (See Osborne, 9:191-192;

to feel less free to turn to you.

Langdon, 10:36-37; and

Jersild,

10:67.)

When the young child is not secure in his parents' love, he develops fears he otherwise would not have felt. (See Hymes, 9:153-154; Ojemann, 10:22; and Jersild, 10:70.) Anger. Aggression, Resistance

Do no t

upon your child. Anger, when a child is forced

force ways of behavior

aggression, or resistance

may

result

bevond his readiness for the learning. (See Anderson, 9:53; Gambrill, 9:187-188; Baruch, 10:57; an(^ Bios, 10:112-113.) into activities

Consider the toddler's wishes

as well as his

needs concerning foods, naps,

and undressing himself, and other activities. Expect him to be inconsistent and keep the schedules flexible. Making issues of such matters frequently causes a child to resist the parent, and emotional conflicts result. (See Anderson, 9:61-62; Aldrich, 9:68, 73-75; and Kugelmass, 10:84.)

dressing

jealousy

Help the young child share his parents' attention and affection with Never arouse the child's jealousy, however, by showing undue attention to another child or by comparing him unfavorably with other children. (See Hymes, 9:147, 148-149, 155-158, and Bios, 10:117-118.) others.

HABITS Eating

Children

detailed diet patterns,

list

and

differ as to

will

fit

the kind and

amount

of food they need.

every child. Plan your child's diet to

capacities. (See Aldrich, 9:70, 72, 76,

fit

his

own

No

needs,

and Kugelmass, 10:84-85.)

Plan a well-balanced diet for your child and see that he is offered the This does not mean that some of all types should be in the daily or even the weekly menus. (See Aldrich, 9:70, 72; Kugelmass, 10:82, 84; and Lowcnberg, 10:90-91.)

different types of food regularly.

Show no concern

over the toddler's mishaps in feeding himself or his

lack of appetite. Attention to such things spoils the pleasure in the meal.

Enjoyment of food is the key to eating 10:10; and Kugelmass, 10:82.) Sleeping. Naps.

Most

Relaxation

drcn

his

own

well.

(See Aldrich, 9:68, 72; Wolf,

toddlers need fourteen hours of sleep. However, childiffer a§ tQ

nced

fo]

.

naps

A

j

]ow

^ ^jj

tQ d C \ C lop

sleep pattern. Regularity as to sleep time helps the child develop a

natural rhythm. (See Aldrich, 9:68, 74, 75, 76.)

Childcraft

16

The best way to develop good sleep habits is to see that the child gets enough fresh air and outdoor play and goes to bed happy and relaxed. Choose his bedtime at an hour that fits well into the schedule he has set for himself. It is the right amount of sleep and not the bedtime that is important. (See Anderson, 9:62-63; Aldrich, 9:74, 75, 76; and Kugelmass, 10:87.) Toilet

Training

child

is

Bladder control requires more mental power than that required Dowe ] control. Avoid trouble and postpone training until your ready for it. (See Aldrich, 9:68-69, and Wolf, 10:11.) f or

The toddler will progress more rapidly in his show no anxiety about it and accept mishaps Aldrich, 9:68, 74, and Wolf, 10:11, 12.)

toilet training

patiently

if

his parents

and calmly. (See

During the period of toilet training, the toddler becomes interested in body and the bodv functions. Accept his curiosity as natural. Build no handicaps by labeling his curiosity about his stools or body parts as "naughty" or "dirty." (See Wolf, 10:12-13.)

his

Thumb-Sucking

Thumb-sucking is frequently caused by a need for more affeclife. Punishments for thumb-sucking will not correct the behavior. Parents can take steps to see that the child's life is more satisfying. (See Wolf, 10:9, 16, and Baruch, 10:55.) tion in the child's

Handling of

Toddlers become interested

Body Parts

pi

ancj

g em t a ] s

in their buttocks, their navel, nip-

They compare them with

those of other children of both sexes and with those of adults if they get a chance. Touching or feeling the genitals is common in both girls and boys. If the child is well adjusted, no great concern need be felt by parents. But they should try eS)

quietly to redirect the child's behavior. If the child is discontented, provide other activities. (See Wolf, 10:13, ar, d Edson, 10:98, 104.) Promptness,

A

child is more likely to respond promptly to a request to leave n j s pj av Q ea or g Q ^ e ^ j£ ne js warne(j a f ew minutes in advance. (See Kugelmass, 10:86, and Lowcnberg, 10:93.)

Dawdling

A

child's

j.

j.

f.

dawdling need not be accepted always. Let the dawdler at the

table understand that his dawdling is taken as a sign that he is through eating. Firmness and consistency usually prevent dawdling from becoming a fixed pattern. (See Dressing.

Undressing

The i

an(

Anderson, 9:59, 62, and Stoltz, 9:84-85.)

toddler fc ess

is

striving for

independence.

n mse lf or help someone i

He

likes

to undress

else in those activities.

Use

simple fastenings on his clothes, allow him to try, give him ample time, and praise his efforts. (See Anderson, 9:58, 59-60, 61-62, and Aldrich, 9:71.)

The Toddler

17

Allow the child to act his age. Never expect more than the child can give, but expect enough. Stress fun in family living and avoid all nagging. (See Aldrich, 9:71-72, 73, 76; Hymes, 9:153-154; Wolf, 10:16-17; and Readiness

Andrus, 11:34.)

Remember

imitation

the toddler

is

a great imitator.

manners and desirable habits from the adults with Aldrich, 9:48, and Lowenberg, 10:93.)

He "catches" pleasing whom he lives. (See

The toddler likes to do things over and over in the same way. Parents should make use of this liking to repeat the familiar as the} help the child to form desirable behavior patterns. (See Anderson, 9: 57, and Richardson, 11-20.) Repetition

-

Successful discipline results in a child's learning acceptable behavior Wise parents use approval and reward, patience and repetition— not Dunishment. (See Bios, 10:112, and Ball and

Discipline

for his stage of development.

Campbell, 10:146-147.)

THINKING, RECOGNITION,

AND UNDERSTANDING

Questioning,

If the toddler is to develop understanding, parents must patiently answer his many questions about things around him— articles purchased, sights on the street, weather changes, and so on. (See Anderson, 9:59; Moore, 11-85-86; and Reed, 11:144-145.)

Listening

The

understanding of his world grows as he learns to understand talk with the toddler, using simple, clear, correct statements so that his "listening" vocabularv will grow. They should show their pleasure and understanding of his efforts to talk to them. (See child's

and use language. Parents should

Aldrich, 9:76; Stolz, 9:79, 96;

The young of

girls

and Falk, 11:51-53.)

child with brothers

and boys through the natural

and

sisters

learns of bodilv differences

activities of familv living. Parents

should

normal curiosity and should (See Hymes, 9:158-159; Edson, 10:94-95; and

give the toddler opportunities to satisfv his

answer his questions frankly.

Wolf, 10:13-14.) Exploring,

investigating

The

must "explore" if he is to learn. He must see, hear, sme ^ and touch t hi n g S m order to know and under-

toddler

taste>

stand. (See Anderson, 9:53-54; Stolz, 9:83;

The

and Baruch, 10:49-51.)

an investigator. Give him plentv of opportunity. Encourage it. I lis understanding depends upon his experience. (See Anderson, 9:55; Aldrich, 9:71; and Reed, 11:144.) toddler

is

his curiosity, don't stifle

Childcraft

18

N

two children arc alike. Individual differences in temperament, and readiness must be considered in evaluating a child's learning at any age. (Sec Anderson, 9:52-53; Stolz, 9:81; Hymes, 9:146-149; and Gambrill, 9:174-176.) individual

Differences

intelligence,

The

toddler's achievements may seem small in the eyes of an adu ] t> but are rca ]] y great attainments for him. Give him recognition for his attainments and thus build in him self-confidencefaith in his abilities. (See Langdon, 10:35, 40; Bios, 10:111-112; and Hildreth, Guide-Index.)

Recognition, Self-Confidence

j^

EXPRESSING IDEAS Since the young child learns only the language he hears, parents h ou id make sure that he hears correct language. "Baby talk"

Speaking. imitation,

s

epenon

s h ou ] d De and Moore, 11-86.)

The

carefully avoided. (See Richardson, 11:17; Falk, 11:53;

toddler's speech

is

often a jargon with various inflections and a gesture

language. Getting what he wants without words retards a child's language development. (See Aldrich, 9:69, 76.)

The

more than he can express. The size of both the and the speaking vocabulary of a child depends largely

toddler understands

listening vocabulary

upon his opportunities to and Moore, 11:85-86.)

The

talk

with others. (See Aldrich, 9:76; Falk, 11:52-53;

toddler likes to hear stories, rhymes, and songs over and over in

same way. The parent who

exactly the

satisfies

helps the child build his own vocabulary. 11:86-87; and Christianson, 11:164-166.)

Most

toddlers use but few words.

two

years

give

meaning

Rhythmic

Movements

of age

three out of four children under

use two-word sentences.

His

to his words. (See Anderson, 9:55,

The

facial

and

expressions

usuallv

Stolz, 9:79.)

music bv rhythmic movements. He d b e encouraged to run, skip, hop, and sway to show the

child expresses his joy in

s ] lou ]

rhythm he

About

this desire for repetition

(See Witmer, 11:72; Moore,

feels in

the music.

(See Aldrich, 9:69, 72, and Christianson

11:163-164.) Drawing

The

toddler can express his ideas of things he sees through drawing

strokes. He should be encouraged and his drawings accepted as "toddler" art with little attention to detail. (See Ncisser, 10:230231, and Crofoot, 11:181-182.)

—using big sweeping

The Toddler

19

CHARACTER AND PERSONALITY DEVELOPMENT

A

about people develop through the experiences keenly sensitive to his parents' attitudes. Help him experience what you want him to live. (See McCune, 9:16; Wolf, 10:16; Baruch, 10:53; and Ball and Campbell, 10:145-146.)

Attitudes

he

has.

feelings

child's

The

individuality

toddler

Allow

is

a child to develop his

to expect children in the

same family

to

own be

personality.

alike.

There

Character

is

is

no reason

not inherited.

(See Hymes, 9:144-145; Gambrill, 9:174-176; and Blatz, 10:2.)

Be honest with the toddler. The child learns best through the exam pi e f the adults with whom he lives. Untruths from parents recognized and patterned. (See Osborne, 9:192-193; Langdon, 10:45;

Honesty.

Sincerity

are

and Waring, 10:162-163.)

The young child must develop independence and self-reliance. j_r e mus t earn to make decisions and to act for himself. The

Independence. Self-Reiiance

i

constantly directed and given "do's" and "don'ts" grows up with a feeling that he cannot do things well. (See Anderson, 9:58, 65; Aldrich, 9:71, 73; Wolf, 10:17; and Ojemann, 10:22-23.) child

who

is

SOCIAL DEVELOPMENT Relationship to others

The kind

of love a child receives in his familv influences his An extremely selfish love binds and

attitudes toward other people.

retards the child's development; a love that

is

too unselfish hinders a child in

earning his part in relationships with others. (See Stolz, 9:80; Langdon, 10:36, 46;

and Jenkins, 10:128,

129.)

whom he knows, but is shy and allow him to make friends in his own time. Parents should trv to protect a child from adults who tease him. (See Aldrich, 9:70; Jenkins, 10:142; and Ball and Campbell, 10:147.) The young

child enjoys playing with adults

of strangers. Respect his wishes

Just before bedtime is a good time for the toddler to have a quiet playtime with his family. He needs attention and cuddling as he learns to live with others. He likes to be the center of attention. Let him "do his stuff." This is normal behavior and not a sign of spoiling. (See Anderson, 9:53-54;

and Aldrich, 9:70-71.) Co-operation

The

to co-operate bv helping his mother or accepted with pleasure and interest helps him learn to respond to others. (See Aldrich, 9:71; Langdon, 10:46; and Richnrdfather.

Having

son, 11:17-18.)

toddler learns

his

efforts

Childcraft

20

The toddler is curious about other children and will imitate their actions; however, he must not be expected to play nicely with them. (See Aldrich, 9:73, 75, and Jenkins, 10:130.)

The

Rights of others.

Ownership

toddler

is

in the "it

is

mine"

stage.

That

stage

is

a nec-

Do

not rush him; he will learn the rights of others gradually. (See Aldrich, 9:76; Stolz, 9:85; and Reed, essarv step in learning "it

is

yours."

11:144-146.)

Cultural and Creative Activities

PLAY The pull.

toddler

He

He

to carry.

throw and to pound, to

likes

He

needs toys to push and to haul and to hustle things around, handle them, take them apart,

learning to use his large muscles.

is

likes to

pile

up and knock down,

and put them together.

TOYS

He

will

still

manv

like

of his infant tovs, but

he

will also enjoy:

Blocks, in a variety of sizes, shapes, and weights to pile to carrv

up and knock down,

and dump.

Peg board with large brightlv colored pegs. hollow rubber ball. Train without wheels to push over floor. Stuffed animals, or soft dolls (washable and unbreakable).

A

Nests of colored wooden rings in graduated

sizes

(fitted

on to

a

spindle

fastened to a firm base).

Boxes of

all

kinds,

some with hole

in lid into

which small stones or other

objects can be dropped.

Large wooden box on casters suitable for pushing. Chimes to push about. Toys for pulling, such as wagon, small cars, or stuffed animal on wheels. Pail

and

shovel.

Chair with seat about twelve inches from the floor (sturdv, with comfortable seat and back Horse reins made of leather, strong tape, or crocheted out of varn. 1

OUTDOOR PLAY a pail with sand and stones, then dumping or throwing them the first sign of interest in such materials. The toddler likes the of the sand and mud and mav trv eating them.

Filling

about feel

is

1

Kid. is

Dot Lar,'

Stej

PRESCHOOL CHILD— 1 ™THE (Se indoor

Guidance preschool child

a

is

for

to 6 Years

Development His large muscles are developing rapidly.

full of activity.

and slides. He never seems to tire. He is curious or ut what goes on around him. He likes to find out things for himself a d is inclined to investigate and frequently to tear things apart, just to see. •

runs, climbs, jumps,