Insights on the Child Development Movement in the United States

Senn, Milton J. E.

doi:10.2307/1165835

Cited by 73 publications

(41 citation statements)

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“…In 1911, at Gesell's suggestion, Yale University gave him a room and equipment for a newly organized Yale Clinic for Child Development, the precursor of the child-development institutes that were created in the 1920s (see Senn, 1975 Steiner, 1976).…”

Section: Growth Of Public Concern About Childrenmentioning

confidence: 99%

Social Policies Toward Children of Diverse Ethnic, Racial, and Language Groups in the United States

Laosa

1983

ETS Research Report Series

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In every era in the history of U.S. public policies toward children, certain groups of children have been identified as being “at risk” and hence of social concern and responsibility. These groups consist of the physically handicapped and those with serious diseases; the emotionally disturbed; the mentally retarded; orphans; children whose mothers or fathers are permanently or temporarily absent; illegitimate, destitute, indigent, neglected, abused, and anti‐social or delinquent children. Only very recently have the children belonging to specified ethnic, racial, and language groups been added as major “risk” categories and thus become a major focus of social concern and public responsibility. The source of the social concern about all the groups listed above is the alleged inability of the family (when it exists) to cope with the problems implied by membership in the group, or the public danger that follows from leaving these problems untreated. This social concern does not mean that American society has always accepted full responsibility for children in these risk categories. It has not always provided care, treatment, or rehabilitation, nor has it always sought to prevent their misfortunes. Since colonial times, however, it has at least shown concern for certain categories of children. My principal purpose in this monograph is to trace major trends in the evolution of those aspects of social policies toward children that bear directly on issues of ethnic, racial, and language diversity in our society. I also seek to examine the public attitudes, the intellectual assumptions, and the sociodemographic trends that have accompanied these policy developments. In addition, I pay some attention to the roles that the social and behavioral sciences have played with regard to such policies.

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Section: Growth Of Public Concern About Childrenmentioning

confidence: 99%

Social Policies Toward Children of Diverse Ethnic, Racial, and Language Groups in the United States

Laosa

1983

ETS Research Report Series

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“…During the second and third decades of the present century, child development institutions and clinics began to open up all over the country that were devoted to gathering the important normative data on children that was a necessary prelude to experimental studies (Sears, 1975;Senn, 1975). Hall's efforts earlier in the century were almost certainly an important factor in this trend.…”

Section: G Stanley Hall and Recapitulation Theory: "The Darwin Of Thmentioning

confidence: 99%

Pathways in the emergence of developmental neuroethology: Antecedents to current views of neurobehavioral ontogeny

Oppenheim

1992

J. Neurobiol.

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The historical forces that have contributed to our current views of neurobehavioral development (and thus to the fields of developmental psychobiology and neuroethology) are many and varied. Although similar statements might be made about almost any field of science, it is in particular true of this field, which represents a kind of mongrel discipline derived from at least three major sources (psychology, embryology, and neuroscience) and several more minor ones (including developmental psychology and psychiatry, psychoanalysis, education, zoology, ethology, and sociology). Although I attempt to demonstrate here how each of these sources may have influenced the emergence of a unified field of developmental psychobiology or developmental neuroethology, because the present article represents the first attempt of which I am aware to trace the history of these fields I am certain that there is considerable room for improvement, correction, and revision of the views expressed here. Accordingly, I consider this inaugural effort a kind of reconnaissance intended to trace a necessarily imperfect historic path for others to follow and improve upon. In the final analysis, I will be satisfied if this article only serves to underscore two related points: first is the value derived from historical studies of contemporary issues in development, and the second concerns the extent to which our current ideas and concepts about neurobehavioral development, ideas often considered new and contemporary, were already well known to those who came before us. The first point underscores the arguments expressed in the Introduction that the present must always be reconciled with the past, for the past is never entirely past. The second point returns full circle to an important thought expressed in the opening quotation to this article, namely, that even though our historic predecessors lacked much of the empirical facts available to us they were nonetheless able to attain a surprisingly deep understanding of neurobehavioral ontogeny.

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“…The scientific knowledge base regarding children's cognitive and emotional development increased greatly from the 1920s to the present and has been a foundation for many early social reforms (Sears, 1975;Senn, 1975). Not only has our knowledge of child devel.opment increased, but a body of empirical 1iteratu.re directly related to the field of child advocacy has developed as well (Melton, 1983).…”

Section: Child Advocacy and Clinical Child Ps Y Clnologymentioning

confidence: 99%

Child Advocacy and Clinical Child Psychology

Culbertson

1991

Journal of Clinical Child Psychology

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Insights on the Child Development Movement in the United States

Cited by 73 publications

References 0 publications

Social Policies Toward Children of Diverse Ethnic, Racial, and Language Groups in the United States

Social Policies Toward Children of Diverse Ethnic, Racial, and Language Groups in the United States

Pathways in the emergence of developmental neuroethology: Antecedents to current views of neurobehavioral ontogeny

Child Advocacy and Clinical Child Psychology

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