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The psychology of childhood.

Author: Naomi Norsworthy; Mary Theodora Whitley
Publisher: New York, N.Y. : MacMillan Co., 1929, ©1918.
Series: Brief course series in education
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
"This book is written with a view to its use in normal schools. A course in general psychology is presupposed, since no space is devoted to the explanation of common psychological terms, though a glossary is added for easy reference. The authors are of opinion that the study of a special branch, such as child psychology, should follow rather than precede, or even accompany, a study of the more general science. It is  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Norsworthy, Naomi.
Psychology of childhood.
New York, N.Y. : MacMillan Co., 1929, ©1918
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Naomi Norsworthy; Mary Theodora Whitley
OCLC Number: 80061897
Notes: Includes glossary and index.
Reproduction Notes: Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL
Description: 1 online resource (xix, 375 pages).
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.
Series Title: Brief course series in education

Abstract:

"This book is written with a view to its use in normal schools. A course in general psychology is presupposed, since no space is devoted to the explanation of common psychological terms, though a glossary is added for easy reference. The authors are of opinion that the study of a special branch, such as child psychology, should follow rather than precede, or even accompany, a study of the more general science. It is intended for a textbook, not for reference reading. To this end special features have been employed, e.g. marginal questions as well as topical headings, only limited references, sets of questions with each chapter. These last are of two distinct kinds, "exercises" and "questions for discussion." The former consist of problems, queries to be answered in writing, directions for observations, field-work; the latter are suggested for oral use in the classroom. Either or both kinds are given for each chapter. They have been tested by use, and it is believed that greater value will be secured if they are utilized in the manner indicated. The references following each chapter are in no way supposed to be adequate indexes of source material; but they suggest what may reasonably be required of a group of students working with a good-sized library at command. Constant emphasis has been thrown on the physiological basis of the tendencies discussed, and Thorndike's classification of instincts, on the basis of the responses made, is adhered to throughout. Though in some instances suggestions for teaching are made, yet the greatest space is devoted to a descriptive study of children as differentiated from adults. For immature students it may be found easier to begin with chapter II, postponing or omitting chapter I, also the last part of chapter XVII which deals wholly with statistics"--Introduction. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

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