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THE PSYCHOLOGY
OF EARLY GROWTH
tt/
X
\~
*A
THE PSYCHOLOGY
OF EARLY GROWTH
INCLUDING
NORMS OF INFANT BEHAVIOR AND
A METHOD OF GENETIC ANALYSIS
BY
ARNOLD GESELL, PH.D., M.D., Sc.D.
DIRECTOR OF THE CLINIC OF CHILD DEVELOPMENT AND PROFESSOR OF
CHILD HYGIENE IN YALE UNIVERSITY
AND
HELEN THOMPSON, PH.D.
RESEARCH ASSOCIATE IN BIOMETRY
THE YALE CLINIC OF CHILD DEVELOPMENT
ASSISTED BY
CATHERINE STRUNK AMATRUDA, M.D.
RESEARCH PEDIATRIST
THE YALE CLINIC OF CHILD DEVELOPMENT
NEW YORK
THE MACMILLAN COMPANY
1938
4
;T , 1933, BY ARNOLD GESELL
reserved no part of this book may be reproduced in any form without per-
mission in writing from the publisher, except by a reviewer who ivisfws to quote brief
passages in connection with a review written for inclusion in magazine or newspaper.
Set up and electrotyped. Published February, 1938.
Print**! in ilm United Status of Atrnrtoi :
38
PREFACE
THE Yale studies of infancy which began a score of years ago were first
published by The Macmillan Company under the somewhat extensive title,
The Mental Growth of the Preschool Child. A Psychological Outline of Normal
Development from Birth to the Sixth Year, Including a System of Developmental
Diagnosis. This volume, which enjoyed several reprintings, is now out of print.
The present volume represents a continuation and elaboration of the earlier
studies and is based upon ten years of subsequent collaborative research in the
Yale Clinic of Child Development.
This research has received partial report in two further publications,
namely, An Atlas of Infant Behavior: A Systematic Delineation of the Forms
and Early Growth of Human Behavior Patterns and Infant Behavior: Its Genesis
and Growth, 1 The present volume deals particularly with the biometric aspects
of the normative investigation. These three publications are organically
related to each other. It is hoped that the systematic and objective methods
used will bring the study of infant development into closer alignment with
biological and medical sciences. We believe that the growth processes which
mold the body and the behavior of the human infant are in essence comparable
with those which are being successfully analyzed by experimental embryology.
The processes of behavior growth are so subtle and intricate that they resist
precise measurement. Yet they are so orderly and patterned that they con-
stantly tempt us toward quantitative formulation. This formulation must be
kept within bounds and must not yield too much to the theoretical and method-
ological allurements of the absolute! Our problem is genetic. We are dealing
with highly complicated, developmentally flowing phenomena and our first
task is to achieve an accurate expression of genetic trends and genetic con-
figurations. We have tried to avoid any over-simplification of the biometric
*Gosell, A.: An Atlas of Infant Behavior: A Systemcd icDelineat ion of the Forms and Early Growth of Human
Behavior Patterns, illustrated by 3,200 action photographs in two volumes. Volume One: Normative Series (in
collaboration with Helen Thompson and Catherine Strunk Amatruda), pp. 1-524. Volume Two: Naturalistic
Series (in collaboration with Alice V, Keliher, Frances L. Il#, and Jessie Jervis Carlson), pp. 525-922. New
Haven, Yale University Press, 1934. Pp. 922. Gesell, A., and Thompson, H., assisted by Catherine S. Ama-
truda; Infant Behavior: Its Genesis and Growth, New York: McGraw-Hill, 1954. Pp. viii 4- 343,
vi PREFACE
aspects of behavior growth and have emphasized the importance of precise
specification and orderly characterization of observed behavior.
The orderly identification of numerous components in the complex of growth
leads to a form of genetic analysis, which takes account both of total and of
subsidiary patterns. Normative criteria are essential for developmental
diagnosis, but they also prove indispensable for intensive sequential studies of
the individual child. In the presentation of these criteria, the present volume
makes some departures from prevailing statistical procedures and offers a
method of analysis which if sound in principle should have application in the
study of older children and of adults as well, for adult, child, and infant are
subject to the same laws of growth.
The scope of the normative survey has been outlined elsewhere* A sum-
mary statement of the organization of the present volume will be found in
the introductory chapter. The investigation has extended over a period of
years. We are therefore under a cumulative sense of indebtedness to many
co-laborers and assistants. Associated with the early stages of investigation
were: Margaret Cobb Rogers, Ph.D., Elizabeth Kvuns Lord, P1UX, ttuth
Wendell Washburn, Ph.D., and Marian Cabot Putnam, M.D. Professor
Henry M. Halverson, Research Associate in Experimental Pnyehology, made
valuable suggestions in connection with the experimental control of the Hit/na-
tions and their photographic recording, Helena M allay, Helen M. Hichard-
son, Ph.D., Charlotte Peck, Georgina Johnson, and Harriet Lange Bheingold
gave painstaking assistance in the analysis of the original records. We are
greatly indebted to Esther Upjohn Shipley for three yours of painstaking work
in the classification and treatment of the basic data*
We were particularly fortunate in the co-operation of the parents; their
infants likewise favored us with a co-operation which was indeed indmpen&ublo
for the research. The Visiting Nurse Association of New Haven and the
Bureau of Vital Statistics of New Haven rendered invaluable aid in locating
the normative infants* We regret that we cannot designate each and every-
one who has rendered assistance in our many-sided task*
The researches of the Yale Clinic of Child Development have been made
possible by the generous support of funds from the Laura Spelman Rockefeller
Memorial, General Education Board, and Rockefeller Foundation. We shall
feel well rewarded if these investigations lead* directly or Indirectly, to social
application*
PREFACE vii
Although, the biometric study of infancy is only in its beginning, the lawful
nature of the phenomena insures endless scientific progress in the understand-
ing and control of early human growth. Where there is law there is potential
prediction. Meanwhile our methods of "measurement" must be tempered to
our data and must be subject to our limitations of knowledge. Numerical
quantification must be duly subordinated to interpretive analysis. It is hoped
that the emphasis placed upon the genetic analysis of behavior will help to
prevent over-simplifications in the developmental diagnosis of infants.
CONTENTS
PAGE
PREFACE v
PART I. METHODS AND PROCEDURES
CHAPTER
1. INTRODUCTION 3
2. THE NORMATIVE INVESTIGATION 8
3. THE NORMATIVE INFANTS 17
4. THE BEHAVIOR EXAMINATION 34
5. THE BEHAVIOR RECORDS 68
6. THE ANTHROPOMETRIC EXAMINATION 83
PART II. NORMS OF INFANT GROWTH
7. BEHAVIOR NORMS 97
8. MATURITY LEVEL SUMMARIES 147
9. FUNCTIONAL SYLLABUS 165
10. ANTHROPOMETRIC NORMS 180
PART III. ANALYTIC APPRAISAL OF GROWTH STATUS
11. THE PRINCIPLES OF GENETIC ANALYSIS 193
12. ANALYTIC DEVELOPMENTAL SCHEDULE 206
13. CLINICAL APPRAISAL OF BEHAVIOR STATUS 221
APPENDICES
A. A COMPARISON OF EVALUATIONS OF BEHAVIOR MATURITY BY DIFFERENT
METHODS 229
B. BIBLIOGRAPHY OF YALE FILMS OF CHILD DEVELOPMENT 238
C* ROUTE SCHEDULE FOR CLINICAL EXAMINATIONS ......... 241
D, CONICAL AND RESEARCH RECORD FORMS 243
E* NORMATIVE SUMMARIES OF PRESCHOOL DEVELOPMENT , 265
F* GLOSSARY . 269
INDEX * 279
ix
PART ONE
METHODS AND PROCEDURES
CHAPTER I
INTRODUCTION
INASMUCH as this volume combines the features of a monograph and a
handbook, it will be desirable to explain in advance the general organization of
the text and to indicate underlying concepts. The study here presented had its
immediate inception in 1927 in an intensive survey by the research staff of the
Yale Clinic of Child Development. This exploratory survey was confined to
a group of five infants, three boys and two girls, who were regularly observed
from birth through the first year of life. A developmental examination, a
cumulative behavior inventory, and physical measurements were made every
four weeks. The examination followed the basic procedures which had been
formulated in an earlier volume on The Mental Growth of the Preschool Child. 1
The procedures there described were brought under more precise control; lunar
month intervals were adopted in place of the solar month intervals previously
used; the supplementary information was enriched; and an extensive cinema
record was made at each examination.
The present volume has been organized as a practical manual which will
replace in part the now out-of-print volume on The Mental Growth of the Pre-
school Child, Like its predecessor, the present manual deals with the norma-
tive and diagnostic aspects of the psychology of early growth.
The intensive longitudinal survey above mentioned revealed many gaps in
our knowledge and demonstrated the necessity of more finely graded norms
which would do justice to the finer gradations in the growth of behavior- A
comparative study of the serial film records particularly impressed upon us the
necessity of a more searching inquiry into the progressive differentiations and
correlations of behavior forms. Out of this arose a systematic developmental
investigation (1927-1931) in which the behavior and physical growth of 107
different infants were studied. All told, 524 behavior examinations were
made*
GeseiL Arnold: The Menial Growth of the Preschool Child. A psychological outline of normal develop-
ment, from birth to the sixth year, including a system of developmental diagnosis. New York: Maomillan,
1925. Pp, 447*
3
4 THE PSYCHOLOGY OF EARLY GROWTH
The present volume details the normative aspects of this investigation with
respect to both body and behavior growth; it describes the racial, social, and
economic backgrounds of the infants studied; it specifies the techniques arid
methods of investigation; it defines the terms used; it discusses the measure-
ment of behavior growth; it offers graded schedules for analyzing and apprais-
ing an infant's developmental status; it suggests procedures for various forms
of clinical service; and it indicates the precautions which must be observed in
the clinical diagnosis of behavior status.
With similar brevity the underlying concepts of the normative study may
be summed up as follows: Behavior grows. Growth expresses itself hi ordered
patterns. Behavior growth, like physical growth, is a morphosis. It is a
process which produces a progressive organization of behavior /o/vm. This
morphogenesis can be investigated by morphographic methods arid especially
by analytic cinematography. By those methods we can ascertain the lawful
sequences and norms of psychological growth for the purpose of genetic re-
search. These norms may also be used as standards of reference for the ana-
lytic appraisal of developmental status. Such appraisal is a clinical task.
What is a norm? It is a rule or an authoritative standard of reference.
For some the word norm has acquired an unfortunate connotation because it
suggests a leveling or compressive kind of standard incompatible with the rich*
ness of variation which distinguishes human nature, Thin connotation, how-
ever, probably arises out of the misuses to which norms have been put both in
theoretical discussion and in psychometric application. Our own concept of
normative methods is colored by a keen appreciation of the abounding variety
of individual differences. Indeed, the very rich no**** of this variety creates u
necessity for normative specifications, We need norrnB to detect and to
identify the numerous behavior characters. Without norms wo could neither
capture nor formulate the rich diversity of phenomena which Nature provides
in every cycle of infant development.
This development is so fluent and complex that it cannot be measured by
any available absolute quantum or unit* Surely we are still very remote from
the mathematical precisions of the physical sciences* it would, however* he
a form of defeatism to withdraw from the bewildering complexities of infant
growth simply because every individual is unique and intricate, We need
devices of observation and of specification which will identify the components,
tbe trends, aad the very individuality of the patterns of growth,
INTRODUCTION 5
Accordingly we set up norms as standards of reference against which ob-
served phenomena can be projected. There is an element of comparison in all
measurement. The perfect measure is a perfect comparison with a calibrated
scale. Lacking a calibration of absolute units, we adopt instead a hierarchy
of normative specifications. This hierarchy permits increasingly refined com-
parison. From this standpoint we regard the norm as a scientific device which,
although it may not yield an absolute measurement, may still be used as an
instrumental aid for the quantitative analysis of complicated processes of
behavior growth. We do not set up the norm as a final standard of excellence
but as a formal datum derived by controlled investigation. As such it becomes
a device for the classification and correlation of data.
We must either compare the individual with himself he then becomes
his own norm or he may be compared with some more generic standard.
If the standard is at all generic, it must have been derived by a cross-sectional
study of a group of individuals.
The character of the generic norm of course depends upon the extent and
nature of the population studied. The norm may be derived from a random
sample or from a homogeneous group. The present normative investigation
was based upon a delimited sector of the population. The norms represent
central tendencies for this homogeneous group. In the investigation we com-
bined both the cross-sectional and the sequential methods of study. Some of
the subjects were regularly and repeatedly examined, while others were seen
only once.
There was no occasion for making a drastic distinction between so-called
longitudinal and cross-sectional methods of study. Each method excludes
the other if pushed to extremes. Both methods can be combined if kept in
proper balance. Indeed, this reciprocal relationship between the cross-sec-
tional and the sequential approach is so fundamental for the study of growth
that conceptually we may say neither method attains its optimum results
apart from the other.
The chapters of the present volume readily group into three divisions.
Part One deals with the methods and procedures of the normative survey*
In Chapter II the scope of the study and the general arrangements for the
exanodnation are outlined- Chapter III deals with the characteristics of the
normative infants selected to give a relatively homogeneous population group.
6 THE PSYCHOLOGY OF EARLY GROWTH
Nationality, occupation status, education of the parents, and birth history of
the subjects are tabulated and discussed. Chapter IV describes in detail the
examination equipment, examination materials, the order of the examination,
and the specific procedures used in securing the basic observations. These
procedures are formulated in the active voice to make the directions more
serviceable for the student. The various behavior records and their reliability
are considered in Chapter V. Chapter VI describes the general and specific
procedures used in securing the physical measurements.
Part Two assembles both the physical and the behavior norms. In
Chapter VII the behavior items for each of the 26 behavior situations and the
tables of percentage frequencies of the various age levels are supplied* Each
table lists the various behavior items, usually about 50 in number, which were
identified in the reactions of the child to the situation* The behavior situa-
tions are arranged alphabetically to facilitate reference*
Chapter VIII supplies a nonnative summary for each age level, Each
summary is in the nature of a thumbnail nkctch which outlines the salient
characteristics of behavior. These descriptive summaries, as well as the per-
centage tables, will be of assistance in the application of the norms*. The
anthropometric norms and the derived indices arc tabulated in Chapter X,
Chapter IX consists of a set of tables which assemble divmtfuui behavior
items with special reference to their genetic and functional continuities, This
schedule may therefore be regarded as a modification of Urn normative ttcmn
and is designed to be of service in the analyses of Hpccial canas which present
marked deviations of development. The behavior items are clarified under
such functional categories as arm-hand jxmturc, focus of regard, prehension,
approach, etc.
Part Three discusses in detail the application of thane norms to the analytic
appraisal of behavior for the purposes of genetic? research or clinical diagnoBiB.
The underlying principles and limitations of genetic analysis lira indicated,
Chapter XII describes an Analytic Developmental Schedule and gives detailed
directions for Its application*
Chapter XIII outlines the record forms and procedures which are used for
developmental diagnosis. These forms may be used In various combinations,
depending upon the objectives. Throughout the volume an effort has been
made to present the material In such a way that it may ba serviceable for vary-
ing requirements of research and diagnosis*
INTRODUCTION 7
Although the present volume may be used independently, its relationship
to preceding volumes should be briefly noted.
An Atlas of Infant Behavior 2 in two volumes presents a systematic delinea-
tion of behavior-pattern phases by means of 3,200 action photographs. A
large number of these photographs are illustrative of the normative behavior
items listed in Chapter VII. Those who desire a still more dynamic delinea-
tion of the behavior patterns may be referred to the edited motion picture
films listed in Appendix B. These films correspond to the behavior situations
codified in the Atlas. The films preserve the organic unity and fluency of the
original behavior. Repeated systematic inspection of a series of films serves
to sensitize the student to the behavior characteristics which he may observe
in the living infant.
An earlier publication, entitled Infancy and Human Growth,* considers
concretely the behavior growth complexes of a wide diversity of infants who
presented various forms of normal, retarded, atypical, and pseudo-atypical
development. The volume entitled Infant Behavior: Its Genesis and Growth 4 "
is a companion volume to the present work* It reports the findings of the
normative survey and provides genetic interpretations of the behavior dis-
played in each examination situation. The integral and sequential aspects of
behavior growth are emphasised. It is hoped that this emphasis will correct
airy tendency toward an uncritical application of the analytic norms.
I, Arnold ot al.: An Atlas of Infant Behavior,
II, Arnold: Infancy and Human Growth. Now York: Macmillan, 1928. Pp. 418.
GoaeU, A. Thompson, H., assisted by Catherine S. Amatruda: Infant Behavior.
CHAPTER II
THE NORMATIVE INVESTIGATION
THE systematic normative survey of the first year of life \vu preceded by
an intensive study of the behavior growth of five infante. The preliminary
study served to define the most promising lines for observation. To insure
the consideration of the varied factors which Influence infant behavior, It was
decided to include the following data in the systematic survey :
(1) A stenographic record of behavior responses in specified controlled
situations designed to elicit motor, visual, auditory, adaptive, vocal, and social
responses,
(2) Supplementary reported information concerning the infant's behavior
at home.
(3) An interview to secure a behavior day record of the child's nleeping
and waking hours, feeding time, play activities, and other daily behavior,
(4) Physical measurements of gross skeletal dimensions* weight, and other
items such as dentition.
(5) A history of the birth, early development, and health.
To obtain the complete record required on the average about two hours*
The infants were ordinarily brought to the Clinic in the afternoon at the time
of their longest waking period; about 16 infante were studied each month. A,
minimum of 24 infants (12 boys and 12 girls) were finally investigated at each
of 15 age levels, namely 4 3 6, 8 f 12, 16, 20, 24, 28, 32, 36, 40, 44 f 48, 52, and 56
weeks.
The investigation began with the 16 weeks age level This age period has
significant transitional characteristics because important phases of posture
and of prehension are then in a formative stage, Whan the data for the 16
weeks and subsequent age levels were more than half complete* the earlier age
levels, 4, 6, 8, and 12 weeks were studied. These younger were also
examined at 16 weeks, furnishing two sets of data for that age* This arrange-
ment facilitated both backward and forward reference and incidentally offered
a useful test of the consi&tmey of our data*
THE NORMATIVE INVESTIGATION 9
The lunar month has fairly obvious scientific advantages over the solar
month interval. Lunar month periods are equal; they can be readily subdi-
vided into the four-week units upon which our economic life and the household
routines of everyday living are based; they are highly correlated with the
female sex cycle and hence with prenatal life and the gestation period; and
finally they can be grouped to correspond with solar seasonal changes which
have a regulatory influence on growth.
The study was not carried below the four-week age period for both practical
and scientific reasons. The rapidity and character of behavior growth in the
neonate demand the utilization of very special techniques. After the period
of hospitalization, the mother must adjust to new demands at a time when her
endurance is below normal. To tax her further at this time was considered
inadvisable. After four weeks, however, the mother and the infant are fairly
stabilized in their new environment.
Homogeneity of Subjects. Inasmuch as the number of infants to be in-
vestigated was restricted, it became important to narrow the range of variation
in the subjects. By carefully selecting a homogeneous group rather than a
random sample of the population, the normative character of the data was
greatly strengthened and the central trends of development were accentuated.
A relative homogeneity of environment, racial inheritance, and physical status
was secured by including only those infants whose parents were of the middle
socio-economic status with respect to occupation, schooling, avocational
interests, and home equipment; whose parents were born in this country;
whose grandparents were of northern European extraction; and whose gesta-
tion term, birth history, and physical status were within specified limits. To
insure homogeneity of age, a variation of but two days from the exact age for
each examination was the rule.
Initial Contacts, Contact with the cases was made through the Visiting
Nurse Association and the Bureau of Vital Statistics. The head of the Child
Welfare Department of the Visiting Nurse Association directed her workers to
send us the names of infants who would fulfill our requirements. We inspected
and checked this list. The Visiting Nurse made the first contact with the
parents, telling them of our project and asking if a visitor might call. When
such permission was secured, our home visitor went into the home, secured
further necessary information concerning the home and parents and, if this
information again checked with our standards, an appointment was made for
10
THE PSYCHOLOGY OF EARLY GROWTH
the Clinic examination. The parents were never urged to co-operate with us.
Their confidence was gained by emphasizing the fact that we were selecting
only normal, healthy infants for study. The parents were obviously motivated
by a genuine interest in observing the development of their children.
When the Visiting Nurse Association had no cases to suggest to us, we re-
sorted to the birth lists, made available through the co-operation of the Bureau
of Vital Statistics. These lists included all infants born in New Haven and
indicated the number of children in the family, the occupation of the father,
the home address, and the attending physician. From this roster it was
possible to select those cases which seemed likely to (it our requirements.
Our worker then proceeded as with the cases referred by the Visiting Nurse,
The following table indicates the number of subjects secured by each method;
TABLE 1
OF CABKH S
Visiting Nurse Association
Bureau of Vital StatiHtica ,
Moyn
25
24
IfeJH
NltMMKR 4>r ifoAMtf
Tott
Ik>y,
<rl.
58
100
I5(>
HI
157
Totnl
813
The Examination Panel Sequential observations were hound to prove
valuable for genetic study. Some children were therefore ByKtomulicuUy ex-
amined at four-week intervals. In order to determine any possible tendency
for the behavior to be influenced by repeated experience with the examination
materials, other children were examined at longer Intervals or only once* The
following table shows the time elapsing between successive examinations*
TABLE 2
NUMBER or CASES EXAMINED AT EACH ACJB
Classified According to the Number of Weak# Since tha Praviou* Examination
INTEEVA&
EXAMINATION A OH I,v*t, Witu***
4
6
a
12
16
20
24
28
32
36
40
44
4i
$
m
2 weeks *,..,..
29
2S
is
i
32
28
4 weeks ,,..*,,
m
U
20
M
I
n
a
20
1
"i
23
4
2
2
29
1
a
a
i
i
28
3
1
I
'6
n
at
4
'i
2
at
2
2
I
m
8 weeks ,...,,
1.2 weeks ,,,,.,
16 weeks
Initial examination . . . ,
Total .,,.,..
32
O
_
n
18
10
4
11
4
32
29
26
49
sa
17
IS
S3
SS
S7
SS
48
THE NORMATIVE INVESTIGATION
11
TABLE 3
SUMMARY TABLE OF EXAMINATIONS
Detailing (a) Age and Sex of Child, (6) Place of Examination, and (c) Cinema Record
Age (weeks)
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
Number of boys
Number of girls
16
16
14
15
14
14
13
13
26
23
17
21
16
21
15
18
15
18
17
18
20
17
17
16
19
19
22
26
15
13
Total
32
29
28
26
49
38
37
33
33
35
37
33
38
48
28
Home examination ....
30
?4
ft
Clinic examination ....
Partial cinema ....
2
5
26
26
49
14
38
17
37
18
33
17
33
17
35
1Q
37
16
33
14
39
20
48
26
28
4
Full cinema
3
4
25
26
25
8
9
8
10
11
10
11
12
11
7
Table 3 summarizes by ages the number of boys and girls examined, the
locus of the examination (home or clinic), and the number of cinema records
(partial and complete). One examiner made all of the observations below
the 16 weeks level and re-examined her cases at 16 weeks of age. These re-
examinations omitted some situations included in the regular schedule for
16 weeks, but they were so planned as to co-ordinate the examination procedure
for the younger age group with that for the older age group. This made
available two sets of data for the 16 weeks age level and thereby afforded an
excellent check on the reliability of the study.
Photographic Records. All of the examination behavior responses of the
infants examined at the Clinic prior to the age of 16 weeks were recorded on
16 mm. cinema film. Full or partial cinema records were obtained for the
majority of the remaining examinations. Seven children were filmed in de-
tail at each of the fifteen developmental examinations. Full cinema records
are available for 34 per cent of the 524 examinations. For 82 cases, or 77 per
cent of the 107 different infants studied, at least a partial cinema record was
made. In addition to the cinema record, an identifying photograph of the
child was taken for 99 of the 107 cases.
The Home Examinations. Most of the examinations of the 4 and 6 weeks
old infants were conducted in the home. An attempt was made to keep the
home conditions uniform and similar to those at the Clinic. The examiner
took into the home a portable, canvas-topped dressing table, which is more
fully described elsewhere (Chapter IV, 1). The examiner was accompanied
by a trained secretary to whom a description of the infant's behavior was dic-
tated. The dictation served to make the examination formal and it also had
12 THE PSYCHOLOGY OF EARLY GROWTH
the desirable effect of inhibiting interfering conversation on the part of the
family* Physical measurements were not made on infants examined in the
home. All but two of the examinations of subjects older than 6 weeks were
made at the Clinic.
The Observations at the Clinic. The general arrangements for the visit to
the Clinic were planned to secure a maximum of data. The entire visit from
arrival to departure was recorded on a special clinic day record form. Each
episode was entered and notes were made of any complications, emotional or
physical, which might affect the child's responses.
The accompanying table (Table 4) summarizes the duration of the visit,
the duration of the examination, and items relating to the child's adjustment
to the Clinic. For a concrete visualization of the Clinic visits, the reader may
be referred to a series of talldng films 1 which picture the arrangements and
examination procedures.
The examination was planned for that time when the infant was most
responsive. For the 4 and 6 weeks old infants this was usually in the morning;
from 8 through 44 weeks, it was usually in the early afternoon. Infants
8 weeks of age and older usually have a bottle at about 2 o'clock, after which
they are awake and reactive. Occasionally the mother and child arrived at
the Clinic just before this feeding time. In these instances the child was fed
at the Clinic and the examination conducted soon thereafter. In other in-
stances, the feeding was given at home and the mother and child were then
brought to the Clinic. The mother had been instructed to bring with her
either supplementary feeding or water. If the child had a particular toy which
would aid in his adjustment, that also was brought along. Transportation to
and from the Clinic was provided. The informal contacts in the home and on
the trip to the Clinic yielded much valuable incidental information concerning
home conditions, discipline, and parent-child relationships.
At the Clinic, the mother and child were met by the examiner who made
no immediate approach to the infant, but remained present and talked with the
mother while the child's outer wraps were being removed. This leisurely
arrangement facilitated adjustment on the part of both mother and child.
i THE YALE FILMS OF CHILD DEVELOPMENT: (1) The Study of Infant Behavior. A talking film in 2 reels
35 mm., 2,000 ft.; also 16 mm. New York: Erpi Picture Consultants, Inc., 1930. (2) The Growth of Infant
Behavior: Early Stages. A talking film in 1 reel, 35 mm., 1,000 ft.; also 16 mm. (3) The Growth of Infant
Behavior: Later Stages. A talking film in 1 reel; 35 mm., 1,000 ft.; also 16 mm. (4) Behavior Patterns at One
Year. A talking film, 1 reel, 35 mm., 1,000 ft.; also 16 mm. New York: Erpi Picture Consultants,,!^., 1934.
For a complete bibliography of edited films, see Appendix B,
THE NORMATIVE INVESTIGATION
13
CO
JO
ro
a
O
S 8
saoy
rH Tjf< CO (N CO CO <M rH rH rH
1 -^ (N CO rH CO Cqi rH
CO CO <N <M CO CM <M (
+4-4-4- 4-4-
* Tl Tl ^ Tl
* rH rH C$ <T<I rH fH rH *H f-4 Cx| i-H rH rH
14 THE PSYCHOLOGY OF EARLY GROWTH
The Behavior Examination. As related earlier, the examination time was
adjusted to the infant's most reactive period. It sometimes look as much as
half an hour, especially at the older age levels, for the child to become suffi-
ciently familiar with the examiner to permit the examination to begin. If
there was no indication that the child was sleepy, hungry, or disturbed by the
strange surroundings, he was immediately undressed, wrapped in a blanket,
and taken into the photographic dome; or, when no cinema record wan made,
into the examining room. The examiner preceded the mother into the room
and indicated where the infant should be placed. Whomever possible, the
mother was asked to retire behind the one- way-vision screen with which both
dome and examining room were equipped. A, specially trained stenographer
was stationed behind the one-way-vision screen in readiness to make notes and
to take dictation.
As soon as the examiner entered he began dictating the rhtld\s initial re-
sponses and adjustments to the new surroundings*. The dictation WUB con-
tinued throughout the examination in a low convwHational tone* This
circumstance tended to make the situation natural and rcauring to the infant*
With an initial sense of security established, the examiner WUH able to Hccure
typical behavior responses. While presenting the test material, the examiner
was careful not to obtrude into the chikTa behavior. If UK* child cried during
the examination, the examination was discontinued until he wan calm again*
An effort was made to keep the mother and child free from any dmturhamm
Camera noises had been reduced to a minimum by Hound-proof fooxan for the
cameras* The general novelty and Interest of the situation wero ummlly
sufficient to prevent any interference on the part of the mother* An effort
was also made to preserve continuity in the whole examination* The transi-
tions from one behavior situation to the next were made as mncxithly an possible,
and the child's reactions during the transition were incorporated into the
continuous dictated report of his behavior*
At the end of the examination the infant was wrapped in a blanket and
carried by the examiner or mother to the room for weighing and measuring,
The Physical Measurement* As a rule the physical measurements wore
determined at the end of the examination, but occasionally they were made
during an intervening rest period. The brief restraint necessary for the linear
measurements frequently caused the child to protest by crying, Since this
might have had an adverse effect on Ma subsequent behavior, measurements
THE NORMATIVE INVESTIGATION 15
were usually deferred. To secure the physical measurements, the mother and
child were taken to an adjoining room. The child was placed on the measur-
ing board according to the examiner's direction. The mother was then in-
structed by demonstration how to assist in holding the child's legs. When all
was in readiness the measurements were made and the readings were dictated
to the stenographer, who sometimes lent assistance by entertaining the child
with a toy to distract his attention from the necessary manipulation.
Again every attempt was made to preserve a businesslike and calm attitude.
The mother's questions were not encouraged until later. The measurements
were completed with as much dispatch as possible to avoid restlessness on the
part of the child.
The Interview. When the anthropometric data had been obtained and the
child was dressed, the examiner questioned the mother for details of the infant's
routine day and home behavior, entering the information on a record form.
During the interview the infant was usually placed in a crib or pen where he
could rest or play. Not infrequently he was given his bottle and was sound
asleep when the interview was finished and the Clinic visit concluded.
The Report On her departure, the mother was given a simple typewritten
report of the child's height, weight, and behavior noted during the examination.
If a still picture had been taken on a former visit, a print of this picture was
also presented to her.
The Examiner's Summary. After the mother and infant departed, the ex-
aminer rated the infant's behavior on the Yale Infant Development Schedule. 2
By this means, estimates of the status of development in motor, language,
adaptive, and social behavior were deduced. A summary paragraph describ-
ing the examiner's general impression of the individualistic features of the
infant's behavior was entered into the record. Frequently a prediction was
hazarded. The ratings were made not for the purpose of later analysis but to
assist the examiner in repeatedly focalizing and sharpening observations.
These recorded clinical impressions should prove of some value in later bio-
genetic studies.
The Follow-up Program. In accordance with the normative research
program, follow-up examinations have been and are still being made. Seventy-
six, or 71 per cent of the cases, were re-examined at the age of either 5 or 6 years,
Gesell, Arnold: Infancy and Human Growth. (See Chapter VI, "An infant development recording sched-
ule: A graded schedule for the normative study of infant behavior," pp. 126-135.)
16 THE PSYCHOLOGY OF EARLY GROWTH
One additional case not available at these ages returned to New Haven and
was examined at 8 years. Four other children were not examined, but will
probably be seen at the age of 10 years. Twenty-six children are no longer
available for re-examination: 2 died; 5 could not be located; 10 moved out
of town; 2 are ill, one with rheumatic fever, and one is crippled from infantile
paralysis; 7 were unable to co-operate for various reasons, such as illness in
the family or other complicating home conditions.
Re-examination of all the available cases at the 10 year level is in progress.
It should be mentioned that the re-examinations have been made both by
persons who have had no previous experience with the child and by those who
made the first observations. The underlying objective in these re-examina-
tions is to trace the behavior patterns of infancy to the corresponding patterns
of later childhood, and to find the genesis of the more mature behavior in the
less mature responses of the infant. It is hoped that such data will have value
for genetic analysis and will cast some light on the nature and predictability
of individual growth.
CHAPTER III
THE NORMATIVE INFANTS
THE advantages of a homogeneous selection of subjects have already been
suggested. For this particular study it was not necessary to ascertain behavior
variations of a diversified population. Our problem was not the construction of
a scale for the evaluation of a child's behavior in terms of all infants of his age.
We desired instead to investigate the patterning of growth; to plot systemati-
cally the course of development of a statistically average individual; to estab-
lish the differences between such a normative infant at any one age level and
at the age level four weeks earlier and four weeks later; and thus to construct
a standard scale of growth gradations by which it would be possible to deter-
mine the developmental status of any infant in terms of graduated specifications.
The procedures were further affected by a desire to study as fundamentally as
possible the characteristics of the behavior growth process itself, so that any
measuring or analytic device which might evolve would be adapted to the
actual nature of this growth process.
A homogeneous sampling enabled us to ascertain central tendencies with a
degree of accuracy attainable only by twice as many cases of a heterogeneous
sampling of the population. The overlapping of adjacent age levels is con-
siderably lessened with a homogeneous group, and age differences are made
more apparent.
The Selection of the Subjects. The subjects were selected on the basis of
presumptive normality. To have selected the infants on the basis of adjudged
normality would not have been scientifically warrantable. A premium was
placed on potential normality by selecting children of a highly homogeneous
group of normal parents and by excluding any infant whose history since con-
ception contained any obviously abnormal or distorting factors of significance.
In other words, we assumed that the offspring of the middle 50 per cent of the
population would be correspondingly average. Undoubtedly greater disper-
sion is to be expected in the offspring. There is probably a general tendency
for the average to change.
17
18
THE PSYCHOLOGY OF EARLY GROWTH
The parent of middle socio-economic status is often very conservative and
cautious. It entailed some extra effort to establish the co-operation of parents
whose outlook had not made them sensitive to the values of research. How-
ever, with this impediment overcome, the homes selected proved ideal for our
investigation.
The method of selection has undoubtedly yielded a group of *" normal*'
subjects. Many of them have been re-examined at ages up through 5 years;
some, at 10 years. To date there is no evidence that a defective or even a
highly atypical child has been included in our series. Further proof of the
normality of the group awaits the completion of the re-examinations,
Socio-economic Status of Parents and Grandparents. In Chapter II the
agencies and methods employed in selecting the group to he studied were dis-
cussed. The father's occupation was the first item to bo scrutinized. Only
occupations falling within the 4.98 and 11.74 score range value, us listed ou the
Barr Scale 1 of occupational intelligence, were considered. The list of paternal
occupations of the group is given in Table- 5. The average and nigmu values
for parental Barr Scale ratings are given in Table 6 for each age group* for the
TABLH r,
r FATHRttR
1
NO.
" "'~~ """"' '
mi,
<*#m
t'ArtMM
Adjuster
Bricklayer
1
1
Fireman City
Firwnnn U. ft.
4
4
Butcher
1
Foreman
4
Carpenter
3
( xiirage worker
i
Chauffeur
i
(*as HtHtion attendant
m
Checker
i
tntttHHJtor
<2
Chof
i
Janitor
I
Chemist
i
f La>ow
I
* Clark
6
1 Jnotype <>(terator
2
Conductor ~~ R. B*
I
Machine temler
I
Contractor
1
Machinist
4
Delivery man
Die-cutter
1
I
Manager (chain store)
Mechanic
t
w
Driver
Electrician
3
Motor man (trolley)
Moldcr
T
i
Engineer
4
Odd jobi
i
Factory operator (machin
Fainter
3
and handwork)
3
i*oH<#*mit!i (iiutlt
iNmtrnitn
mnn
em*
lincwman
Watchman
Wira iniiuittto
Wira workar
2
I
I
7
I
2
1
1
2
1
1
1
t
Vof"
Pp.
* Includes shipping clerk, clerk In traffic ttapartmstt of H, H* ftfid todk dark,
t Beginning to go out with own gantf.
t Inducbs lalei'agenti of: mtm, btkary goods, books, to oraam, tcisuranoa, milk^ novtdthis, and
Tmoan, L. M.: Gendw Siwtiw qf Guniw* Stanford Unlvw^ty, Calif,, Stanford Ihti varsity IVass v
THE NORMATIVE INFANTS
19
1
5
i
*P
00
g
".p
ctf
"g
p
n3
S
1
02
I
S I 1
vo CO o
9 ^ ^
cq o 9
^ B ^
^ a s
g r o'
B "P
r^ ^
I
B
S
1
c6c6c6coo5cococdcococ6cooDcooN
c6c6cococ6oNODc6c6cocdcoco*cooc)
C<|OOCNrHOO'-HOONCOVOCOOOON
co co co co ON ON ON ON co co co co ON ON co
C^ONCOVOONCOt
CO CO CO CO ON CO CO CO CO CO CO CO CO CO CO
COCOCOCOCOO\aNONONONCOONONONON
o
CO
5
to co
O ON
C4 rH
10 CO
CO CO
ON
*
CO CO
o o
ON ON
20 THE PSYCHOLOGY OF EARLY GROWTH
total examinations, and for the total cases. It is seen that for the boy and girl
infants, the average rating both for the total number of examinations and of
cases is close to that of the adult male population of the three California cities,
San Francisco, Los Angeles, and Oakland, which are given for comparison.
Table 7 lists the grouping of fathers' occupations on the basis of the Min-
neapolis population and the Goodenough categories.
The fathers' average Barr Scale rating (9.08) for the total number of girls
corresponds to the occupation of an electric repair man ; that is, one who repairs
utensils, devices and machines; that of the boys (8.53) represents a forest
ranger or a stone mason. The difference between the averages of the two
groups, the male and the female infants, is a statistically reliable one, as it is
five times the probable error of the difference. However, a recent article 2
points out that a more indicative measure of the disparity between two groups
is their degree of overlapping. The Barr Scale rating of 43 per cent of the
boys' fathers reaches or exceeds the median rating of the girls' fathers. The
difference between the averages for the various age groups may also be com-
pared. The highest average, 9.54, is represented by a tailor employed in a
tailoring shop; while 8.05, the lowest, is the equivalent of a plasterer required
to have a knowledge of the materials which he uses. From a practical stand-
point both represent an average occupation. A more significant fact from the
point of view of the homogeneity of our subjects is the comparison of the range
and standard deviation of our group with that of the general population of the
three California cities. The range in this study is limited to plus and minus
one standard deviation of the average for the California cities. In other words,
our cases were chosen as representative of the middle 66% per cent of the Cali-
fornia cities' population. Our group is thus highly homogeneous with respect
to occupational status.
We were interested not only in the fathers' occupations, but also in that of
the mothers and that of the grandparents. Comparisons with the general
population in this respect are not possible. Woman's level in relation to occu-
pational status is not as consistent as that of man's and the occupations of a
generation ago, as designated by the infants' grandparents, denoted a different
socio-economic level from that of those same occupations today. Nevertheless
we made a composite Barr Scale socio-economic rating for the parents and
2 Lincoln, Edward A.: "The Insignificance of Significant Differences." Journal of Experimental Educa-
tion, 1934, 2, 288-290.
THE NORMATIVE INFANTS
21
grandparents of each child. If the mother had never had any occupation other
than that of housewife, she was assigned the rating given her husband. The
ratings of parent and grandparent were weighted, each parent 24, each grand-
parent Y& and the average was then determined. The results are of no abso-
lute value, but between the age groups the statistics may have some relative
significance. The figures in Table 6 are presented with a full appreciation of
their limitations.
TABLE 7
OCCUPATION OF FATHERS
Classified according to Goodenough's Occupational Categories
CATEGORIES
No. CASES
PER CENT OF TOTAL
PEK CENT OP MALE POPULATION
IN MINNEAPOLIS 1920, BETWEEN
THE AGES 21 AND 45
Group I (highest)
Group II
0.0
0.0
5.4
6.3
Group III
48
44.91 ^ ~
37.31 ,., s
Group IV
49
45.8/ 90 - 7
24.3/ 6L6
Group V ......
10
9.3
14.9
Group VI
0.0
11.8
Total
107
100.0
100.0
When thte fathers' occupations are classified according to Goodenough's 3
occupational categories, it is seen (Table 7) that 91 per cent fall in the middle
categories III and IV, as opposed to 62 per cent of the Minneapolis male popu-
lation of the same ages, and that 100 per cent as opposed to 77 per cent are
included in categories III, IV, and V.
Schooling of Parents and Grandparents. The average years of the school-
ing of the parents and grandparents is given in Table 8. None had liberal-
arts college training, though some had business, trade, or agricultural school
education beyond that given in high school.
' Goodenough, F. L.: The Kuhlman Bind Tests for Children of the Preschool Age. Minneapolis: The
University of Mmiesota Press, 1928. Pp. 146. (See pp. 133-136.)
22
THE PSYCHOLOGY OF EARLY GROWTH
TABLE 8
YEARS OP SCHOOLING OF PARENTS AND GRANDPARENTS
(107 cases: 49 boys, 58 girls)
AVIBIUUB
STANI>AHI> DEVIATION
Boys
Girls
Boys and ( irla
Boys
Girls
Boys and Girls
Father
Mother ,
-.!
9.8
<>.r>
f >,r>
0.7
9.6
9.4
<>.a
9.6
1.8
'2. 1
1.5
o *>
5!5
2.1
2.0
2.2
JL9
Both
Maternal grandfather ,
Matwnul grandmother .
Both , , ,
7,7
?.;i
7.5
7.4
7.<>
7.6
7.5
7,6
7,6
/)
,0
>
1.6
2.0
1.6
1,8
1.8
1.5
Paternal grandfather
Paternal grandmother .
Both
7,3
7,2
7.3
7.4
7.4
7.4
7,4
7,3
7.3
.2
*>
i!0
1.6
1.6
1.5
1,4
1.4
1.3
To Illustrate furthor the narrow range of life station included in the group,
the complete homo record on throe cases is given in full. The first two cases
represent what \ve have judged to he the highest and lowest socio-economic
level found in the group, while the third is typical of the average.
HitMKHT H(x:u>-K{:oNOMi<; utttioiu)
HOME HKCOIU)
Da to: 3 f> 30
H worded by; (ISA
Addrt'Hn:
ContiKttttd through; Hurwm of Vital Btatmtitm
Name: <*4&
Horn; February i* 1
Phono No,
Father .
Mother
M. , ML .
JP. G. F, ,
RG. M. .
Brothorit or
M,
(*
M,
M,
<*.
20 yrw.
(Itunl
50 yr*
American
Ai
( t^
(Erig.tJw.)
Haitdb
llukw
Foreman at clack
H. H.
II. S,
nchoof
(irummtir iichool
HOUKO or &$mrtm%r& rmt* or own
a
Viuirolit; n
Hutlbi yen
Clubn: no
Cliurdi
Cnmxtrta: <>
LociunMt: no
Automobilo: DoBotci
BctrvanU: iwinclM laundry out
No, of ptiopta: 6 (four grown; two ehtldrcn)
Book**: t fw Ikttion
MagaxintMi: (I<mmo DciUx;tiv^; Wild
Newnpapor: Ntiw Havi^n Hfigiatar
Btimmar vacation: no
Family phynlelasn: Dr. for baby
Gonoral dharaetari^atlon {$m mamo for dotail): Humt rjot t fairly prtwpt^rous, woll mnnugmi. Mrs*
Irathar a nodal pardon; antartaim and goai out a grtiai datl
* Italics indict to !t@m which wore underlined on the rtoord form*
tt w<wk to
m v Im ; atinw tl mm of tanar
THE NORMATIVE INFANTS
LOWEST SOCIO-ECONOMIC HECOKD
23
HOME RECORD
Date: 9-30-29
Recorded by: GEB
Address:
Contacted through: Visiting Nurse Association
Name: B 22
Born: February 2, 1
NAME
AGE
NATIONALITY
OCCUPATION
EDUCATION REMARKS
Father .
Mother
M. G. F. . .
M. G. M.
J.
V.
c.
L
21yrs.
22 yrs.
dead
40 yrs.
American
American
American
(Irish)
American
Plumber's helper
Housewife
Boss gang for city
Factory worker
2 yrs. H. S.
Grammar ward helper before
married
Grad. from grammar school
P. G. F. . .
P. G. M. . .
Brothers or
sisters .
J.
?
dead
dead
(Irish)
German
German
Drop forger
Probably educated in Germany
Probably educated in Germany
House or apartment: rent or own
Rooms: 3 (third floor)
Servants: does all own work
No. people: 3
Books: no
Magazines: True Story, True Romance
Husband: Wild Western; Detective
Newspapers :
Summer vacation: no
Family physician: Dr. : hospital dispensary*
Dr. delivered baby
Piano: no
Victrola: no
Radio: yes
Clubs: Y.M.C.A.
Concerts: no
Lectures: no
Automobiles: no
Sports: plays bask-
et-, foot-, and
baseball
Theater:
Used to go every
pay day (twice a
month) before
baby
General characterization (see memo for details) : A very small third floor rent in a very poor neighborhood.
Home is not kept very clean, although Mrs. is as clean and neat as possible. She complains con-
wtantly, doesn't seem to have any friends, and evidently quarrels with her husband. He stays out late at
night playing cards. Seems very young and lacks common sense. However, baby is well cared for.
Church: Church of the
Redeemer. Mother has
changed to Protes. and
joined church t
24 THE PSYCHOLOGY OF EARLY GROWTH
AVERAGE SOCIO-ECONOMIC RECORD
IIOMK RECORD
Date: 10-22-29
Recorded by: GEB
Address:
Contacted through : Visiting Nurse Association
Name: B 27
Born: July 16, 1~
NAMK
A15
NATIONALITY
,*,*
Kt)tf<:A'n<N HI;MARM
Father . . .
J.
26 yr,s.
American
Painter
< 5racl. < Jrammnr school and Trade
whool
Mother . ,
A.
24 yrH.
American
Billing rlerk lwfon^
1C, S. thr<*<*. year.s
M.G.F. . .
W.
49 yr.
American
nmrriUKO
(German)
Flyman at theatre
AixMit grammar H*h<K>t
M.G.M. , .
c.
dead
American
(Imh)
HottHewifu
Grad, grnmnmr Hrhool
P. G. F, . .
J
dead
Worked in factory
KdiK'nted in <i<Tntany (<tity),
nhowimker in (Sermany
P. G-M. , ,
K.
65 yrn.
C jtermuzi
HouHtiwifo
l t ldti<*itte<l itt (lermany, servant
there l>ef*ire miirned
Brothers or
none
HouHft or apartment; rc.nl or own Piano; no ConeeHn: no
KOONUH: 5
SwvuttU: nendH heavy laundry Victrultu no Ixvturw nt*
No- people; 4 (mother** father)
Hookn: mother rmidn noveln from library HadlrK ye Atttoniohiii*: Ford (when gtw^)
: Pi<;tarial Hoviow <!tuim: At. i)(mtfiM*
: Heginter arid Journal Connor Church: Catholta
Hummer vnctition* no
Family Phynkian: I)r -
General characterisation (mo memo for (tatttt!*); Home? ctett itMit, iivemge, They have ftieir menln at her
" i mtml ofhrr timt? th<*rt<* ftwttm t<i he <> frtctitm
StHjrfw; no
*ll*nfi*r: "wI<loiH**; <* it week to
Vfiovti'Ki < *m'H f<i theater U H<*e
mttmriil nnn*iiy on*m in n whili* (on
hom<^ on *- - Htreet nd Mrs,
betwoon Mr, tmd MrH, - .
baed on
TA1H-K 9
TflF,
reporting, not to^titl
r TIIK
Nnmlwr of i*ncn* uot reporting in liullcnted in
Type of Horn
79 per cent rent nn
1 1 jMir cent rent n
10 per aint own a
not reporting
in
23
<f ca*ie 2 II
4.6^ roomily 9 caw* not
4
SS
S
34
6
15
Lining in
Assistance with
of dmm: 39
4.02 pimp!; 25
4
31
not
S
!
7
2
a
4
42 pur ant iwid out tha taundrv
4 p^r oant hav wmhing mchine
2 ptr oeut havt nomfoat to
52 par omit hava no h#
16 ca*0 rtot reporting
THE NORMATIVE INFANTS
25
TABLE 9 Continued
Books Read
45 per cent read fiction
7 per cent read non-fiction
10 per cent read both
38 per cent do not specify
20 cases not reporting
Number of Magazines
Read
Percentage of cases:
12 cases not reporting
1
24
2
21
3
26
4
13
5
1
do not specify
Number of Newspapers
Taken
Piano in Home
Victrola in Home
Radio in Home
Club Affiliation
Church Attendance
Concert Attendance
Lecture Attendance
Automobile
Sport Interest and
Participation
Theater Attendance
Vacations
58 per cent take 1 daily
18 per cent take 2 dailies
1 per cent take 3 dailies
7 per cent take 1 daily and 1 Sunday
1 per cent take 1 daily and 2 Sunday
3 per cent take 2 dailies and 1 Sunday
1 per cent take 3 dailies and 2 Sunday
11 per cent do not specify
6 cases not reporting
11 cases not reporting
6 cases not reporting
19 per cent have
40 per cent have
62 per cent have
41 per cent belong
Of that number 85 per cent belong to 1 club
12 per cent belong to 2 clubs
3 per cent belong to 3 clubs
99 per cent attend
Of that number 43 per cent are Protestant
49 per cent are Catholic
Of the Protestants
12 per cent are Lutheran 2 per cent are Christian Scientist
17 per cent are Methodist 12 per cent are Congregationalist
2 per cent are Methodist- 2 per cent are Uniyersalist
Episcopalian 5 per cent are family divided
17 per cent are Episcopalian 17 per cent do not specify
9 per cent are Baptist
5 per cent are Presbyterian
6 per cent are family divided
2 per cent do not specify
14 per cent do attend
12 per cent do attend
16 cases not reporting
16 cases not reporting
3 per cent have a Chrysler
3 per cent have a DeSoto
3 per cent have a Flint
47 per cent do not specify
9 cases not reporting
33 per cent own one
Of that number 10 per cent have a Chevrolet
18 per cent have a Ford
10 per cent have a Buick
3 per cent have a Nash
3 per cent have an Essex
61 per cent are interested and participate
11 cases not reporting
91 per cent attend
11 cases not reporting
61 per cent attend movies
7 per cent attend both movies and legitimate
32 per cent do not specify
33 per cent go frequently
40 per cent go occasionally
27 per cent do not specify
43 per cent have vacations. Of that number 32 per cent have vacation regularly
20 per cent have vacation occasionally
48 per cent take short trips (weekends, etc.)
25 cases not reporting
26 THE PSYCHOLOGY OF EARLY ( J II O W T II
Environment and Interests of Parents. Other information concerning the
interests, life, and home surroundings of the parents is summarized in Table 9.
There is no available basis for estimating the significance of these data, but it
is evident that the intellectual and cultural interests represented are near an
average level.
The Intelligence of the Parents. There was no attempt made to determine
the parents' intelligence by a standard test or rating scale. The inaccessibility
of the father and the self-consciousness imposed on the mother by turning our
attention to her rather than to the child were factors which prohibited our
seeking such information, 4 Moreover we wen*, not primarily interested in
intelligence per #e, or even in intelligence as ordinarily measured. In spite
of the fact that we have no standard measure 1 ; of the parents 1 intelligence, the
combined facts of occupation, schooling, homo recreations, and interests suggest
that we have a selection of infants whoso parents have average and normal
intellectual endowment*
Nationality of Parents* To ascertain the racial inheritance of the infants
under investigation or to insure homogeneity of race wan impossible. AH far
as we know, the subjects wore all of pure white race. What further consistency
was attained was gccurcd by limiting the nationalities represented* The
parents wore all bom in this country, while the grandparents were cither born
in this country and were of northern European extraction, or were bom in
northern Europe. Table 10 gives the nationality of the grandparents* One
serious exception to our standard will he noted; it eae in which there was
French ancestry on both maternal and paternal side. Thin infant was ex-
amined but once* Two other eases had part Houthern European ancestry;
one French-German and the other ItaHanGerman, Both of them* atnen were
examined only once, llrdlieku* has used the designation **OId /Vmeriaum**
to describe the third generation of northern European residing In the United
States* The group u&ed for this study, while largely conifKwtxi of mich indi-
viduals, cannot completely claim that characterisation. It can he aaid f how-
ever, that in general the parents were of northern European extraction and, in
so far as this represents homogeneity of race, to that extant have we been
successful in limiting the racial ancestry of our subjects.
* In a few lait&aoas w* reoarditd the mother'* oxaot language In rr^ply to our Intorvi* w qtmtkming. U*
fortunately this practice was aofc continued; it would hav* bra of sptSW valum Inter in ooinpaffiNcm with tho
' tltnilall
child's language <kv<*iopraent, although as a maasuro of pawl tatdttraM* it would hitv** had
Hrdfidkn, AM: Tte Old Amer&art*, BalU^noro; Wittkrm i^WUU^ 1911. Pp, xtti 4* 4t
THE NORMATIVE INFANTS
27
2
I^WtiHl?^
^
OS
HJ
a.
a"?
S o
il
5- ? P 1*0 T 5! &-;? P
:? 3 . | . . 6 i . . . . 3. g-. ffg B g . . .
CO
s I s a 1 ^ gi-
NATIONALITY OF
Can.-Ind -Native
1
M
Danish
'
^
English
h- 1 J
Eng des -Eng -Nat
M
JEjiff d^s -Scotch
,^ t L ^ L 'r J
English- Irish
Eng -Irish-Scotch
' '
. ,-r, rj , - -
English-Na ti ve
M
; ' ; M ''.'.".'.','.". '. '.
Eng.-Scotch-Native
Eng -Sc -Fr Native
English-Welsh
to
French
CO
*-* M- - - M- M- M- CO
German
M
German descent
to
M M
Ger. des.-Native
M
German-Lith.
M
German-Native
M
German-Russian
M
German-Scotch
1 i
M M- ' O1- H 1 ' -4 tO' M
German-Swiss
Irish
ON
MM , . . . . COM
Irish descent
M
Irish-Irish des.
Irish-Native
S
Native-U. S.
Scotch
Scotch-Fr.-Dan.
Scotch-Irish
to
to
Scotch-Native
Swedish
Swiss
Welsh*Native
1 lOTTofed
HH W MMMMMM.M8,-^H-.M WM MMPMMHM ( -M^M ( - M
Sf
3 I
o W
Q
I
28
THE PSYCHOLOGY OF EARLY GROWTH
Age of Parents. On the first visit to the Clinic we inquired concerning the
age and health of the father and mother and their approximate height and
weight. No unusual physical disturbances were reported. The mothers'
ages varied from 17 to 42 years, the average for all of the cases being 27 years.
As was to be expected, the average age of the father was slightly older, 30
years, and there was a greater, age range from 21 to 55 years. Table 11
gives further statistics and separate figures for the parents of the boy and girl
infants.
TABLE 11
AGES OF TIIK PAKKNTB
No.
<^flP
Mother's age
Father's ago
Standard deviation
Standard deviation
ftungo
17 42
30,17
5.8 1
17 40
21 44
107
27,07
17*12
2! 55
Previous Pregnancies. Further data concerning parentage included a
history of former conceptions (Table 12). Forty-three per cent of the eases
represented first pregnancies; in 51 per cent of the cases there was at leant one
older living child in the family. No instances of multiple* birth were included*
TABLE 12
OPFHPIHNO or PAHKNTH
Olctor living children
r2
I
31
2
*>
1
^Vl
Previous pf6gttiino!<w
!
2
Number caw .
46
84
a
4
6
S
10
I
Totul
107
3
4
4
7
5
I
6
7
8
i
V
to
Total
107
Prenatal History. The prenatal history included data about the last
menstrual period, general health during pregnancy, and birth data. Since the
length of the gestation term SB known to affect development, especially during
THE NORMATIVE INFANTS
29
the first postnatal year, we retained only those cases whose history indicated
a prenatal term of normal duration. Because the exact time of conception is
undeterminable, the gestation period is more or less indefinite. Probably
the best indication of term is the length of time from the last menstrual period
to birth. This was used as our first criterion of age from conception. We
finally adopted the general practice of calling all children full-term infants if
they were born within two weeks of the commonly accepted normal period of
280 days, or 40 weeks, and if their birth weight and physical appearance were
within normal limits. Four cases 6 whose mothers' menstrual histories were
at variance with the other criteria were included in the belief that in these
instances the menstrual history was not a reliable indication of the time of
conception.
TABLE 13
DEVIATION IN DAYS FROM A STANDARD PREGNANCY PERIOD OP TEN LUNAR MONTHS
BEFORE EXPECTED DATE
EXPECTED
DATE
Days of deviation .
24 19
14 11 10 9 8
7654321
Number of cases .
2 1
11030
3273555
18*
3 Cases
2.8%
5 Cases
4.7%
AFTER EXPECTED DATE
TOTAL
Days of deviation .
123 4567
8 9 10
24
Number of cases .
9 6 7 10 4 5 5
3 1
1
107
94 Gases
87.8%
4 Cases
3.8%
iCase
0.9%
100%
* In three cases no menstrual history was obtainable. Other factors in the birth history suggested normal
periods*
The birth history concerning these exceptional cases showed a deviation greater than two weeks from the
gestation term a calculated by the menstrual history : G 29. Born in hospital, July 16, 1929. Last menstrua-
tion period September 17, 1928. Birth date expected, June 24. Birth weight 3.2 kg. No other measure-
ments taken. Physician's comment: full term. G Si . Born in hospital, July 27, 1929. Last menstruation
period November 8, 1928. Birth date expected, August 15. Birth weight 2.73kg. Length 50.5 cms.
Physician's comment: gestation term 9 mos. G 42. Born in hospital February 14, 1927. Last menstruation
period June 3, 1926. Birth date expected, March 10th. Birth weight, 3.35 kg. No other measurements
taken. Physician's comment: gestation term 9 mos. B 44 Born in home December 19, 1928. Flowed
during pregnancy. Doctor expected birth date January 12, 1929. Birth weight not taken. No other measure-
ments taken. Physician's comment: no signs of prematurity at birth.
30
THE PSYCHOLOGY OF EARLY GROWTH
In 96 per cent of the cases the deviation from the expected birth date was
within two weeks; and in 88 per cent it was within one week (Table 13).
NUMBER CASES
79
TABLE 14
CONDITIONS AND PLACJK OF BIRTH
CONDITIONS
Pl.MV, O*' IUHTH
Normal s
(I had broken collar bono)
13 ........ Lower or nml forwpM
(I oyanoHwi, 1 brooch,
I did not wu'Hc immediately)
8 ........ History meager (I oyanonod)
2 ........ Caesarian Hocfion
2 ..... ... Precipitate (1 brooch)
1 ........ Version
2 ........ Dry labor
Hospital
Home
Total
H2 eases
*,*> eases
[07 eases
107 Total
TABLK 15
BMTH SMAHON* OF C.AHMS KXAMINKI* AT K\r AUK I,i;vru,
tfl'IUNU
StlMMKK
K*M, \\NU.
To
AK IN
WKKKH
Boyn
Uirln
BoyH
(Jirln
Bnyn
<;rJ , U*ijfH i (iirN
liiLVl
(iirJ
4
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n
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i i a
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r
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15
jj
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lift
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* Spring: Man^h 2! through June SO; Hummer: Jnw 2t flirotigh Sr
througli Dcwember 20; Winter: Dwwnlwr *2\ thrtniKh Mnrrh 20,
20; /'V/// Si*ptrm!r
Birih History* Twenty-fivo of the InfimtB were horn al honw; eighty-two
cases were delivered in lumpitala* No case was included whnro l,!n*n wa any
evidence of what would bo medically termed "birth titjiiry/ 1 Al! cmm were
single births, Table 14 tabulates the general summary of birth condition*,
The birth weights of the male infanta varied from 2500 to 4480 gram*; of the
female infants, from 233S to 44SO grams. The averages have not bean datar-
mined because the home weight records are only appimimata
THE NORMATIVE INFANTS 31
The seasonal character of growth makes the birth month significant.
Table 15 gives the birth season of the subjects examined at each age level.
Separate tabulations have been made for the boy and girl infants in order to
facilitate the study of relative physical growth changes of the two sexes.
Physical Conditions and Health History. We selected only physically
normal infants for the study. Two infants in the group were supposedly
tongue-tied; one had the tongue clipped at 12 weeks and the other at 24 weeks.
We accepted no case of outstanding physical abnormality such as club feet.
A case of mild pyloric stenosis and one of rather severe eczema, as well as several
cases of decided malnutrition, were excluded. No examination was included
in the analysis if there were evidences that the behavior was affected by the
child's physical condition. Nevertheless when the health records were
analyzed it was found that during the four-week period between examinations
many physical disturbances were experienced* Table 16 lists all of the physical
difficulties reported. Naturally some children were reported for more than
one disturbance. Teething was checked only when swollen gums or teeth
eruption was accompanied by unusual fretfulness or some more serious evi-
dence. The common cold was the most frequently reported illness. After
12 weeks at least one fifth of the cases were reported to have had a cold, coryza,
or cough in the four-week interval prior to the examination, and from 24 weeks
on, more than half of the cases had had a cold between birth and the time
examined.
All of the disturbances, however, can be classified as minor. How much
minor physical difficulties distort behavior growth is not known and cannot be
ascertained from this study.
Age* Although we allowed a deviation of 14 days in the gestation term,
we adhered closely to the birth date in all age reckonings. Ninety-six per cent
of the cases were examined within two days of the exact examination day.
The few cases of greater deviation are shown in Table 17.
In summary, then, the claim that the group is highly homogeneous is fairly
well substantiated. It should be again pointed out that this fact lends a sta-
tistical reliability to the data quite beyond that of a study involving the same
number of cases but representative of the population in general. Our follow-up
studies of the normative infants and our clinical impression of infants drawn
from other sections of the population confirm our belief that a well-delimited
selection of subjects was achieved.
32 THE PSYCHOLOGY OF EARLY GROWTH
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THE NORMATIVE INFANTS
33
TABLE 17
FREQUENCY OF DEVIATION OF ACTUAL BIRTH AGE FROM ASSIGNED EXAMINATION AGE
AGE DEVIATION
(4- OIJDER)
( YOUNGER)
IN DAYS
AGE IN WEEKS
TOTAL
4
6
8
12:
16
20
24
28
32
36
*40
44
48
52
56
+ 5
+ 4
+ 3
1
'i
"i
2
1
3
11
1
4
1
1
1
1
1
+ 2
- 1
-2
5
6
9
9
1
3
4
12
5
5
7
4
6
5
6
5
3
6
4
8
11
7
9
11
9
9
5
12
7
4
8
10
8
8
2
4
4
11
9
4
6
4
11
6
6
4
7
8
10
6
5
7
9
6
5
2
6
10
10
2
5
6
14
7
6
5
12
9
7
12
4
1
4
11
4
83
86
138
115
80,
ITS
o\
-3
- 4
-5
2
1
1
1
1
6
1
1
Total number cases
32
29
28
26
49
38
37
33
33
35
37
33
38
48
28
524
CHAPTER IV
THE BEHAVIOR EXAMINATION
THE behavior examination was the main source of data for the present
study; all other information was considered essentially supplementary and
was used primarily for correlation or corroboration. Every effort was there-
fore directed toward obtaining natural and characteristic modes of response
in the controlled behavior situations. The procedure and the objective were
experimental in the sense that the situations were designed "to produce inten-
tionally a normal process for our observation." l Painstaking efforts were
made to keep the procedure standardized and systematic,; occasional varia-
tions, however, were permitted in order to preserve optimal emotional condi-
tions in both parent and child* In this we enjoyed marked success, as is indi-
cated by the almost uniform co-operation of the parents and the sustained
output of creditable performance on the part of the infants.
At almost every age, approximately a third of the infants made excellent
adjustment to the entire experience at the Clinic, including physical measure-
ments. Reference to the Clinic Day summary table, page 13, indicate** a
small percentage of children who fretted at some time during their entire sojourn
at the Clinic, But even these children adjusted and responded for long periods.
Instances of marked resistance were rare. Nearly always after a period of
initial adjustment, the infant began to exploit the situations with oagernoHs*
Fretfulness was most likely to occur with fatigue and in the postural wtuationH
when the infant was unsuccessfully striving for a lure* After a feeding or nap,
or both, he was again ready to display his capacities, Hcgpect for the infutitAs
usual routine, as well as a regard for the distinctive emotional characteristics of
each parent and child, were largely responsible for the satisfactory performances
elicited.
As we have indicated, the behavior examination was the pivotal event of
the Clinic visit* The examination, usually conducted in the Photographic
Dome (Fig, 1), was begun as soon after the infant's arrival at the Clime as
New York; Norton, I9&2. Pp.888* (See pp, 22-25.)
U
CRIB
FIGURE 1 EXAMINATION ARRANGEMENTS
Diagrams showing the Arrangements of the Photographic Dome and the Supplementary Examining Room
scale approximately IJ^' to 1"
(TO = Recorder's station;* (C) and C = Camera operator's station
(M) = Mother's station; (I) Infant
B Materials Bag (attached to crib)
D = Disposal bag (attached to crib)
A.M. Additional material: chair, blotters, table top, performance box
W = Waste basket
(E) = Examiner
;XX = Lights
x:
(0) Observers' stations
, , - = One- way- vision screen
* The recorder took an mconspicuous station at the recording desk. She used a stop-watch for the time entries of her record.
She assisted in incidental ways, chiefly before and after the examination.
35
36 THE PSYCHOLOGY OF EARLY GROWTH
was deemed expedient. The general procedure for establishing initial rapport
has already been described. Specifications for the examination room, appa-
ratus, and special test toys are given on following pages.
The Home Examination. The procedure for the home examination was
essentially similar to that instituted at the Clinic. The portable examining
table took the place of the crib, the window substituted for the dome lights,
and the examiner's smock pocket served in place of the material bag to retain
the test toys. There was no one-way-vision screen to conceal the stenographer
and mother, but the limited visual capacities of the 4 and 6 weeks old infants
made this a relatively unimportant factor. If necessary, however, the flap on
the examining table was used to confine the infant's range of vision on one side
while, on the other side, the neutral background of the examiner's smock made
an effective visual barrier. Inasmuch as the young infant's head is predomi-
nantly turned to one side, the examiner took her place at that side. The flap
was only occasionally needed.
Examination Continuity. The continuity of the observations from age to
age was preserved by presenting a given situation at successive age levels.
The order of situations was strictly adhered to except in the ease of the ad-
vanced postural activity. This part of the examination was conducted in a more
informal manner. Here the child's lead was frequently followed. Although
the routing of all the situations was predetermined, the transition from one to
another was executed in as natural and unobtrusive manner as possible, It
sometimes requires real diplomacy on the part of the examiner to avoid taxing
the infant's patience too greatly aa one enticing object after another is pre-
sented, only to be removed while it still retains considerable lure for him.
Interruptions. During an unavoidable interruption (us when the Infant
urinated and the canvas chair coverings and blotter needed to be changed)
the infant was held either by the mother or examiner. In some cases he was
permitted to retain the toy with which he was occupied,
The Duration of the Examination. The length of the examination was
naturally adjusted to the child's endurance* It gradually increased in dura-
tion from an average of 15 minutes at 4 weeks, to 42 minutes at 20 weeks, and
to 60 or 75 minutes at the end of the first year. The examination period was
usually continuous from 4 through 12 weeks, but after that there were fre-
quently one or two intennissions* The continuity of the situations was of
course preserved.
THE BEHAVIOR EXAMINATION 37
1. EXAMINATION EQUIPMENT
The examination equipment included a clinical crib, an array of test mate-
rials contained in a materials bag hung over the head end of the crib (Fig. 2),
a disposal bag for receiving the materials when child and examiner were
through with them. The accompanying photographs (Figs. 5-12) illustrate this
equipment. Figure 11 indicates the standard method used in the presentation
of the test materials. Figure 12 calls attention to the standardized location
points which will be referred to in the description of the examination procedures.
The Disposal Bag. Attached to the side of the crib is a bag in which the
materials may be placed after they have been handled by the infant, a
sanitary precaution to obviate the necessity of sterilizing the bulky material
bag after each examination.
The Platform Covering. At 8 and 12 weeks the canvas frame, over an inch
layer of cellulose tissue, was placed on the crib platform and formed the
surface on which the infant lay during the examination. The tautness of the
canvas made a resistant, yet not too hard, surface for the infant to lie on. At
subsequent age levels a blotter over a rubber covered quilted padding was
sufficient to protect the infant from the bare platform. This formed a more
resistant surface for the infant's increased activity. The covering was left
in place when he was seated either in the examining chair or on the platform
but was removed for the observation of advanced postural activity.
The Examining Chair. Placement in the chair was contingent upon ade-
quate head control. At the age of 12 weeks all but one infant was placed for
a brief period in a sitting position before the table top. The examining chair
was used at those ages when infants were yet unable to sit unsupported and
also in a few cases when the child was able to sit alone, but needed this restric-
tion to direct his activity to the table top. When the infant had acquired a
certain ability to maintain his balance while sitting, he was placed unsupported
on the platform until he showed signs of fatigue or evidences of imbalance and
then the chair was brought into use. Reference to page 132 will show that the
chair was used in 85 per cent of the cases at 32 weeks, but thereafter in less
than half the cases; by 56 weeks it was entirely discarded (Fig, 7).
Portable Examining Table. An infant's folding dressing table, 32 inches
high, 20 inches wide, and 33 inches long, was used in place of the crib for the
examinations in the home. When opened and set up, the canvas top is taut.
38 THE PSYCHOLOGY OF EARLY GROWTH
A
Sfi
B.x
\
DANGLING
RING
*
V
BOTTLE
&ODS
CUP
Li
n
BLOCK
SAUCER
CARDS
AND
PAPER
PICTURE BOOK
DISPOSABLE
TISSUE
FIOUKK 2 MATBMALS BAO
THE BEHAVIOR EXAMINATION 39
Placed on this was a piece of rubber sheeting and over it a pad which could be
easily changed. Attached to one side was a canvas flap, consisting of an
envelope of canvas fitted over a wire. The ends of the wire were inserted in
holes at both ends of one side of the table so that the flap could be folded
up or let down out of sight. This flap was raised, particularly during the
dangling ring situation, to eliminate the possibility of stimulation from objects
in the room (Fig. 8).
2. THE EXAMINATION MATERIALS (Figs. 9, 10)
The examination materials consisting of some 24 simple items are listed
alphabetically below and are pictured in the accompanying photographs:
Ball white rubber with narrow red and green stripes encircling the middle. Protuber-
ances on surface. Diameter 6 cm. (SR-4560, Seamless Rubber Co., New Haven, Conn.)
Bell chromium plated, black wooden handle. Bowl, outside diameter 4.4 cm., handle
5.2 cm. in height.
Bottle glass, 7 cm. in height, 2 cm. in diameter at opening. One-ounce iron mold.
Crayon red lumber. Eberhard Faber No. 836.
Cube wooden (white wood), bright red, 2 2.5 cm. square.
Cup white enamel with black handle. 9.5 cm. in diameter at top. 6 cm. deep. Size 9.
Dangling ring wooden embroidery ring, 11 cm. diameter at outer edge, bright red,
string 25 cm. long attached. (Duchess-felt cushion embroidery ring, 4 inches. Stern Bros.,
New York.)
Formboard made of half-inch board 36 X 16 cm., stained dark green. 2 Three holes
cut equidistant from each other and from edges of board from left to right as follows: Circle,
diameter 8.7 cm. ; equilateral triangle each side 9.3 cm. ; square, 7.5 cm. Three white wooden
forms to fit above holes, each 2 cm. thick: circle diameter 8.5 cm.; equilateral triangle, 9 cm.
on side; square, 7,3 each side.
Mirror attached to back of crib and covered by a roller shade.
Music box a wooden Swiss music box playing two tunes.
Paper green Hammermill bond No. 16, 8.5 X 11 inches.
Pellet white sugar, flat on one side, convex on other. Diameter 8 mm. (Cachous
Bradley-Smith Co., New Haven).
Performance box wooden box, painted green, 2 length 38 cm., width 24.7 cm., height
17.6 cm., open only at one end. Ends 24.7 X 17.6 cm. Top of box is 38 X 25 cm. 8 cm. from
closed end of box is rectangular hole 2.5 X 7.6, short side of rectangle parallel to long side of
box. 18 cm. from closed end of box is round hole, diameter 2 cm* 27.5 cm. from closed end of
box is a rectangular hole 3.2 X 2 cm., long side of hole parallel to long side of top of box. Meas-
urements for placement of holes are made from closed end of box to nearest side of hole. The
geometric center of all holes is on a line which bisects the top lengthwise. Use with per-
9 Paint: red U. S. Deck paint and No. 40 Liberty Red
green U. S. Marine green, A 52.
40 THE PSYCHOLOGY OF EARLY GROWTH
formance box, wooden rod (as described) and white square wooden form (as described). The
performance box is equipped with a handle as pictured in Fig. 11.
Picture cards (1) white card 5.75 X 5.25 inches, divided by black lines into four equal
rectangles; each rectangle contains a drawing. Drawings of: cup, shoe, dog, and house.
Picture cards (2) white card 5.75 X 5.25 inches, divided by black lines into six equal
rectangles; each rectangle contains a drawing. Drawings of: flag, clock, star, leaf, basket,
book.
R a ttle blue and white celluloid. Bowl 6.8 cm. in diameter. Handle 9.6 cm. in length
(Woolworth's 5 and 10).
Round rod wooden, painted red, 2 length 10 cm., diameter 1 cm.
Saucer white enamel, saucer 14 cm. in diameter.
Sh oe infant's shoe (Woolworth's 5 and 10).
Sleigh bells nickel-plated cat bells on curtain ring. (Bells: J#'-)
Snapper green cricket.
Spoon standard-size aluminum teaspoon. (Victoria Aluminum No. 986.)
Stairs wooden steps painted grey. Base 32.5 inches, height 23 inches, tread, first
7.5 inches, second 7.5 inches, third 10.75 inches, fourth 7.5 inches. Rise 5.75 inches.
Tricolored rings red, white, and blue interlocking rings, 4 cm. in diameter.
Wooden box painted bright red. 2 Outside measurements: 8.6 cm. wide, 9.9 cm.
long. Thickness of wood, 0.6 cm.
Baby talcum.
Disposable cleaning tissue.
Accessories in the Materials Bag. In addition to the usual test toys, the
materials bag was provided with a can of talcum powder. This was needed
for the pellet situation when the child's hands were dusted with talcum to pre-
vent adherence of the pellet- Sheets of disposable tissue are convenient for
wiping the infant's nose or face. One of the pockets contained a music box
for incidental uses. In another pocket were a set of teething rings, three nmall
hard rubber rings, red, white, and blue, linked together; and in yet another, a
shower curtain pin carrying three cat bells. These supplementary toys were
used in establishing rapport and maintaining an equable adjustment. The
performance box, too large to be placed with the other objects in the materials
bag, was located with the other large necessary accessories,
3, OHDBH OF THE EXAMINATION
When the examination room was in complete readiness the mother was con-
ducted into it carrying the child wrapped in a blanket. Under the examiner'^
instructions, the mother placed the child on the crib, and if the infant hud not
already been completely undressed, the mother removed the remainder of his
1 See footnote on page S9.
THE BEHAVIOR EXAMINATION
ROUTE SCHEDULE FOP NORMATIVE EXAM/NATIONS.
READ ACROSS TO ASCERTAIN THE AGES AT WHICH A &VEN SITUATION WAS USED.
READ DOWN FROM THE TOP OF ANY GIVEN AGE COLUMN TO ASCERTAIN TME
SEQUENCE OF SITUATIONS AT THAT AGE.
41
AGE:
4
WKS.
$
a
12
16
20
24
28
32
36
40
44
48
$2
5*
SUPtNE
DANGLING RtNG \
RATTLE
t ROD 1 1
*
1 BELL - SNAPPER- VO!C
f
*ULLEL
"> TO
PAPER
DANGLING RtNG
-^
StTTtNG
1 J StTTtNG 1
\
1 I CHAIR \ *
TABLE ,TOP
CONSECU Tl VE CUBES
1 MASSED CUBES
SPt
ION
\
BLOCK BUILDING
CUP A
ND Si
*OON
CUP
CUP AND- CUBES '
PELLET \ 1
CUP
i 'PELLET AND BOTTLE '
\BELL
I 1 1
1 RING AND STRING 1 *
Ft
' PAPER AND CRAYON \
\ PERFORMANCE BOX
' "
ORMBOARD
STA1
VDING
\
\
PICTURE CARDS
CUP- SHOE -BOX
t 1
PI
30NE
\
GIVE IT TO ME
\
BALL PLAY AND MIRROR
ADVANCED POSTURAL ADJUSTMENT
STAIRCASE
m
FIGURE 3 ROUTE SCHEDULE FOR NORMATIVE EXAMINATIONS
NOTE: A situation is optional for the ages indicated by a broken line.
42 THE PSYCHOLOGY OF EARLY GROWTH
clothing. The examination then proceded according to a schedule which was
suited to the age level of the child. The schedule followed is indicated on the
diagram (Fig. 3), which includes a few situations later discarded.
The sequence of the situations adopted was determined after preliminary
trial and was planned to increase the comparative value of the observations
at successive age levels. Relatively naturalistic observations were secured
first Simple situations preceded complex ones. Situations involving social
contact beyond that essential for working rapport were delayed until the less
personal responses were obtained. Postural control was observed at con-
venient and appropriate times, although postural activity was not induced until
the end of the examination. If the conditions of presentation or a fortuitous
response altered the situation abnormally, the examiner reinstated the situa-
tion at discretion. The order of presentation of the situation was otherwise
strictly adhered to and the unity of the total examination was preserved by
making a transition from one situation to the other as natural as possible.
4. EXAMINATION PROCEDURES
All told, a score of situations figured in the normative behavior examina-
tions. These situations are herewith described and for convenience are
arranged in alphabetic order.
A general description of the conduct and management of the examination
has already been made* The actual procedure used in instituting the indi-
vidual observation situations will now be specified in detail* For grammatical
convenience and for brevity these procedures are expressed In the direct impera-
tive mood. 3 The detailed directions here given should be regarded us concise
descriptions of the experimental conditions under which the systematic
observations were made-
The various location points referred to In connection with the examination aw a* follow*:
a.m. The standard median position Is the location pint (portion) m<wt froqu^ntly uwd In *hfl pwwntnUon
of materials. This point in located in th middle of a lino drawn trtmavormiiy on th<* tnblfi lop pttrtmol
to and 16.5 cm, from that edge of tho table top which ii nwur<wt tho child, m ptaturwi in Fig. H,
num. The near median position m a position on the taWte top in thft riuniian piano midway In'twwm tho
standard position and that table edge nearest the child*
f.m. The far median position is a position on the table top in th mncHan plane midway htitwmw thi wtitntlard
position and that table edge farthest rtmovod from thft child,
r.s.nou The right standard median position is a point (portion) approximately midway btttwwn thti Mtandard
median poaitfon and the right end of th transverse atandard lino,
U>m. The left standard median position is a point (position) approximately midway batwoon the atandard
median position and tho left end of the tran w itandard Una.
h.Lo. Represents the position usually takan by tha txamlner on th firwanttttiori of the raftteriftl, namely,
near the left corner of tha head end of tho crib.
THE BEHAVIOR EXAMINATION 43
In general the following rules apply to all situations:
(1) Always secure the child's attention to the place of presentation before
bringing the object into view.
(2) Hold the object in a manner to permit the infant a full view of it as it
is presented. For instance, if the object is a small one, hold it between index
finger and thumb with the other fingers drawn back. When two objects are
presented simultaneously, be careful to hold the arms so that the child has a
full view of the objects as they are brought into place.
(3) Bring objects into view at the far table edge and advance them along
the median line and place them in the standard position.
(4) Always permit the child full opportunity to react to and to exploit the
situation before removing the stimulus object. Do not always expect immedi-
ate response. At certain ages overt responses may be relatively long in
appearing.
(5) Keep the precautions listed on pages 65-66 constantly in mind.
The standard procedures used in the behavior examinations are pictured
herewith by means of action photographs (Figs. 13-17). These photographs
have been selected from 16 mm. film records of normative examinations and
are arranged to show salient phases in the management of the examination and
in the maneuvers of the examiner. This delineation should be studied in
connection with the associated textual instructions for the individual behavior
situations.
For a more complete demonstration of the procedures the reader may again
be referred to the motion picture films which depict the normative investiga-
tions. 4 One of these talking films gives an almost complete rendering of an
examination at one year. A silent film (16 mm.) deals in more detail with the
procedures as outlined in the present chapter. A special series of silent films
(16 mm.) gives a full rendering of the behavior of the normative infants as
outlined in Volume One of An Atlas of Infant Behavior. This latter series
consists of 25 reels (varying in length from 60 to 300 feet), each reel presenting
a separate situation.
4 THE YAJLE FILMS OF CHILD DEVEXOPMENT: (1) The Study of Infant Behavior. A talking film in 2 reels;
35 mm., 2,000 ft.; also 16 mm. New York: Erpi Picture Consultants, Inc., 1930. (2) The Growth of Infant
Behavior: Early Stages. A talking film in 1 reel, 35 mm., 1,000 ft.; also 16 mm. (3; The Growth of Infant
Behavior: Later Stages. A talking film in 1 reel; 35 mm., 1,000 ft.; also 16 mm, (4) Behavior Patterns at
One Year. A talking film, 1 reel, 35mm., 1,000 ft.; also 16mm. New York: Brpi Picture Consultants,
Inc., 1934.
See the descriptive bibliography of The Yale Films of Child Development in Appendix.
44 THE PSYCHOLOGY OF EARLY GROWTH
BALL PLAY
(36 weeks-56 weeks)
Preceding Situation. Cup, shoe, and box.
Conditions. The crib is bare ; right crib panel is fully raised ; left, half raised.
Procedure. (1) Place the infant in the sitting position with his back near
the head end of the crib, so that he cannot fall backward. The infant faces
the foot end and his legs are somewhat spread apart. With running comment,
roll the ball to the child slowly in a manner which will favor his interception
of it. If necessary, even lightly toss it between his legs so that he will actually
secure it.
(2) After he has grasped it, encourage him to return the ball; stretch out a
receiving hand across the end of the crib, beckoning him to roll the ball toward
you.
(3) If he still retains the ball, take hold of it; then, If he does not release it,
gently remove it by pressing it out of his hands so that it rolls or falls out of his
grasp in a manner suggesting responsive release,
(4) Again initiate the game as before and repeat the procedure three or
more times to determine the nature and the degree of his response,
NOTE: The examiner should make a social, playful approach in contrast to
the more restrained attitude maintained In the other situations*
BELL
(16 week8~S6 weeks)
Preceding Situation. Pellet and bottle.
Conditions. The child is supported iu the chair or is sitting on the crib
platform. The table top is in place*
Procedure, (1) Present the bell in the standard manner and place in the
s.m. position.
(2) If the child does not eontact or secure the bell after 10 seconds, place it
in the n.m. position*
(3) After observation of the child's manipulation of the bell, demonstrate
bell ringing, securing his initial visual regard to the demonstration* Seize
the bell with vertically directed grasp; ring it with a moderate waving motion
up and down three or four times, and replace in the nan. position* The excur-
sion of the waving is through a distance of about half a foot*
THE BEHAVIOR EXAMINATION 45
(4) After appropriate observation, repeat the demonstration.
(5) Observe again for an appropriate period and repeat the demonstration,
always in the same manner, securing initial regard.
BELL RINGING
(4 weeks-24 weeks)
Preceding Situation. Rattle.
Conditions. The child lies supine on the canvas-covered frame or on the
blotter of the crib platform. The crib panels are semi-raised.
Procedure. (1) Stand at the h.l.c. crib position and, without arousing the
child's visual regard, take the silenced bell in the left hand, the intact bell in
the right hand, holding each perpendicularly between index finger and thumb.
(To prevent any premature sounding of the intact bell, hold the clapper with
the index finger.)
(2) Retreat somewhat to the head of the crib and then bring both bells
simultaneously forward about 2 inches above the platform until each bell is
about 4 inches from the child's corresponding ear. Make every effort to keep
the hands outside of the child's visual field.
(3) Coincidently agitate both bells with a brief restricted motion. Muffle
the bell immediately after it has sounded. Wait several seconds for response.
Avoid too loud and sharp a sound and do not repeat the situation if the child
shows a marked startle response.
(4) Exchange the bells and repeat, again waiting for delayed response.
(5) Exchange once more, making four trials in all.
(6) If the child does not keep his head in midposition, modify the procedure
and bring the sounding bell to the available ear, taking added precaution to
keep it out of the visual field.
CUBES: CONSECUTIVE
(12 weeks 5 ~56 weeks)
Preceding Situation. Table top.
Conditions. The child is seated in the chair or on the platform. The
table top is in place. If the hands are in a constrained position, they are
6 One cube only is presented at 12 weeks.
46 THE PSYCHOLOGY OF EARLY GROWTH
freed. If the child is highly active, the examiner waits for a favorable moment
for the presentation of the first cube.
Procedure: First Cube. (1) Hold a cube in left hand between index and
thumb, drawing back the other fingers (to make them inconspicuous), and
bring the cube circuitously below the farther margin of the table top in the
median plane. Then raise the cube just above the level of the table top.
Secure the child's visual regard by moving the cube slightly. If this regard is
not readily elicited, tap the cube lightly against the table edge and, as soon as
the child fixates on the cube, slowly advance it in the median plane and place
it in the s.m. position. (Take approximately 2 seconds to move the cube from
the far edge to the s.m. position.) Withdraw the hand promptly and as incon-
spicuously as possible.
(2) Leave the cube in this position for 9 seconds. If the child docs not
contact it before the 10th second, at that moment, advance the cube to the
n.m. position. Leave the cube in this position for 10 seconds.
(3) If the child has not grasped the cube, place it in his loft hand. If he
has grasped the cube, it may be removed from his right hand, or it may bo
desirable to wait opportunistically for a favorable moment when he is retain-
ing it in the left hand.
Second Cube. (4) While the child holds a cube in the left hand, promptly
present the second cube in the manner already describee! for the first cube,
advancing It also to the n.m. position if necessary* If the child drops the first
cube before the second can be presented, the lirnt cube nhould he replaced in
the child's left hand and the second cube re-preaenled. Sometimes the ac-
tivity of the left hand is such that it is necessary to make two or more attempts
to secure grasp, and in exceptional cases the second cube must ho presented
without retention of the left hand cube*
Third Cube, (5) After an interval appropriate for observation, present
the third cube in the manner already described for the first cube, At the
moment of presentation, the child should bo retaining u cube in either hand.
With certain infants at certain age levels, this is impomibfa or impracticable*
In such instances the examiner should not go to undue extremes to secure
simultaneous retention of the cubes*
THE BEHAVIOR EXAMINATION 47
CUBES: MASSED
(16 weeks-56 weeks)
Preceding Situation. Consecutive cubes.
Conditions. At the conclusion of the consecutive cube situation, the child
is permitted to hold one cube, which he retains until the massed cubes are ready
for presentation.
Procedure. (1) Take the cardboard screen, hold it vertically and trans-
versely in the f.m. position. Using the screen to conceal the maneuver,
take 9 cubes and arrange them in a solid square in the midline of the f.m.
position. Then take the cube which the child has retained and place it on
top of the central cube in the mass formation.
(2) Advance with a fairly prompt maneuver to avoid actual seizure of
the screen (by certain actively reaching infants). Advance both the screen
and the cubes to the s.m. position and quickly withdraw the screen. If the
child does not contact the cubes after a period of 10 seconds, put them approxi-
mately in the n.m. position.
(3) Take special note of all adaptive behavior, including spontaneous
tower building.
TOWER BUILDING
(40 weeks-56 weeks)
Preceding Situation. Massed cubes.
Conditions. The examiner has removed all but four of the cubes.
Procedure. (1) Build with a moderately rapid maneuver a demonstra-
tion tower of two blocks in the f.m. position. Secure the child's visual regard
while the demonstration is being made.
(2) Place one cube in the n.m. position and proffer the second cube to the
child. By gesture and comment, request the child to build a tower. Repeat
the request if necessary and even follow it by another demonstration. At-
tempt to secure responsive behavior. If no adaptive, responsive behavior is
secured, demonstrate the tower in the s.m. position. Here again the demon-
stration may be repeated with gesture.
(3) At the later age levels, if the child has successfully built a tower of
two, hand him a third, then a fourth, cube.
48 THE PSYCHOLOGY OF EARLY GROWTH
CUP
(12 weeks-36 weeks)
Preceding Situation. At 12 weeks, the pellet. At subsequent ages, the
spoon.
Conditions. The child is seated in the chair or on the platform. The
table top is in place.
Procedure. (1) Present the cup in the standard manner, inverted, with the
handle in the median plane, pointing directly toward the child,
(2) Place the cup at the s.m. position.
(3) If the cup is not secured or is repeatedly brushed out of reach, advance
the cup to the n.m. position in the same orientation- This maneuver must
sometimes await a favorable moment to avoid contacting the infant's hands.
CUP AND CUBES
(32 weeks~56 weeks)
Preceding Situation. Cup and spoon,
Conditions. The child is seated in the chair or on the platform. The table
top is in place.
Procedure. (I) Hold the upturned cup in the standard manner with the
left hand, the handle directed toward the child.
(2) Grasp the collection of 10 cubes in the upturned palm of tho right hand,
(3) Simultaneously advance both cup and cuhos awl place the oup to the
left in the Lm. position and place the collection of cm bos to the right in the
r,m. position. For 20 seconds, or more, observe the resultant behavior.
CUP AHD SPOON
(32 weeka-56 vroakft)
Preceding Situation. Cup- After 36 weeks: Tower building*
Conditions. The child is seated in the chair or on the platform* The
table top is in place*
Procedure. (1) Hold the upturned cop in the standard manner with tho
left hand, the handle directed toward the child* Hold the spoon with the
right hand, handle directed toward the child. (The spoon Is held at the junc-
tion of the bowl and handle with overhead placer grasp*)
THE BEHAVIOR EXAMINATION 49
(2) Simultaneously advance the cup and the spoon in parallel lanes, the
spoon at the right, the cup at the left, the cup 2 inches to the left of the midline,
the spoon 3 inches to the right of the midline.
(3) Simultaneously place the cup and spoon in corresponding position on
the transverse standard line.
(4) After the child has exploited the objects and the behavior becomes
repetitious, remove the cup and spoon from his grasp and, with a quick ma-
neuver, place the upturned cup in the f.m. position. Seize the spoon at the
end of the handle between index finger and thumb. While the child is look-
ing, thrust the spoon perpendicularly into the cup and rattle it with a mod-
erate to-and-fro motion, striking the sides of the cup about 10 times in
5 seconds.
(5) Re-present both objects in the standard position as described in the
cup and spoon situation. Observe the responsive behavior in the same
manner.
(6) Make another demonstration of the spoon rattle. Follow this with a
period of observation.
(7) If desirable, make a third demonstration, making special effort to secure
the child's initial regard at the beginning of each demonstration.
CUP, SHOE, AND BOX
(48 weeks-56 weeks)
Preceding Situation. Formboard.
Conditions. The child is seated on the crib platform. The table top is
in place.
Procedure. (1) While the child is watching, place the box at the farther
right-hand corner of the table top, the cup at the left-hand corner, and the shoe
transversely across the farther end of the median line.
(2) Taking a position at the foot of the crib, say to the child, "Where is
the box?" " Where is the cup?" "Where is the shoe?" Repeat these
questions, with variation of order, observing the child's reaching and ocular
fixation to determine discriminative response.
(3) As a check, the position of any object on the table top may be inter-
changed with that of another object, or the object may be placed at random
positions to determine consistency of response.
50 THE PSYCHOLOGY OF EARLY GROWTH
DANGLING RING
(4 weeks-28 weeks)
Preceding Situations. Supine, 4 weeks through 12 weeks. Bell ringing,
16 weeks through 28 weeks.
Conditions. Child is supine on either canvas frame or on platform. The
examiner takes the normal position at the left, unless the dominating head
position of the child causes the child to face the right.
Procedure. (Steps 1-5, as delineated below, apply only to examinations
for the age levels prior to 12 weeks.) (1) Hold the dangling ring by the free
end of the string between index and thumb of the left hand. With circuitous
approach, bring the ring about 10 inches above the platform and slowly ad-
vance it toward the child.
(2) When the ring is immediately above the lower end of the sternum,
(zyphoid), arrest the movement and allow the ring to dangle for about 5
seconds. The ring should be fairly steady. (If it is twirling, the examiner
can easily stop the motion by momentarily interposing and then withdrawing
his hand.)
(3) If no positive response occurs, move the ring into the line of vision,
right or left, depending upon the head position* (The hand which the examiner
uses to hold the string is determined by the head position,)
(4) Bring the ring within the near fixation field (usually about 10 inches
from the child's eyes). In this position, bob the ring gently (a slight, slow,
up-and-down motion) if necessary to encourage ocular response. When the
infant fixates on the ring, move it slowly through an arc of approximately 180,
and then back again through the same arc with the same slow motion, keeping
the radius of the arc constant. Use 5 seconds for each arc of 180. Repeat
this motion once or twice until characteristic or optimum responses have been
observed.
(5) At a similar speed, move the ring from the eye level to 6 Inches above
the head, or farther if visual pursuit is secured. Then again, with the same
speed, move the ring back to the eye level and advance it toward the infant's
toes as long as visual pursuit is elicited* Repeat if necessary to secure optimum
response*
(6) At 12 weeks and older age levels, hold the ring about 4 inches above
the sternum for a whole minute if necessary in order to eMcit incipient or
THE BEHAVIOR EXAMINATION 51
delayed prehensory responses. Bob the ring gently if necessary to evoke
regard.
(7) If the infant does not grasp the ring but makes closure movements of
any kind, steady the ring and orient it so as to favor effectual grasp.
(8) If in the closing-in movements he contacts the ring or hits it to one
side, re-present the ring promptly and steady it to favor his grasp.
(9) If the child does not contact the ring, move it toward his left hand
without actually inserting it into the palm.
(10) If he does not then grasp it, seize the ring between index and thumb
and place it into his palm, prying the hand open if necessary to secure final
grasp. Then release the ring.
FORMBOARD
(16 weeks-56 weeks)
Preceding Situations. Ring and string, 16-32 weeks; Paper and crayon,
36 weeks; Performance box, 40-56 weeks.
Conditions. The child is seated in the chair or on the crib platform. The
table top is in place.
Procedure. (1) Present the board in the horizontal plane with the circular
opening at the child's right, and the apex of the triangle pointing away from
the child. Hold the board at the corner near the farther margin of the square
and advance it beyond the n.m. position.
(2) Place on the table top so that the near edge of the formboard coincides
with the near edge of the table top. Give the infant full opportunity to manip-
ulate the board as he chooses.
(3) After an appropriate period of observation, restore the board in posi-
tion and present the round block in the standard manner. Hold the block in
the left hand edgewise between the index finger and thumb with the plane of the
block coinciding with the median plane of the table top. Proffer the block to
the infant, favoring, and if necessary encouraging, edgewise grasp by his pre-
ferred hand. To prevent the child from displacing or picking up the form-
board at this time, the examiner's free hand may hold it in place.
(4) Note spontaneous behavior. Remove the block from the child's
grasp and without delay or ceremony promptly slip it into the round hole,
withdrawing the hand immediately. If, as occasionally occurs, the infant
does not pursue the round block, lift the block once or twice from its position,
52 THE PSYCHOLOGY OF EARLY GROWTH
allowing it to fall back with mild report. This maneuver serves to direct
attention to the block.
(5) Note spontaneous behavior and efforts at extraction of block. If in
these efforts the board tends to slide far out of position, place hands on the
board to keep it in normal position. Especially during the manipulation of
the block in the hole, it is necessary to hold the formboard in position.
"GIVE IT TO ME"
(40 weeks-56 weeks)
Preceding Situation. Not specified.
Conditions. The child is seated in the chair on the crib platform. The
table top is in place. The child is holding a ball or some toy which he has had
opportunity to exploit. The toy chosen should not be one which at that
moment has extreme interest for him,
Procedure. (1) Once or possibly twice in the course of the examination,
at the conclusion of the massed cube situation, or at any favorable transi-
tional period when the child is in possession of a cube, hall, or the tricolorcd
rings, extend the hand, palm upward, and say, "Give it to me," repeating once
or twice. The examiner's approach should be made somewhat informally to
increase social rapport, but no further assistance is given,
(2) If the child extends the object over the examiner's palm hut docs not
release it, gently grasp the object and hold it, waiting for release and with-
drawal by the child.
MIEBOE
(40 weeks-56 weeka)
Preceding Situation, Ball play.
Conditions, The child is sitting on crib platform; right crib panel IB com-
pletely raised; left one, lowered*
Procedure. (1) With somewhat playful approach, place the child squarely
in front of the mirror while the curtain is still drawn before it,
(2) When he is looking forward toward the curtain, raise Jt promptly but
not too abruptly. Remain in position ready to lend support to the child if he
loses his balance, and observe inconspicuously his response to the mirror image*
(3) Allow the child full postural freedom, permitting him to stand if ho
desires*
THE BEHAVIOR EXAMINATION 53
PAPER AND CRAYON
(36 weeks-56 weeks)
Preceding Situation. Ring and string.
Conditions. The child is sitting on the crib platform. The table top is
in place.
Procedure. (1) Hold the paper in the left hand at the farthermost edge
from the child.
(2) Hold the crayon in the right hand, with the point directed away from
the child.
(3) Present both paper and crayon in the standard manner in the hori-
zontal plane and place them simultaneously in front of the child. The near
edge of the paper is at and along the near edge of the table top. The long
axis of the paper is parallel with the median line of the table top. The crayon
lies near and parallel to the margin of the paper, at the child's right.
(4) If the child makes spontaneous marks on the paper, reverse the paper
or give him a new sheet for the scribble demonstration. For this demonstra-
tion place the farther margin of the paper at and parallel to the farther margin
of the table top. Take the end of the crayon with the right hand, hold it
obliquely, and apply it transversely near the farther margin with repeated back
and forth strokes, holding the forearm lifted so as not to obstruct the child's
view. The demonstrated scribble marks are confined to a circumscribed area
of the paper.
(5) Re-present paper and crayon simultaneously as before. Repeat this
demonstration twice.
PELLET
(12 weeks-56 weeks)
Preceding Situations. Cube, 12 weeks; Cup, 16-28 weeks; Cup and cubes,
32-56 weeks.
Conditions. The child is seated in chair or on crib platform. The child's
hands are dried, if necessary, by dusting them with talcum powder which has
been sprinkled on a square of cellulose. To do this, place the child's hands
pronately on the cellulose and, securing his acquiescence, pat and rub the
palms a few times against the cellulose.
Procedure. (1) Hold the pellet with the convex surface downward between
index and thumb of the left hand and advance it in the standard manner to
the s.m* position.
54 THE PSYCHOLOGY OF EARLY GROWTH
(2) If the child brushes the pellet out of scope, or if in spite of precautions
it clings to a moist hand, or if it is turned over, remove the pellet and re-pre-
sent in the standard position.
(3) After 10 seconds if the child has not seized the pellet, advance it to the
n.m. position. If visual fixation on the pellet is in doubt after presentation in
the n.m. position, replace the pellet successively at varying distances to the
right, to the left, and in front of the nan. line in order to confirm the visual
fixation.
PELLET AND BOTTLE
(32 weeks-56 weeks)
Preceding Situation, Cup and cubes, 32-56 weeks.
Conditions. Child is seated in chair or on crib platform.
Procedure. (1) Hold the bottle with the left hand between index and
thumb, the mouth of the bottle upward*
(2) Grasp pellet with the right hand in the usual manner.
(3) Hold the bottle at the level of the child's plane of vision above the
s.m. line.
(4) Drop the pellet into the bottle while the child is looking, being careful
to hold the bottle in a manner to secure its fullest visibility for the child.
After dropping the pellet, withdraw the right hand and proffer the bottle to
the child.
(5) If he does not seize it at once, place the bottle in the n.m. position,
(6) After an appropriate period of observation, re-present the pcllcl and
bottle as follows: Holding the bottle in the left hand, the pellet in the right,
advance them simultaneously toward the child, starting in the standard mariner
from the far edge of the table top. Place the pellet in the r.s.m position, the
bottle in the Ls.m, position.
FBRFOEMANCE BOX
(40 weeka-56 weeks)
Preceding Situation, Paper and crayon,
Conditions. The child is seated on the crib platform, The table top is in
place.
Procedure. (1) Hold the performance box by the handle and, taking care to
avoid abrupt movements* bring it slowly above the table top and place it on
THE BEHAVIOR EXAMINATION 55
the table top, the lower edge parallel with the s.m. line, the small rectangular
hole to the child's right.
(2) After an appropriate period of observation, take the rod in the left
hand and bring it over the performance box in the median plane, obliquely
directed toward the child. Release after he grasps it and observe subsequent
spontaneous behavior.
(3) While he is still holding the rod, point with the right index to the
center of the hole and say, "Put it in there," accompanying the words with
tapping gesture but without actual insertion of the finger into the hole. Re-
peat this gesture once or twice.
(4) If the infant does not spontaneously insert and release the rod into the
box, take the rod from him and, holding it at the end between index and
thumb of the right hand, insert the rod slowly and fully in view of the infant
and drop it so that it falls with report within the performance box.
(5) Tilt the performance box and remove the rod and proffer it to the child
as before.
(6) The demonstration is omitted altogether if the child in the first instance
accomplishes full insertion of the rod. In that case, remove the rod and restore
it to the child. Repeat the gesture to elicit insertion.
(7) After insertion, again remove the rod. Restore it to the child and
repeat the gesture, securing if possible three consecutive performances.
POSTURAL ADJUSTMENT
(32 weeks-56 weeks)
Preceding Situations. Prone, 32 weeks; Mirror, 36-56 weeks.
Conditions. Crib platform is bare ; right side panel is raised ; left side panel
is semi-raised unless otherwise specified.
Procedure. (1) SUPINE TO PRONE. To determine the capacity of the in-
fant to roll from supine to prone position, place him athwart the crib with his
feet directed toward the examiner. Bring the lure (bells or rattle) into the
child's view and drop it at his right side within a few inches of his costal margin,
but beyond his reach. If no postural adjustment follows, pick up the lure,
shake it, and replace it, waiting 30 seconds for a possible delayed response.
If no response occurs, repeat this procedure at the infant's left.
(2) SUPINE TO SITTING. No lure may be necessary to induce this behavior.
Simply place the child supine and step forward. If he does not attempt to sit,
56 THE PSYCHOLOGY OF EARLY GROWTH
a lure held in a position favorable for manipulation from a sitting position
should be used.
(3) PRONE TO SITTING. If the child's capacities and maturity so indicate,
seize a favorable opportunity to induce a change from the prone to the sitting
position. This must be accomplished somewhat informally; if while prone,
the child is given a lure to play with, he may more or less spontaneously assume
the sitting position.
(4) SITTING; PIVOTING. While the child is sitting on the platform, place
the lure to the left or right and somewhat to the rear of tHe infant to induce
pivoting, both clockwise and counterclockwise. If the child pivots, withdraw
the lure in an arc to keep it just out of his reach,
(5) SITTING TO PRONE, (a) While the infant is sitting, place the lure on
the platform in front of him to induce reaching. As he reaches forward,
withdraw the lure slightly by stages to elicit forward progression and to
demonstrate any ability to shift from the sitting to the prone position.
(6) If the infant is able to attain a prone position, use the lure again to
elicit crawling or creeping behavior. If the child's abilities warrant it, ad-
vance the lure to secure progression to the foot of the crib and then to the head
of the crib.
(6) SITTING TO STANDING. Place the child in the sitting position, confront-
ing the side rail. With the assistance of the lure, encourage him to pull him-
self independently to the standing position. His ability to assume the stand-
ing -posture independently without physical leverage or support may be
observed incidentally or determined informally*
(7) WALKING. If the child stands effectively with support, remove his
hands from the side rail and turn him so that he confronts the dig bant end of
the crib. Lend the support of one or two hands in accordance with his re-
quirements and, affording this support, attempt to elicit stepping movements
and forward progression* If he walks forward with very Blight support, the
support may be inomentarily but cautiously withdrawn to determine inde-
pendent walking,
The Use of Lures. Frequently the infant will display his postural behavior
when no lure at all is used. Indeed, in certain initial stages of development, the
lure may be an actual hindrance to progress. For instance ; In rolling, the direct
reaching for the lure placed at the infant's side brings the aims into a position
which makes rolling unusually difficult; the arms are very much in the way*
THE BEHAVIOR EXAMINATION 57
Contrariwise, the lure may sometimes induce behavior which is beyond the
child's voluntary control. For example: If the lure is placed to the side but
in line with the head, reaching for the lure in that position brings the arms into
a favorable position and the infant may inadvertently roll to prone. The
position of the lure is, therefore, important and the record of behavior should
include notations concerning the lure.
It is advisable to employ various lures. When one lure loses its motivating
power, another one may be substituted. The mother or examiner may also
serve to initiate the postural changes. When possible, the lure should be put
in place rather than held, because a free lure generally has more attraction for
the infant than one held by the examiner. To be most effective, a lure should
be placed just beyond the infant's reach. If it is too far away, he apparently
may despair of getting it. Judgment must be exercised about permitting the
child to secure the lure.
PRONE
(4 weeks-56 weeks)
Preceding Situation. Standing.
Conditions. Right side panel of crib is raised; left, lowered. Crib pad
and blotter are in place.
Procedure. Observations of prone behavior are secured in different ways,
depending upon the capacities which the infant has displayed in the just pre-
ceding behavior situations.
(1) While the infant is being held in the supported standing position,
cautiously shift the supporting hands and hold the child in ventral suspension,
with head directed toward the examiner's left. (Lengthwise of the crib, head
facing the foot of the crib.)
(2) The method of holding the infant will vary with the size and postural
control of the infant. Hold the young infant with one hand on either side of
the thorax. Observe the head posture very briefly while keeping him in hori-
zontal ventral suspension.
(3) Lower him slowly to the prone position, noting the body attitude.
Adjust the child's arms so that they will not be constrained when the prone
position is established. If the arms lie in full extension along the trunk, lift
the thorax free from the platform with the left hand and flex the arms of the
infant, then re-establish the prone attitude. If the child's head is on the
58 THE PSYCHOLOGY OF EARLY GROWTH
side and is not lifted, very gently turn it to the midline, placing one hand on
either side of the head to accomplish the passive rotation.
(4) Dangle the sleigh bells (or tri-colored rings) in front of the infant at a
distance favorable for vision. When visual fixation is secured, slowly raise the
bells to elicit maximum lifting of the infant's head
(5) Again using the bells as a lure, dangle them on the platform to elicit
reaching and keep them just beyond the child's reach to induce progression
reactions. Should he pivot, move the bells right or left accordingly. If he
does not pivot spontaneously, attempt to induce pivoting by slowly advancing
the bells on the platform by stages, keeping them just beyond the child's
reach. This procedure is first attempted in the clockwise direction and then
in the counterclockwise direction, but is not unduly prolonged. Occasionally
the child may be rewarded by a brief retention of the lure.
RATTLE
(4 weeks-28 weeks)
Preceding Situations. Dangling ring, 4-16 weeks; Supine, 16-28 weeks.
Conditions. The infant is supine, lying on eonvus frame or crib platform.
Right side panel of the crib is semi-raised,
NOTE: The procedure is first specified for the 4-12 weeks old infant. At
older ages, omit sections 5, 6, and 7.
Procedure. (1) Hold the rattle in the left hand, between index and thumb,
at the junction of bowl and handle,
(2) Bring the rattle into the median plane at the foot of the crib about 10
inches above the platform. Holding the rattle horizontal with the handle
pointing obliquely downward toward the foot of the crib, advance it nlowly iu
the median plane and arrest the movement above the lower end of the sternum.
Wait 5 seconds to note the response*
(3) If the infant fixates on the rattle, hold it there 5 additional seconds. If
he does not respond, gently but briefly activate the rattle by rolling the handle
between the thumb and forefinger*
(4) If he does not then regard the rattle, bring it into the visual field, either
right or left, depending upon the head position- Secure the visual regard,
immobilize the rattle, and hold it for 5 seconds.
(5) Now move the rattle toward the face-hand, touching the dorsum of the
* See glossary for definition of "foe4**n<i."
THE BEHAVIOR EXAMINATION 59
digits with the rattle handle. If the hand is open or presently opens, insert the
rattle handle into the palm.
(6) If the hand remains fisted, gently pry the fingers back and insert the
rattle handle. Observe the responses after grasping for approximately
1 minute or until the rattle is dropped.
(7) Take the rattle again, removing it if necessary by gently prying the
fingers open. Secure regard in the manner previously described. Bring the
rattle at once into the visual field as previously described, but this time move
the rattle slowly toward the occiput hand. Touch the dorsum of the digits
or insert into the palm as indicated before. Similarly observe the behavior
for approximately 1 minute or until the infant drops the rattle.
(8) At 12 weeks and at subsequent age levels, prolong the time during
which the rattle is held immobile above the sternum on the initial presentation.
After the responses have been noted, advance the rattle directly to the left
hand. Hold it within 2 inches of the left hand to elicit spontaneous grasp.
(9) If this does not occur, contact the palmar surface with the handle, or if
necessary, insert fully into the child's palm.
(10) Observe the manipulation of the rattle for approximately 3 minutes.
If the rattle drops out of the child's hand, note any visual or manual pursuit.
If the child disregards the loss, and if the three-minute period has not termi-
nated, replace the rattle in his hand.
RING AND STRING
(28 weeks-56 weeks)
Preceding Situation. Bell.
Conditions. Child is seated in the chair or on crib platform. Table top
is in place.
Procedure. (1) Take the ring in the left hand, holding it between index and
thumb at a point directly opposite the point where the string is attached.
(2) Take the string at the free end between index and thumb of the right
hand. Hold both string and ring in the horizontal plane, keeping the string
moderately taut.
(3) Simultaneously advance both ring and string. Place the ring slightly
in advance of the f.m. position and the end of the string in the r.s.m. position.
(4) Release hold of the ring and string promptly and simultaneously, being
careful to move the string as little as possible in the maneuver.
60 THE PSYCHOLOGY OF EARLY GROWTH
(5) If by chance the string proves to be beyond the child's reach or if he
brushes it beyond his scope, re-present the ring and string in the manner
described.
(6) If the child's attention wanders from the situation, partially lift and
tap the ring on the table top.
(7) Re-present once again if necessary. If after three opportunities the
string is not secured, re-present once more, placing the string so that it extends
along the median line with the end slightly in advance of the s.m. region.
RING, STRING, AND BELL
(32 weeks-56 weeks)
Preceding Situation. Ring and string.
Conditions. Child is seated in the chair or on crib platform. Table top
is in place.
Procedure. (1) Present the ring, string, and bell in the manner described
for the ring and string, this time placing the bell on the table within the ring.
This presentation may be accomplished with one maneuver by holding the
ring between the medius and index, and the bell between index and thumb of
the left hand.
(2) Immediately after placement, seize the bell, holding it perpendicularly
2 inches above the table surface. King it briefly and replace it. Execute this
maneuver with dispatch,
(3) In some cases, while ringing the hell with the left hand, it may be
necessary with the right gently to restrain the child from creeping toward the
objects.
SITTING
(4 weeks-56 weeks)
Preceding Situations* Bell ringing, 4-16 weeks; Dangling ring, 16-28*
Thereafter, when instituted, it is the initial situation.
Conditions. Child is lying supine on crib canvas support or on crib plat-
form.
(a) PULLED TO SITTING
(4 weeks28 weeks)
Procedure* (1) By gentle handling, without actually lifting the child, shift
his position 90 counterclockwise so that he lies athwart the crib, looking
THE BEHAVIOR EXAMINATION 61
toward the examiner. Accomplish this change in position carefully, lending
adequate support and assistance with both hands, in order to make the ma-
neuver comfortable and gradual for the child.
(2) Stand at the left side of the crib confronting the child. Take time to
establish favorable rapport. In order to preserve this rapport, it may be ad-
visable to take hold of the child's hands and pull his arms gently two or three
times as though to raise him to the sitting position without actually doing so.
This preliminary tension, if repeated two or three times, will serve to establish
postural responsiveness and will produce favorable conditions for later reactions.
Abrupt raising of the child to the sitting position should be strictly avoided.
(3) Insert the thumb of the left hand into the palm of the child's right
hand, and the thumb of the right hand into the palm of the child's left hand,
circling the child's forearm with the fingers. Exert a gentle but firm grasp on
the forearm, pull the child gently forward in the median plane, carefully steady-
ing him. The amount of pressure and angulation of the child's arms must be
determined cautiously and empirically. In general, the line of traction will
be about 45 from the horizontal.
(4) If necessary to exert a counter pressure, have the soles of the child's
feet press against the slightly raised side panel. Exert the traction gradually
and pull the child slowly to the sitting position. If the head lags extremely,
do not complete the traction to the vertical. When the head sinks to the plat-
form, momentarily hold both of the child's hands with the left hand and bring
the right hand under the child's occiput for support, sustaining the support until
the sitting position has been attained. If the infant shows a strong extensor
reaction, lower him to the supine position and gradually repeat the pulling
traction unless it proves impractical to overcome his extensor reaction. Al-
ways guard against sudden slipping or falling.
(b) SUPPORTED AND FREE SITTING
(5) After the child is in the sitting position, hold both his hands with the left
hand and bring the right hand against his thorax, thumb in front and fingers
supporting his back. Then release the left hand to a similar position. As
suggested above, this transfer is made warily, one hand at a time; otherwise
the infant may extend suddenly during the brief moment when supported by
the one hand only* The examiner's hands must not exert too much upward
pressure under the armpits*
62 THE PSYCHOLOGY OF EARLY GROWTH
(6) Now lift the child several inches and rotate him so that he confronts
the foot end of the crib. Lower him, shifting the supporting hands. Relax
the right hand and bring it against his back. Still using the hands to steady the
position, gradually relax the support and note the curvature of the back and
head posture as the support is withdrawn. If the child leans forward, keep the
hand under his chest to offer immediate support. Permit this passive sitting
posture for a moment, but do not prolong the situation if the infant shows any
intolerance whatsoever.
(7) If the infant is incapable of passive sitting and yet sits well when sup-
ported at the back, hold both of his hands and gradually lower them to a normal
position so they may aid in supporting him.
(8) Sitting without support may be tested on the platform if necessary.
The examiner cautiously withdraws his hands and observes the sitting balance
for a moment or more.
SITTING IN CHAIR
(12 weeks-40 weeks)
Preceding Situation. Sitting.
Conditions. The examination chair is used only if the child does not show
adequate sitting control, or in very exceptional eases whoso getmral motor
activity cannot otherwise be controlled, (This may he as late as 40 weeks.)
The chair is on the crib platform. The supporting band Is attached to tine
right side of the chair. The double or single band is used, according to the
child's postural requirements.
Procedure* (1) Place the child in the chair and fasten the band,
(2) Adjust the back of the chair to secure optimal head station and general
body control.
SPOON
(16 weeks-36 weeks)
Preceding Situation* Cubes massed*
Conditions. The child is sitting in the examination chair. The table top
is in place.
Procedure. Seize the spoon at the junction of the bowl and handle, holding
it between the index finger and thumb, hand in the supine attitude. With the
concavity of the spoon facing upward and the handle directed toward the child,
advance the spoon in the horizontal plane and place it in the standard position
THE BEHAVIOR EXAMINATION 63
with the junction of bowl and handle at the s.m. point. Observe both pre-
hensory and manipulatory behavior.
STAIRCASE
(40 weeks-56 weeks)
Preceding Situation. Advanced posture and locomotion.
Conditions. The staircase is placed in position with the right panel of the
crib down and the left panel raised. The top step of the staircase is against
the right panel, the steps extending at right angles to the crib. All objects are
removed from the platform.
Procedure. (1) Lift the child and place his feet in front of the first tread.
Hold the child at the thorax and allow him to bend forward so that his hands
come to rest pronately on the second tread. Lend support if necessary. If
the child shows only meager capacity to sustain this position independently,
do not continue the observation. If, however, his postural control is suffi-
ciently advanced, wait as much as 20 seconds to observe response.
(2) Place the lure (rattle, bells, rings) on the second or third tread but
beyond the infant's reach in order to entice him to mount the treads. If there
is no postural response, gently seize the child's right foot, flex the leg at the
knee and place the foot squarely on the first tread. Again wait as much as
20 seconds if necessary to note any climbing response. If there is no spon-
taneous response, encourage response by lifting and replacing the lure. Then
take the left foot in the manner described and place it on the second tread.
Use discretion in determining whether to proceed with the situation. Occa-
sionally it proves effective to use a secondary lure placed on a more advanced
tread or on the platform of the crib. If active climbing is induced, the lure may
be withdrawn when the infant is about to secure it and placed at a higher level.
(3) If the infant scales the staircase, observe his spontaneous postural
adjustments and by all means finally give him the lure as a reward.
STANDING
(4 weeks-56 weeks)
Preceding Situations. Sitting, 4-8 weeks; Cup, 12 weeks; Formboard,
16-32 or 36 weeks; Cup-shoe-box, 32 or 36-56 weeks.
Conditions. The crib platform is bare; the right side panel is raised; the
left panel is lowered*
64 THE PSYCHOLOGY OF EARLY GROWTH
Procedure. (1) Hold the child above the crib platform with a hand on
either side of the thorax. The child confronts the examiner. Lower him to
the standing position, supporting him with well distributed grasp under each
axilla.
(2) At first support the entire weight of the child and allow the soles of the
feet merely to contact the platform.
(3) If the child manifests any leg extension, gradually relax the support
and determine how much weight the child will himself support. If initially
he manifests no extension, lower his weight gradually to observe possible later
extension.
(4) If the child supports his full weight, completely but cautiously relax
support to ascertain whether he exhibits full control of balance. If he wavers,
grasp either forearm and lend partial support to observe the degree of his
control.
(5) For further determination of balance, raise the side panel and allow
him to seize it. Provide support graduated to Ills capacity.
(6) If the postural control is adequate, encourage him to release one hand.
(7) Standing before the panel of the crib confronting the child, offer a lure
to stimulate cruising either right or left. Place the lure on the side rail within
almost accessible distance. Then gradually withdraw it to stimulate loco-
motion.
(8) To determine the child's capacity to lower himself from the standing
position, dangle the lure within Ins view and place it on the platform several
inches to the side of either his left or right foot*
SUPINE
(4 weeka-28 weeks)
Preceding Situation. From 4 through 28 weeks, the supine situation is
the very first, unless the child resents this posture. In that ease the situation
is instituted at the end of the examination.
Conditions. 4-8 weeks: The crib side panels are lowered; the canvas
frame rests on the crib platform* 12-28 weeks: Crib side panels are semi-
raised; pad and blotter are in place on the crib platform.
Procedure. (1) Place the infant on his back, lengthwise of the crib plat-
form. Special arrangements for the surface on which he lies have been detailed
in the general statement concerning the conduct of the examination.
THE BEHAVIOR EXAMINATION 65
(2) Take the h.Lc. station and observe the course of the child's behavior
for a period of 2 to 3 minutes. Curtail this period if necessary and do not pro-
long the observation if the child shows any intolerance of the position.
(3) At the end of the situation in which the child is supine, his capacity to
roll from supine to prone may be investigated if the child's behavior or the
mother's report warrants it. Follow the procedure designated under Postural
Adjustment, page 55.
TABLE TOP
(12 weeks-56 weeks)
Preceding Situation. Sitting in chair, 12-40 weeks; Initial situation, 40-56
weeks.
Conditions. The child may be in the chair or seated on the platform. The
side panels of the crib are adjusted at a height level with the child's elbows so
that the flexed forearm can be readily brought onto the table top when it is
put into position. The child and the chair (if used) are adjusted so that the
table top edge when in place will be within an inch or two of the child's ab-
domen.
Procedure. (1) Holding the table top in a horizontal plane, bring it slowly
into place on the side panel railings.
(2) If necessary readjust the panels so that the table top is at the proper
height.
5. PRECAUTIONS IN EXAMINATION AND MANAGEMENT
Throughout the behavior observations it is essential that the examiner
be watchful of the child's safety and comfort. Particular points of danger
are as follows:
Spoon Situation. When the infant brings the bowl of the spoon to his
mouth, especially at the teething ages, he may "bite" on it with such strength
that its edge, pressing on his gums, causes pain and possibly crying.
Sound-Producing Toys, There are a few infants unusually sensitive to
sound. The sharp report of the hand bell or the rattle of the spoon in the cup,
or even the noise made by their own activity, may startle them so that they
cry.
Supine Situation. Rolling sometimes occurs with such suddenness that it
is disturbing to the infant.
66 THE PSYCHOLOGY OF EARLY GROWTH
Pulled to Sitting. If there is lack of arm resistance, or if the head lag is
yery marked, the situation should not be completely instituted. Instead, the
child should be raised to the sitting posture by lifting him at the back. Sudden
extension of the child while being pulled should be anticipated as it is occa-
sionally encountered.
Sitting in the Chair. An infant should not be placed in the examining
chair unless his head control is adequate. The chair is so constructed that it
will not tip with ordinary activity. However, at the older age levels 'if the
infant leans to the side and grabs the side rail of the crib, he can upset % the chair.
Sitting. At the younger ages before head control is established, the ex-
aminer should be ready to support the infant's head. When the child can
completely maintain his balance in the sitting posture for prolonged periods,
he may surprise the examiner by throwing himself backward with suddenness.
The examiner's left hand should always be in readiness to prevent this. Falling
sideward is usually less unexpected, but it should nevertheless be guarded
against.
Prone. When placing the child prone at the ages when it is necessary to
adjust the child's arms, care must be taken not to force the arms into position,
but rather to put them into place before the child contacts the platform.
General Postural Situations. Throughout these situations the examiner's
hand must be held near or lightly touching the child to prevent any full which
might injure him.
Sudden Approach of the Examiner, Elsewhere the manner in which the
examiner first establishes rapport with the child in described. Friendly rela-
tions established with him before his nap do not necessarily persist after he
wakes. The infant does not react favorably to a brusque advance or a stare.
His sensitiveness must be respected.
Abrupt Separation from the Mother, Although the child may accept the
examiner with friendliness-, if his mother retreats quickly after this adjustment,
the rapport between infant and examiner may be disrupted as soon us he
notices his mother's disappearance* This can usually he avoided by prolonging
the mother's presence somewhat beyond the point when he has apparently
accepted the situation*
The Physical Comfort of the Infant* The infant usually cries when he is
uncomfortable and sometimes whan this response has been brought forth it
is difficult to terminate it by attention to his meeds, It is therefore, desirable
FIGXJHK 4 - PHOTOGRAPHIC DOME
l^.tpi'' .I ' ,*''&&<${ ' '*'} } "?' ', v *u/ ">< ">,'>
FIGURE 7 - EXAMINING CHAIU WITH REMOVABLE CANVAS SEAT AND BELT
*!''. I^SLAMIMNC 'I"A,nnM
FKUWH ( ) SPKCIMKNH OK EXAMINATION MATKRIALS
1. Ml in standard median position
2. Cup and Hpoon in standard median position
3. MasHod oulxis
4. Papo-r and c.rayon
5. Forrnhoard and Ihroo blocks
6. (!up an<l (udxw
7* l\m$i Hiring, and Ml
8. Poltol, and l)otlle
( ). l ) ( k rformance box and rod photographed against
the foot end of the crib
1.0. Ball
IK Rattle
12. Tricolored rings, cat bells, and mirror
> V
c^
K 10 l)KVKt<oiMK.vr.M, TiKST M 4*t*i-;ni \i,s
'r<uiK\M '1 1 - TABI.-K Tor AND PHKHMINTATION OF SINGLE CUBH
Near mGett&r* jo$tWon
LOCATION POINTS OF K\ AMI NATION TAIU*K
Child brought into Photographic
Dome
Blanket removed
Table top placed on side rails of crib
Infant's attention enlisted Kings placed on table top; infant, in
crib
First cube presented
Cube ill standard median position
Second cube presented
Second cube in s.m.p.
1 turd cube presented
Multiple cubes assembled behind Cube removed from child's hand
screen
Multiple cubes annembled
(lubes shifted to f.rn.p. Cubes and screens to s.nt.p.; screen
removed
<j 13 NORMATIVE EXAMINATION PROCEDURES
Cubes and cup simultaneously
brought into view
Cubes and cup to s.iu.p.
**( Jive It to me"
Drops pellet into neek of hotlle Si<ie view of HMW immcmw
Kxumincr P ,V,.,MH Ml
(Ml In *.,.,,.
It NOBMWUK KXAMINVHON
Ring and string in oblique position
n
Performance box presented
Frontal view of same maneuver Performance box rod presented
f
'<h ',,
Infant placed in sitting position Gat bells moved to induce pivoting Infant lifted; lowered to standing
Infant in supported standing
position
In suspended ventral position
Placed in prone position
Ball rolled to infant
Examiner entices infant to return Invites reciprocal ball play
ball
FIGURE 15 - NORMATIVE EXAMINATION PROCEDURES
u .r
;47^-" '' * !46
rT**7'^r''''r' i* , * // -JR.', * * r ./"
Infant placed in supine position Kxarniner presents ralllo Brings rattle over infant/s chest
~~ '** ' *U
Places rattle in infant's opt^.n hand Pn\sents
fc
# % ^ ,
Suspends dan#Hn# rin^ above child's
<'hest
Starts to pull child to si Mi
Lifts nnd ivplwvs <hil<i in Hitting
position
Ix>wors child to Hupporlo<i standing I^mern child in \< i itti'id poNttu>n
position
f lnc*CH hint prone-
Places chair on platform
Places infant in chair; fastens
supportive band
Raises oilier side panel
Places table top upon side rails Adjusts infant's position
ront view of this maneuver
Places cube in infant's hand
Brings oup to s.m.p.
Presents polled, at s.m.p.
Presents ring and string in perpen-
dicular alignment
bt v ll IhH^Hi^nts formboard
KKUJUK 17 NouwtATrvK FtJxAwir NATION
Presents round block
The Longitudinal Measurements
to look at th'e a^fsn? **? "$? f the - fe6t - tO the V( ? tex ^ S ,? btained J ust before the inf ant lowered his chin
Diameters and Circumferences
5' The aSS mpv^ 6 i?fa t K t> a ! > il V P^on as she makes the biacromial measurements.
6 Thfs S* U y ,nv ? ^ an - S f f * s mewhat when th bicristal diameter is measured,
v. mb iniani; was unusually quiet during head measurements.
FIGURE 18 THE ANTHROPOMETRIC EXAMINATION
Measuring board with anthropometer in position.
;hing scales, filled wilh Mcrcen to
protect balance* beam from
(Uuss (syc scale Artificial hair scale Spreading calipers
Steel tape
19 INSTRUMENTS USEO IN ANTITOOPOMKTMC EXAMINATION
THE BEHAVIOR EXAMINATION 67
to anticipate discomfort. Infants are particularly disturbed when cold, tired,
and hungry. The temperature of the examining room should therefore be
watched. Signs of fatigue such as flushing or slight fretfulness should be
regarded and feeding should not be delayed beyond the accustomed time.
Removal of Test Toys. Infants who are unusually tenacious of their toys
will sometimes be emotionally disturbed by the removal of a toy which is
intriguing to them. It is helpful in such cases to resort to some ruse. At
certain ages the examiner's hand may become the diverting object; at others,
a supplementary object may be used, especially if there is a necessary inter-
mission in the examination. In other cases it may be desirable to delay re-
moving the cherished toy, as it will be relinquished more readily when the next
object is presented. Such departures from defined procedure are preferable
to an emotional disturbance.
Sanitation. It is assumed that the usual sanitary precautions will be ob-
served. The test materials are sterilized after each examination; a clean
canvas covering for the chair and frame and a new blotter are supplied for
each examination and they are changed during the examination if soiled or wet
by the infant. The examiner is garbed in a clean smock; the hands are washed
immediately prior to each session. If the examiner is suffering from a res-
piratory infection, even in its incipient stages, he should not make the examina-
tion. In case of emergency it would be permissible to use a gauze mask.
This mask, however, might be disturbing to the infant and is too suggestive
to the mother of the possibilities of infection to be used except in unavoidable
instances.
CHAPTER V
THE BEHAVIOR RECORDS
AFTER characteristic behavior has been elicited, there remains the all
important task of determining what responses have been made and of pre-
serving them for study. There is, of course, no single accurate method of
recording, equally appropriate or practicable for all purposes. The more spe-
cific and limited the investigation, the more precise should be the instruments
for recording. The present study was essentially an exploratory, though sys-
tematic, survey. There was no attempt to verify tentative hypotheses. The
field of exploration was extensive and therefore selective recording devices
restricted to certain phases were not warranted. Within broad limits it was
desirable to make the survey comprehensive.
An inclusive, adaptable, simple method of approach was indicated. It
was natural that the examiner, who of necessity was in close con tact with the
child, should also be the observer. It would have taxed the examiner less if a
second individual, behind the one-way- vision screen, had served in the capacity
of observer. This arrangement was tried but discarded. Such a procedure
would have required an additional trained assistant who could not in any event
have combined the functions of recording and observing. Moreover, his
greater remoteness from the child would have made certain observations diffi-
cult or even impossible.
Several methods of obtaining an accurate record were tried* The checking
method, which has been found serviceable in other investigations, was at-
tempted but was discarded for the reasons which follow. When all of the
possible responses are listed by this method, the recording sheet becomes too
cumbersome for convenient identification of any one item. One activity
frequently excludes many others so that minus checks are frequently re-
dundant. The impossibility of foreseeing all of the possible responses prior to
the investigation was apparent after a few cases had been examined. The
checks offered no means of reviewing and re-evaluating the behavior after a
lapse of time. Indeed mere check marks would have made it virtually im-
possible to reconstruct a behavior pattern in its organic integrity*
68
THE BEHAVIOR RECORDS 69
The method finally adopted was found to be admirably suited to the study.
The examiner dictated a running account of the behavior to a stenographer
who, in addition to recording the notes, kept a marginal time record, was alert
to inadvertent errors in dictation, and kept notes of obvious incidental happen-
ings. The dictated record gave a dynamic and vivid picture of the flow of
activity which made possible an analysis of the integrated behavior. It may
be thought that this method would tax beyond capacity the examiner's powers
of observation, but for each specific situation he had in mind certain behaviors
which were consistently observed and reported. Any additional responses
which the examiner noted were entered into the record. While specifically
directing his focus of attention, the examiner also exercised alertness to mar-
ginal activities which were reported. The immediacy of the dictation of the
behavior to a stenographer enhanced considerably the reliability of the basic
data.
1. THE TREATMENT OF THE BEHAVIOR RECORDS
The records from the 524 examinations present a formidable mass of data.
Care has been taken in every instance to avoid purely statistical analysis.
Only those items were finally tabulated which had been consistently made the
subject of observation and report at all examinations. The persons engaged
in the actual tabulations were made fully acquainted with the manner in which
the facts were originally gathered. At all stages the analysis was under direc-
tion and supervision.
Originally it was the intention to secure separate statistics for the sexes.
However, as the analysis of behavior proceeded, there seemed to be no out-
standing, consistent difference between the male and the female infants. We,
therefore, continued to keep the tabulations separate but derived percentages
on the combined number of cases, leaving for a later study a comparison of the
behavior of the sexes. Combination of the data is probably least justified in
the case of gross motor behavior where boy infants are likely to be more pre-
cocious than girl infants. Doubtless there are other instances in which ana-
tomical and physiological sex differences impose their influence on behavior
phenomena. In the case of bodily measurements and correlated findings, where
there was an indubitable sex difference, separate statistics were calculated.
Prior to the analysis of the protocols, the research assistants were in-
structed in the behavior examination procedures which were used in securing
70 THE PSYCHOLOGY OF EARLY GROWTH
the data. Cinema records were also demonstrated to familiarize these as-
sistants with the character of the varied behavior items and of the investi-
gation itself. The data were then subjected to detailed analysis, with due
regard to both consistent and variable factors.
The actual instructions which were given to the research workers follow:
1. Read over the Procedure for Presentation of Material for the situation in
question.
2. Study a motion picture record of one child for the age levels being
analyzed.
3. Read the dictated record for five or six cases at each age level, jotting down
items of behavior noted.
4. Organize the items of behavior under headings such as: regard, activity
with, distracted by, etc.
5. List the Items on a special form as per sample. Use separate sheets for
boys and girls.
6. Read the dictated records and check the behavior in columns opposite the
proper items, using a separate column for each child and indicating the
case number at the top of each column.
7. Use symbols as listed for checking behavior with respect to the following
categories :
Marked frequent behavior
Activity definitely present
Activity definitely present, but only occasionally displayed
Activity definitely absent
Activity not mentioned
Activity not mentioned, but its absence implied
Activity not mentioned, but iu presence implied
Activity of very poor quality, slow, accidental, etc.
Activity of quality below the average
Activity of quality above the average
Activity of very superior quality
Other symbols may be devised for special purposes as they are needed.
When this is done, keep a careful record of their meaning on the back of
the sheet.
8. When behavior has been checked for the same child for a situation at two
consecutive age levels, compare the two. Retaining the same symbols,
mark over with red pencil on the older age sheet the check marks which
THE BEHAVIOR RECORDS 71
indicate behavior not present the previous month. If some behavior is not
present which was present earlier, recheck those items in the same way
with green pencil. For example:
Dangling ring 16 weeks girls 20 weeks girls
Number 6 Number 6
regard regard
stares stares
inspects inspects
approach approach
closes in closes in
9. If check marks for the same child for a situation at consecutive age levels
are identical or very nearly identical, reread the records to be sure that no
errors have been made in checking.
(The records for the age levels 4-12 weeks were all checked by the person
who made the examinations.)
As the work progressed, special questions concerning the treatment of
data arose. For instance, if a child at one time maintained his head erect
and later in the examination the head was seen to sag, should the optimum
response be checked or should both items be recorded? It was decided that
the latter procedure would be followed. If a situation was reinstated and new
behavior items were consequently observed, both the items in the original
behavior and the items in the subsequent behavior were indicated, but with a
differential designation. Naturally in some cases it seemed desirable to group
one, two, or even three items which were closely related in order to bring out
certain behavior trends.
What should be the method for calculating the per cent of cases showing
a given behavior? Three alternatives were possible: (1) Base the percentages
on the total number of infants examined at any age level, regardless of whether
or not they were given the situations. This obviously would not be a desirable
procedure because the resulting figures would be too low. (2) Base the per-
centages on those cases for whom we had a definite report for the given item of
behavior. This would have changed the basis for the percentages of prac-
tically every item and would have weighted positive behavior. Percentages on
this basis would, therefore, be too high. In general it could safely be assumed
that, if behavior was not detailed or implied, it was not observed. (3) Base
72 THE PSYCHOLOGY OF EARLY GROWTH
the percentages on those cases in which there was any item of behavior reported
for the situation to he analyzed. This last method seemed the most satis-
factory and logical one to pursue.
As stated before, emphasis was placed upon positive behavior. If an infant
engages in one form of activity, this frequently precludes other forms of be-
havior, or definitely implies that other forms of behavior must have taken
place. For instance, if the supine infant grasps his foot, item Fed remain on
the platform can safely be assumed to be negative. If, on the other hand, the
infant grasps an object on the table, it is obvious that he has contacted it;
and furthermore it can be assumed unless the examiner explicitly has stated
otherwise that he first regarded it. With only a few specified exceptions,
therefore, all of the percentages for any given situation have been based on the
number of cases observed in that situation. For analytic purposes it was
occasionally desirable to base the percentages on those infants who demon-
strated a certain kind of activity. For example, an item reading // approaches,
approaches with delay is based on the number of cases who approached an
object. Whenever this has been done, the item is preceded by the conjunction
"if." Naturally these percentages must be differently regarded.
It is significant that the dictated records were sufficiently objective so that
they could be subjected to this impersonal analysis. The work of the as-
sistants was carefully checked at all stages in order to insure against any errors.
Because an infant's behavior was checked for any item which he might be dis-
playing at any time during the situation, the percentages may total more
than 100, For instance, Approaches with one hand and Approaches with both
hands may both be above 50 per cent at a given age level
As a rule the children subjected to a specific situation were not especially
selected from the group but if they were, the percentages for that age level were
not used. The one exception to this is in the stair climbing situation. The
examiner refrained from reinstating this situation at the 40 or 44 weeks age
level if the child obviously had insufficient motor capacity.
When the behavior for a situation had been completely itemized and
checked for each infant for each age level, the percentage of infants displaying
each item having been determined, the findings were scrutinized and only
those items of behavior which displayed the most significant growth changes
were retained. More than half the items for each situation were discarded.
Usually a further analysis of the material was necessary to illuminate and to
THE BEHAVIOR RECORDS 73
verify the findings, or to investigate some behavior the significance of which
had not been anticipated at the time of the first listing of the items.
2. THE RELIABILITY OF THE BEHAVIOR DATA
The reliability of our data cannot be discussed in general terms, but only
in relation to the separate aspects of the study. The variability of the in-
fant's behavior must be first considered. No check was made to determine
whether, if the total examination were reinstated either on the same or the
following day, the infant would display the same items of behavior. The
impossibility of reinstating the same situation has been pointed out by many
writers. To check comparability of behavior in reinstated situations would
indicate merely the consistency of the infant's performance. The infant is
growing and learning rapidly and it is very possible that behavior on the fol-
lowing day will be slightly modified. 1 However, we have evidence that the
modification is only slight. Repeatedly infants examined on one day were
brought back to the Clinic on the succeeding day for a photographic record.
Except in very unusual circumstances involving affective or physical factors,
such infants displayed essentially the behavior patterns of the previous day.
Careful regard was paid to chronological age. It was our practice to permit
only 2 days' deviation from the assigned age; and only very few exceptions
were made, as indicated by Table 17 on page 33. The rapidity of mental
growth in infancy makes a close adherence to age important for developmental
research. In this respect our data are reliable. They are representative of
the abilities of the normative infants at the assigned chronological ages.
That the behavior displayed at the Clinic was not unlike the behavior dis-
played at home was ascertained by interview with the parent. We have reason
to believe that the examining conditions stimulated rather than inhibited
activity. Frequently mothers had not yet observed the behavior at home and
were surprised at their infants' accomplishments. Even in the field of loco-
motion this was true. A few infants actually took their first steps at the Clinic.
Several others, to the amazement of their mothers, made their first demonstra-
tion of climbing ability on the staircase used in the behavior examination.
The motivating factors were probably not equal for all the children, but
every effort was made to adjust the child adequately to his surroundings and
to obtain from him his optimum behavior. If he showed evidence of fatigue
i Thompson, Helen: "The Growth and Significance of Daily Variations in Infant Behavior.'* Joorn.
Genet PsyckoL, 1932, 40, 16-36,
74 THE PSYCHOLOGY OF EARLY GROWTH
during the examination, the examination was discontinued and he was fed or
given a chance to sleep.
The adjustment to the examination was always made gradually so that the
infant was not startled by sudden changes. An initial brief interview with the
mother served to introduce the examiner gradually. From the infant's point of
view the whole conduct of the examination was leisurely. All of these factors
contributed to the validity of the infant's behavior and the reliability of the data.
Dictated Report. Because of the limitations of the examiner's attention
span and speed of verbalization, it cannot be assumed that all behavior re-
sponses were reported. In fact the examiner deliberately restricted the
observations to focal phases, with secondary attention to marginal behavior
manifestations. These phases shifted with the course of the episode. Ac-
cordingly, when an object was presented, the infant's initial regard was first
noted; then the infant's approach movements; then the grasp and disposal.
Only the salient features of the behavior events could bo reported. A high
degree of consistency in the observation of those salient features of behavior
was obtained by having only one examiner for the examinations at 4, 6, 8, and
12 weeks and only two examiners at the older ages.
Stenographic errors were reduced to a minimum by employing only ade-
quately trained persons* Moreover, the recorder was able to view the whole
examination through the one-way-vision screen and could therefore follow the
dictation with understanding. Errors in the examiner's report, such as
confusing right and left, were obvious.
A comparison of the dictated record with an inspection of cinema records
threw additional light on the question of reliability. The comparison could
not be reduced to statistics partly because the cinema films of necessity covered
only portions of the entire behavior sequence. Minute analysis of the cinema
records will always furnish more precise and comprehensive data for a given
run of behavior; but comparisons with the typewritten records show that the
salient features of behavior were correctly reported in dictation.
Each item at each age level has its own reliability and to make a statistical
summarization of the individual reliabilities would he impractical However,
at the 16 weeks level, two sets of independently gathered data afford a good
indication of the reliability of the study as a whole. At that age two different
groups of children, A and B, were separately examined hy two different ex-
aminers* The results are comparatively tabulated on the following page,
THE BEHAVIOR RECORDS
75
TABLE 18
COMPARATIVE TABLE SHOWING THE INCIDENCE OF SELECTED BEHAVIOR ITEMS*
As Determined by Two Examiners Observing two Different Groups of 16 weeks old Infants, but Using
Essentially Identical Methods
SITUATION: PRONE BEHAVIOR
ITEM
PERCENTAGE OCCURRENCE
DETERMINED BY:
ITEM
PERCENTAGE OCCURRENCE
DETERMINED BY:
A (16 Cases)
B (27 Cases)
A (16 Cases)
B (27 Cases)
Pr 3 . . . .
100
83
Pr23 ...
81
83
4 ....
18
31
24 ...
12
18
5 ....
82
70
25 ...
26
6 ....
100
100
27 ...
50
82
7 ....
95
93
28 ...
36
10
8 ....
56
52
33 ...
17
11
10 ....
75
64
34 ...
11
9
11 ....
83
91
35 ...
5
4
13 ....
21
29
36 ...
22
7
16 ....
24
7
38 ...
33
11
37 ....
5
11
39 ...
5
4
18 ....
22
36
40 ...
5
19 ....
33
39
20 ....
39
59
21 ....
82
74
SITUATION: RATTLE BEHAVIOK
ITEM
PERCENTAGE OCCURRENCE
DETERMINED BY:
ITEM
PERCENTAGE OCCURRENCE
DETERMINED BY:
A (16 Cases)
B (27 Cases)
A (16 Cases)
B (27 Cases)
Ra 3 ...
37
33
Ra 28 . . .
18
13
8 ...
69
68
29 ...
15
15
9 ...
31
57
30 ...
17
31
30 ...
62
64
31 ...
7
20
n . . .
38
7
36 ...
36
38
32 ...
38
23
37 ...
21
42
33 ...
43
65
38 ...
64
56
34 ...
14
39 ...
23
15 ...
36
50
41 ...
36
26
38 ...
87
77
42 ...
29
3
20 ...
20
28
45 ...
64
63
22 ...
43
55
46 ...
21
20
24 . . ,
39
25
48 ...
12
18
27 ...
27
19
49 ...
14
52 ...
31
28
53 ...
18
25
* The items related to the prone situation and the rattle situation are designated by numbers correspond-
ing to the listings of 21, page 123 and of 22, page 125.
PER CEJNT OF ITEMS SHOWING DIFFERENCE
DIFFERENCE! IN
PERCENTAGE
Prone (28 Items)
Rattle (30 Items)
3% or less
21]
23)
6-3 %
22 54
10 ^ 47
9-6 %
11
14
12-9 %
7
10
15-12%
14
26
25-15%
14
30
76 THE PSYCHOLOGY OF EARLY GROWTH
In the prone situation the percentage differences of items indicating the
part of the body on which the child rests are large. These items were not
always specifically dictated but the infant's position was inferred from the
description of the behavior. The items were, however, retained because the
trends expressed are valid and significant.
In the A group the rattle was presented after the dangling ring and was
placed in first one hand and then the other. In the B group it was presented
as the first situation and was placed only in the left hand. This difference in
procedure may have introduced some behavior differences reflected in the
comparative percentages.
Considering the small number of cases and the possible sources of error in
the techniques of study and of selection of subjects, an agreement within 10
per cent in approximately half of the items listed represents an acceptable
degree of accuracy.
3. THE INTERVIEW PROCEDURES
By means of interviews we secured valuable supplementary information
concerning the home behavior and developmental background of the children
observed at the Clinic. It was recognized that, in the familiar and secure con-
fines of his home, the infant might display significant patterns of behavior not
observable during a brief visit at the Clinic. Tins would be notably true
with respect to vocalization and language responses and habits incidentally
acquired in connection with the domestic routine.
Moreover, it was necessary to obtain additional facts concerning home con-
ditions and the history of the parents and the child. Preliminary inquiries in
this respect were a necessary part of the procedure in the selection of a group of
homes relatively homogeneous with respect to social and economic status
(see p. 18). Interviews were made botli in connection with the home visits
and with the Clinic visits. These interviews embraced the following fields:
home record, health history of the parents, birth and developmental history,
behavior day, home behavior.
The Home Environment The Home Record, as well as the baby's Behavior
Day, was secured by a home visitor when the parents were Introduced to our
project. An interested and co-operative attitude on the part of the parents
was of course important. It was advantageous to have a tactful and skillful
assistant to secure the preliminary information. The assistant could assume
THE BEHAVIOR RECORDS 77
a more detached relationship to the questions than the examiner, and this im-
personal, objective relationship helped to break down any barriers. If there
was any hesitancy in regard to supplying information on the first visit, the
questions were deferred until a later time when a relationship of full confidence
had been built up.
The Behavior Day. The Behavior Day Record was designed to furnish
information concerning the child's sleeping and eating habits, his diet, and the
routine of his everyday life. The relation of these factors to his behavior is
apparent. The facts themselves are important and they bear a relation to his
behavior characteristics. It is also of interest to know the practices of the
average home with respect to bottle, breast, and supplementary feeding,
frequency of feedings, provisions for the infant's sleep and play. These
practices, however, reflect current practice as well as the requirements of the
infant.
There was no resistance to the home visitor's questions concerning the
child's behavior day. We repeatedly assured the mother that we were not
trying to find out whether her child was normal but were investigating the
daily life of normal infants. By similar methods of interview, the examiner
usually secured an additional behavior day record when the child was brought
to the Clinic.
On subsequent visits to the Clinic, the behavior day record was always
obtained by the examiner or an assistant at the time of the Clinic visit. It
was usually the first subject of the interview, the introductory question being,
4 * What time does the baby wake up in the morning?" If the mother men-
tioned a fairly late hour, the examiner said, "Does he wake up before that?"
The mother's response was recorded and the examiner then said, "And what
happens then?" If the mother did not mention the time, the examiner said,
"At what time?" The same question was repeated until a record of the day
was secured. If the mother omitted to mention feedings or nap, or failed to be
specific in her reply, the examiner resorted to further questioning; but as a
rule the entire day could be reviewed with no more specific question than,
"And what then?" In some cases, if the mother had difficulty in reporting
the child's day because of its irregularity, the examiner asked, "What usually
happens?" If an occurrence were equally likely to happen or not to happen,
that fact was recorded. If the mother could not give a general schedule, she
was asked to detail the routine of yesterday. She was further asked to esti-
78 THE PSYCHOLOGY OF EARLY GROWTH
mate the kinds and amounts of food given at each meal, the method of feeding,
and the child's appetite.
The amount of time spent in sleeping and waking, and the number of sleep-
ing-waking periods are undoubtedly associated with certain aspects of adaptive
behavior and personality type. For biogenetic studies it will be important to
investigate these relations even though the time determinations are only
approximate.
Home Behavior. While securing the behavior day record it was natural
for the mother to speak of the child's play behavior. Thus she incidentally
supplied information in regard to the infant's home behavior. Inquiries were
made with respect to the special fields of gross motor, fine motor, language
and adaptive behavior, play activities, and habit formation. There was no
series of set questions. The interview was shaped to ascertain each child's
behavior characteristics and any individual traits which had not come under
our own observations. The parent's report was not necessarily accepted as
it was given. If the examiner suspected an overestimate of behavior, or if the
report was not specific, the examiner questioned further to arrive at a just
interpretation.
History. The history records were usually secured at an opportune time
during the first visit to the Clinic. At subsequent visits the inquiry was
limited to the health of the child during the interval. The mother's account
of the child's birth was checked and supplemented by the physician's record,
whenever possible.
Our informal contact with the parent during transportation to and from
the Clinic frequently revealed intimate details of the homo and Its relationships
which added materially to an understanding and appreciation of the child's
environment. The consecutive contacts with the mother built up friendly
attitudes and fostered confidences which yielded valuable data for biogenetic
study.
The Analysis of Reported Behavior. The Behavior Day Record and the
Home Behavior Record secured by interview were tabulated and analyzed
in the same manner as the data derived from tine behavior examinations. For
instance, reported vocalizations, feeding and toilet habits, social play, and
play opportunities, as shown by toys and place of play, were itemized and
checked to determine percentage incidences for each age level This itemiza-
tion facilitated a comparison with observed behavior. Sleeping periods and
THE BEHAVIOR RECORDS 79
sleep duration were suimnated in continuous series rather than in a dichoto-
mous "yes" and "no" classification. The data were accordingly treated
like the physical measurements; averages and standard deviations were de-
termined for each age level.
To increase the reliability of reported observations, other investigators
have required that records be kept as the happenings occur. We found such a
requirement impracticable. The person of average socio-economic status
avoids the written record even in such simple matters as checking a card to
confirm an appointment by mail. Household duties, combined with the atten-
tion which an infant demands, tax the mother's energies quite completely.
In the present study we relied upon verbal report.
Verbal report is subject to special errors when, as in this instance, observa-
tions are untrained and more or less undirected. In addition, errors of memory
are involved. The most objective items of behavior are the most reliably
reported. Mothers err not so much in actual report as in interpretation of
the behavior observed. The interview makes it possible to correct for errors
of interpretation which are not controlled by the inflexible form of a printed
questionnaire.
Sleep and Wakefulness. The Behavior Day Record was studied to deter-
mine the amount of time in twenty-four hours a child was awake, the length of
his longest waking period, and the number of sleeping periods in the twenty-
four hour day. In those instances when a child was awakened for a feeding
and the length of the period awake could not be estimated with confidence, it
was considered to be 15 minutes. A child was assumed to be asleep 10 minutes
after being put to bed when it was reported that he went right to sleep. If a
child was reported to sleep "off and on" for a certain period, one sleeping
and one waking period were recorded and the child was credited with being
half the time awake and half the time asleep. If occasional naps during a
waking period were reported, the child was credited with two or three sleeping
periods of 15 minutes, according to the length of the period. The waking
periods, therefore, do not include all of the small periods of wakefulness but
only those in which the child is definitely awake for a known length of time.
The length of the longest waking period offered no problem. It usually came
during the day and the mother's report in this respect was fairly definite.
The factors which determine the relative sleepfulness and wakefulness of
an infant are many; undoubtedly the most important of these are his physio-
80 THE PSYCHOLOGY OF EARLY GROWTH
logical needs. Illness in its acute stages usually produces wakefulness and
during periods of recuperation sleep is indulged in more than normally. The
child's environment is obviously important; a cool, darkened room is con-
ducive to sleep, while a warm, sunny one is not. It has been claimed that the
infant in sleep is less disturbed than the adult by sound, whereas to cold, pain,
and light he is more sensitive. The presence of an individual or any other
stimulating factor in the surroundings prolongs the waking period. It is
significant, however, that in a given environment the infant himself determines
to a certain extent his own sleeping and waking habits. As he matures he
sleeps less, his periods of sleep being longer and less frequent. Conversely,
he is awake more and for longer periods. The changes which we see occurring
in his first year are more largely a reflection of advancing maturity than of
parental management* The accuracy of the behavior day report must be
discussed before deviations in growth changes are evaluated.
Concerning the behavior day we must remember that an infant in the home
necessitates certain scheduled activities; the clock must be watched for feeding
time so that the bottles will be warmed or the meal made ready. The mother
or other householder in charge usually has in mind a schedule which she follows
and modifies as the needs of the child change. The behavior day is therefore a
very objective and conscious routine.
People differ considerably in their ability to estimate time; some mothers
are definitely time conscious and others are less so. Undoubtedly some records
are much more reliable than others. Mothers tend to overestimate the time
that the child is asleep, because if he lies quietly in his bed, he will not attract
attention and will be presumed to be asleep. This is particularly true of the
night sleep* Mothers tend to underestimate the time that the child spends
sleeping during the day because it is only during the sleeping periods that they
are free for other activities. Reported behavior in general tends to indicate
more sleep than is actually observed. Comparison of our findings with those
of others suggests that such indeed is the ease.
The number of aetual sleeping periods is also probably greater than that
reported. An infant's waking up and dozing baek to sleep are undoubtedly
frequently overlooked* While this invalidates seriously the absolute value of
the norms, the error from age to age is a more or less constant one and can be
corrected.
It will be remembered that two behavior days records were obtained for
THE BEHAVIOR RECORDS
31
the initial examination: one at the home, the other at the Clinic. Identity of
these records is not necessarily an indication of veracity of report; nevertheless,
comparison of the two sets of records furnishes some indication of their relia-
bility. No gross discrepancies appeared. Statistically to check this relia-
bility, however, would not give us a true indication of the value of our data.
It was the second behavior day, obtained at the Clinic, which was used for
study.
Mothers are likely to magnify a single incident of fortuitous behavior.
Our method of interview greatly reduced this source of error. For other
reasons home behavior reported by the mother should be regarded as an under-
statement of the child's actual performance. The mother may not be with
the infant during his reactive play time, for the child is often left alone in his
crib or carriage, or he is left with an older brother or sister. The mother may
not have observed the particular behavior in question. The mothers became
more detailed and positive in their reports with their repeated Clinic visits.
A partial check on the value of the parent's report is available in a few
instances where an item of reported behavior was also subjected to our own
observations. A list of comparative percentage values for a few items follow.
TABLE 19
COMPARISON OF PERCENTAGES OF BEHAVIOR ITEMS AS REPORTED BY
MOTHER (R) AND AS OBSERVED BY EXAMINER (o)
1
^QB IN WEEKS
S
4
6
8
12
16
Moves hcudward r
38
35
37
50
67
(supino) o
7
4
4
Moves footward r
12
17
30
27
24
(supine) o
Pivots .,..... r
4
21
22
27
60
(supine) o
7
29
Lifts head . r
4
31
36
24
11
42
72
16
4
11
28
47
4
23
52
8
27
4
19
20
4
16
3
15
73
80
(supine, dangling ring and rattle) . . o
7
18
42
36
82 THE PSYCHOLOGY OF EARLY GROWTH
It must not be thought that the discrepancies in the above percentages
represent overinterpretation on the part of the parent. Our observation covers
only a comparatively brief period. We would not expect the incidence of head-
ward and footward displacement to take place as frequently in a short time
span as in a longer interval. Also during the Clinic observation spontaneous
bodily activity may be slightly depressed due to the child's attention to his
new surroundings and stimulating toy
Every item of reported behavior, except "hands together," shows a higher
incidence than the corresponding item of observed behavior, nevertheless it is
believed that the report is a modest appraisal of the infant's repertoire. Not-
withstanding an absolute difference in the reported and observed percentages,
similar growth trends are expressed in the figures. This is notably true of the
items "pivots," " hands together," "hand play," and "regards hands."
Of course sources of error cannot be entirely eliminated from a complicated
and rather comprehensive developmental study. An overxealous effort to
remove one source of error easily creates or exaggerates some other source of
error. Much reliance must be placed upon the general consistency and validity
of the method of approach. We have briefly T indicatcd, however, some of the
error sources which must be considered in connection with the present study
and with any similar undertaking.
CHAPTER VI
THE ANTHROPOMETRIC EXAMINATION
A COMPREHENSIVE study of mental growth must give consideration
to problems of physical growth and of body type. For normative reasons
it seemed especially desirable to have a series of selected bodily measurements
of a homogeneous group of infants. Because of the extensive data on the
behavior growth of these same infants, such measurements should have added
normative value both for analytic and for comparative purposes. It is hoped
eventually to bring the anthropometric data and the behavior data into closer
correlation through the developmental study of individual cases.
The measurements obtained are indicated by the record form on page 261.
The data on eye and hair color are incomplete because satisfactory color scales
were not found until the study was well under way. The particular dimensions
taken were selected because the landmarks involved can be determined with
relative ease and accuracy. Moreover, these dimensions are basic and enable
us to reconstruct the minimum essential features of bodily conformation. As
a further aid to the study of body types, photographs of the infants were ob-
tained in the free sitting position. These photographs will be brought into
comparison with similar photographs of the same children at the age of 5 years.
1. GENERAL PROCEDURES
In general, we followed the principles of measurement specified by the
Report of the 14th International Congress of Prehistoric Anthropology and
Archaeology in 1912 concerning standard measurements of living subjects. 1
Certain deviations were essential and others desirable. The recumbent, rather
than the erect position, was used for obvious reasons. However, the conditions
in the recumbent position were devised to parallel as closely as possible the
conditions which were specified for the erect position. By the use of the meas-
uring board in connection with the anthropometer, a high degree of accuracy
of the longitudinal measurements was obtained (Fig. 18).
i Hrdlicka, Ales: Anthropometry. Philadelphia: Wistar Institute of Anatomy and Biology, 1920. Pp. 163.
83
84 THE PSYCHOLOGY OF EARLY GROWTH
The vertex, suprasternal notch, pubes, acromion process, and costal and
cristal margins are among the landmarks defined by the 1912 Congress. Di-
ameters and thorax circumference were taken with the child in the supine
position. Certain of these measurements are considerably affected by the
child's position. The recumbent position was chosen because any other was
difficult to instate with uniformity in infants of varying ages. Furthermore,
this posture could be retained for all measurements, and thus unnecessary
handling of the infant was avoided.
Other factors being equal, that procedure is best which secures the greatest
degree of relaxation of the subject. No procedure is satisfactory with every
infant. A slow, leisurely method is best adapted to certain infants, while
the same practice is ineffectual and even disastrous when used with others.
For most subjects, the mother's presence is a reassuring condition which facili-
tates the measuring. In very exceptional cases it will be found desirable to
dismiss the parent, but this should be done only when she gives some indication
that the adjustment would be better without her presence.
Relaxation of the infant is usually most pronounced just after a feeding or
a nap. A chirp or some novel sound made by the examiner will frequently
quiet the child. Often he can be lured into position by a toy. The use of a
blanket to partially cover the infant is usually not desirable. With very young
infants, however, its use is permissible if it quiets crying.
The room, the instruments, the examiner's hands, and of course the infant,
should be warm. Special precautions in this respect need to be taken in
winter.
Measurement readings should be made as soon as the standard position is
secured. Immediately after the reading is determined, the examiner should
again glance at the subject to see that no change of position has occurred. It is
sometimes impossible to obtain standard conditions and in that case deviations
from it should be noted.
On recording the measurement, the figures for that measurement made at
a previous age should be consulted* Eirors of reading the instruments and
errors of recording then become so obvious by their incongruity with the rest
of the data that, when they do occur, they can be immediately corrected.
Naturally observer and recorder should be alert to the possibility of the occur-
rence of such mistakes. The tabulations and computations should be checked
for clerical errors*
THE ANTHROPOMETRIC EXAMINATION 85
Some questions of reliability may be raised because our records are the
result of only one determination of each measurement. The exact position of
the infant and his state of relaxation even at best are undergoing almost con-
stant change; the infant, as a rule, will tolerate the necessary restraint and
manipulation only very briefly. One is forced to choose between making
several less carefully controlled records and one more carefully determined
observation. Under these conditions it seems better to take one reading at
the moment of optimum control of the constantly changing conditions. The
unconscious effect on the examiner of relying on multiple determinations rather
than one also introduces the possibility of greater personal error.
The Record. The examiner dictated the instrument readings to a recorder
who had before her the child's last record. When an incongruous figure was
dictated the recorder asked that that measurement be redetermined; otherwise
she unquestioningly entered the data on the record form. Davenport 2 has
well pointed out that in measuring growing children, one set of measures may
be checked by the preceding set. If this check is not permitted to bias the
observer, it is a positive aid in the elimination of errors. The check should be
used cautiously, however, with a full realization that the preceding measure-
ment may itself have been in error, or that the child may not have undergone
a change.
Order of the Procedure. When the behavior examination was completed,
the child was wrapped in a blanket and taken to another room where physical
measurements were made. Occasionally when it was necessary to interrupt
the examination for feeding or for a sleeping period, the child was measured in
the interim between the first and second part of the behavior examination.
But, as the Clinic Day table indicates, this was the exception rather than the
rule. In a few instances at 16 and at 20 weeks, the measurements were made
before any part of the behavior examination was begun. This was done only
when a feeding or a nap intervened before the examination.
At the time of the anthropometric measurements, it was natural for the
mother to volunteer information concerning the child's recent health. It
therefore became routine practice to insert health questions at this point.
When the observations were completed, the child was dressed and the inter-
view for securing supplementary data was begun.
Davenport, Charles B,: Guide to Physical Anthropometry and Anthroscopy. Cold Spring Harbor, N, Y.
Baltimore; Waverly Press, 1927. Pp. 53.
86
THE PSYCHOLOGY OF EARLY GROWTH
Instruments. The instruments used in securing the measurements are
listed in Table 20 and are illustrated in the accompanying photographs
(Fig. 19).
TABLE 20
INSTRUMENTS USED FOR ANTHROPOMETRIC MEASUREMENTS
NAME OF INSTRUMENT
MEASUREMENTS FOR WHICH USED
OBTAINED FROM
Martin anthropometer
Thompson measuring board
Spreading calipers
Tape measure, steel
Martin and Schultz, Augenfar-
bentafel
Fischer artificial hair samples
Longitudinal measurements
Longitudinal measurements
Diameters
Circumferences
Eye color
Hair color
F. Rosselt, Freiburg, Germany
Yale Clinic of Child Development
Richenbach and Sohn, Zurich,
Switzerland
Lufkiri Rule Co., U. S. A.
JT. F. Lehmanns, Munchcn, Ger-
many
J. F. Lehmanns, Munchen, Ger-
many
2. PROCEDURE FOR INDIVIDUAL MEASUREMENTS AND OBSERVATIONS
The anthropometric determinations fall into 5 groups: (a) Longitudinal
measurements; (b) Diameters; (c) Circumferences; (d) Weight; (e) Supple-
mentary observations. The specific procedures used (and recommended) are
categorically expressed for the sake of brevity and clarity.
(a) LONGITUDINAL MEASUREMENTS
SOLES OF THE FEET TO THE VERTEX
Conditions. The pad is put in place on the measuring board- The an-
thropometer is fitted into the left side of the board. All of the longitudinal
measurements should be made in quick succession while the infant is held in
the position described for the measurement of the total length. The essentials
of the procedure are that the infant lie in line with the anbliropomcler, legs
straight, soles of feet pressed firmly against the foot of the board The arms
are straight beside the body* The head is in line with the body the Frank-
fort-horizontal line vertically directed.
Procedure. (1) Move the anthropometer arm to the head end of the board
with the point of the arm touching the floor of the trough, (A, necessary pre-
caution to protect the infant from the sharp point,)
(2) Place the pad so that there is a space of about six inches between it and
the foot end of the board.
THE ANTHROPOMETRIC EXAMINATION 87
(3) Instruct the mother to place the infant supine on the board so that
when he extends his legs the soles of his feet will be about two inches from the
foot of the board. Guard against the infant's suddenly turning his head to the
side so that he hits the edge of the trough.
(4) Instruct the mother or assistant to hold the child's legs, demonstrating
the procedure in the following manner: From a position at the foot end of the
board, circle the calves of the child's legs with the fingers, the thumb extending
along the anterior surface of the tibia and up over the patella. Extend the
legs and by traction on the legs draw the infant down until the soles of his feet,
heels together, are in firm contact with the foot board. (Do this very slowly
so that the infant remains relaxed.) As the infant is moved, the pad slips
down the board, eliminating friction between the child and the board yet
permitting the desired full extension of the infant. Stand at the infant's left
side while the mother or the assistant carries out the above instructions.
Further directions or a second demonstration are sometimes necessary. If,
when the above instructions have been carried out, the infant is not in line
with the anthropometer, move him to the right or left as is needed.
(5) With the left hand hold the infant's head so that the sagittal plane and
Frankfort horizontal are vertical. If the infant shows intolerance of restraint,
dangle the bells or any other appropriate toy above him, adjusting the object
until the proper head position is obtained.
(6) With the right hand bring the anthropometer arm near the infant's
vertex. Then hold the anthropometer arm in the right hand with the index
finger along the arm and protruding just beyond its point. With the left hand
grasp the anthropometer rod with the fingers and with the left thumb on the
collar slowly pull it toward the infant's head until the anthropometer arm when
moved up and down barely touches the vertex.
(7) Ascertain the scale reading and proceed quickly to take the next
measurement.
SOLES OF THE FEET TO THE SUPRASTERNAL NOTCH
Procedure. (1) Be sure the infant is still in the position described above;
then with left thumb and index finger quickly pull the anthropometer arm
footward until its extended arm is slightly below the suprasternal notch.
(2) Lower the anthropometer arm and, still protecting the point with the
right index finger, bring the anthropometer arm up under the infant's chin.
88 THE PSYCHOLOGY OF EARLY GROWTH
If the infant's neck is very short it is sometimes necessary to move the anthro-
pometer arm up and down slowly, inserting the point at each movement.
Carefully bring it under the child's chin and into the suprasternal notch, pro-
tecting the point with the right index finger.
(3) With the left hand bring the collar slightly footward until the an-
thropometer arm tip just touches the deepest point in the hollow of the notch.
As soon as the measurement is read, quickly lift the arm from position and pro-
ceed to the next measurement.
SOLES OF THE FEET TO THE PUBES
Procedure. (1) In the manner detailed above move the anthropometer
arm footward until it is just above the crease over the pubcs.
(2) Move the point of the arm so that it is almost in contact with the
child's body and, as before, with the left hand adjust the anlhropomcler collar
footward until the lower edge of the arm is directly above the lowest portion
of the crease.
(3) If there is more than one crease, as is frequently the case, palpate to
determine which crease most nearly coincides with the upper border of the
pubes.
(b) DIAMETERS
BIACROMIAX,
Conditions. The longitudinal measurements have been completed, the
anthropometer removed, and the child is still lying on the board, the mother
standing beside the child. The child's arms are close beside the body.
Procedure. (1) Take the spreading calipers in both hands* Hold thorn
in the standard manner with the index fingers along the outer edges of the
caliper tips and the thumbs encircling the caliper arms at the inner margins*
The ends of the index lingers should protrude just beyond the ealiper ends*
Hold the calipers horizontal with the scale visible*
(2) Stand at the foot end of the board, lean forward and palpate the
aeromial processes with the tip of the index finger. When these have been
located slip the caliper ends over the most lateral portion of the processes and
ascertain the scale reading. If the child reaches for the calipers, distract his
attention with the tricolored rings or bells* If the child brings up his feet to
such an extent that they interfere with the measuring. Instruct the mother or
THE ANTHROPOMETRIC EXAMINATION 89
assistant to keep his legs down by putting a gentle, restraining hand on his
knees.
(3) If the child draws his shoulders forward or shrugs them, or appears
very tense, gently hold the upper arms and talk to him until relaxation is se-
cured. Do not take the measurements until the child is in a favorable position.
THORAX
Conditions. The child is lying on the board, the mother standing beside
the child, the examiner at the foot of the board.
Procedure. (1) Hold the spreading calipers in the same manner described
for securing the biacromial diameter. Place the hands at the side of the child's
body. With the index fingers locate the most lateral costal margin at the level
of the nipple. If the child is breathing deeply, wait for a moment when he is at
rest, then placing the caliper ends in position, quickly obtain the measurement.
(2) If the child is crying, obtain the measurement at a point intermediate
to minimum and maximum expansion of the chest.
BICRISTAL
Conditions. The child is still lying on the board, the examiner standing
at the foot of the board.
Procedure. (1) Hold the spreading calipers as before. Place the hands at
the side of the child's hips and with the fingers locate as definitely as possible
the most lateral portions of the iliac crest. Place the index fingers on these
points and slide the caliper ends into place.
(2) If the child interferes with the secural of this measurement by lifting
his legs, the mother or assistant should be instructed to restrain them by placing
the hand gently over the child's knees.
(c) CIRCUMFERENCES
HEAD
Conditions. The infant is lying on the measuring board, the mother or
assistant standing at the child's right.
Procedure. (1) Take the position at the child's left side near the head.
Hold the tape measure in the right hand and pull the end of the tape with the
left hand. Pull the tape out to about the 36 centimeter mark.
90 THE PSYCHOLOGY OF EARLY GROWTH
(2) With the right hand gently raise the child's head and with the left
hand place tape beneath it so that the zero mark of the tape will reach to the
child's forehead and so that the tape will encircle the most prominent portion
of the occiput.
(3) Replace the child's head on the measuring board ; bring the tape around
the child's forehead at the glabella and pull the tape until the first perceptible
resistance is noticed. Secure reading and quickly remove the tape. If the
child has considerable hair, it may be brushed back.
(4) In a yery few instances the child actively resists taking this measure.
If such is the case, instead of persisting in the procedure described above, the
measurement may be taken when the child is in his mother's arms; the tape is
placed in the same manner but brought together at the child's occiput rather
than over his forehead,
THORAX
Procedure. (1) Hold the tape measure in the right hand and with the left
hand pull out the tape to approximately the 36 centimeter mark.
(2) Holding the tape measure with the right hand, place the left hand under
the child's back from his right* Insert the end of the tape under the child's
back sufficiently so that when brought around his thorax the #ero mark will be
over the sternum.
(3) Remove the left hand from underneath and, holding the end of the
tape in place over the child's thorax, pull the tape around the child's body just
over the nipples.
(4) As with the head circumference, determine the tuutnoss by the first
perceptible resistance of the tape to further tightening.
(5) If when the hand is placed under the child's thorax he attempts to Bit,
the mother should be instructed to lean over him and talk to him. Avoid
allowing him to fall back and bump his head,
(d) WEIGHT
Conditions, The scales for weighing the infant have been fitted with a
board which protects the balance beam from the infant's grasp. (See illus-
tration,) The scale pan on which the infant is to be placed has boon provided
with a thin sheet of paper and the scale has been balanced with this paper in
position.
THE ANTHROPOMETRIC EXAMINATION 91
Procedure. (1) Instruct the mother to place the child either lying or
sitting on the scale pan, depending on his postural development. Any toy
which he may have been holding should be removed, except in very unusual
cases. (See 4 and 5 below.)
(2) Instruct the mother to stand beside the child to guard him from any
falls.
(3) Balance the scale as quickly as possible.
(4) If the child places his hands on the board which protects the balance
beam, request the mother to distract his attention by dangling a toy before
him. In unusual circumstances when the child is very active, he may be
weighed holding the toy.
(5) If the child has retained his toy, later determine the weight of the toy
and subtract it from his weight.
(6) If for any reason it seems advisable to weigh the infant while wrapped
in a blanket, the blanket must be later weighed and its weight subtracted.
(e) SUPPLEMENTARY OBSERVATIONS
EYE AND HAIR COLOR
Conditions. Artificial illumination should be turned off and the shades of
the room raised to secure as much daylight as possible. Avoid direct sunlight.
The observations may be made either when the child is on the board or when
he is held in his mother's arms. The latter procedure is sometimes desirable
if it is necessary to obtain more daylight by carrying him to the window.
Procedure. (1) Hold the eye color chart beside the infant's head and if
possible obtain his regard for your face. If this is impossible, use the tri-
colored rings or bells to attract his attention, holding them so that he must
raise the upper lid in order to regard them.
(2) Select that eye of the scale which most nearly matches the infant's
eye and describe any variation from this artificial eye.
(3) Hold the hair samples at the side of the infant's head, close to his
hair but not touching it. Select that sample which most nearly matches
his hair and describe any variations of the infant's hair from the selected
sample,
(4) If the hair shades from one color to another, match the separate areas
to the sample and designate the areas.
92 THE PSYCHOLOGY OF EARLY GROWTH
TEETH
Conditions. A tongue depressor is usually not necessary for inspection of
the teeth. The teeth may be examined either with the infant still lying on the
board or held by his mother.
Procedure. (1) Place the thumb of the right hand on the infant's chin
and gently depress the lower jaw. Inspect the upper gums and teeth at a
favorable moment when the child smiles or moves the upper lip.
3. THE RELIABILITY OF THE PHYSICAL MEASUREMENTS
With the collected data completely in hand, the physical measurement
records of each individual child were tabulated according to age. The usual
statistics, including average and standard deviation, were determined for each
age level.
In evaluating the findings, errors inherent in the data must be considered.
In the first place, the bodily measurements of the child arc inconstant. For
instance, Boyd 3 quotes Hohlf eld's findings that "Infants from 6 to 13 months
of age showed an average decrease in body length of 0.85 cm- after sitting up
1 hour, and 1.12 cm. after standing up 1 hour," Whatever the significance of
such variations, there can be no doubt that it is most important to control the
child's activity just prior to measurement. It will be seen by reference to the
Clinic Day Chart that, almost without exception, before being measured the
infant had been through at least part of the behavior examination where he is
placed in the sitting posture for the table top situations* In not less than
76 per cent of the cases at any age level, bodily measurements were preceded by
the complete behavior examination which involves, for periods gradually
increasing in length with age, the assumption of the vertical posture in sitting
and more briefly in standing. Whether our special technique of traction on
placement on the measuring board stretched the infant to his maximum length
is a matter for further investigation. In any event, variation in length due to
posture preceding the examination was to some extent kept constant for the
subjects by virtue of the similarity in the routine of the Clinic Day,
Variability in the pressure applied in holding the feet against the end of
the measuring board, the alignment of the child, the dorso-ventral curvature
Boyd, Edith: **Tha Ejqparlmental Error Inherent in Measuring the Growing Human Body, 1 * Atmr*
Journ. Phytbal AnO*ropol n 1929, f, S89-4SL
THE ANTHROPOMETRIC EXAMINATION 93
of his^spine, and his head posturing are further possible sources of error which
our methods were designed to avoid. The degree of the muscular tension of
the subject measured is variable under any uniform procedure. By avoiding
the introduction of a new examiner (the examiner who made the behavior
examination ordinarily also measured the child) ; by having the child's mother
at his side; by keeping room, instruments, and hands warm; by distracting
the child with a toy or a diverting sound; and by imposing only partial re-
straint, a maximum of relaxation was attained. We subjectively estimated
how successful we were in securing a normal, relaxed posture. Measurements
of shoulder breadth are particularly influenced by tension and while taking
this measurement the observer probably can best estimate the child's state of
tension.
Head circumference is distorted by the unavoidable inclusion of the infant's
hair, even though it is usually scant and fine. Any change in the normal
breathing depth or rate affects the chest circumference. The longitudinal
measurements as well as the diameters and the circumferences are influenced
by the child's subcutaneous fat, although the landmarks and dimensions
which we have chosen are less influenced by this factor than other landmarks
and dimensions which might have been selected. Of course weight varies with
food intake and excretory losses. So the infant himself introduces many indi-
vidual varying factors, only a relatively few of which can be held entirely
constant from child to child.
In addition, the personal error of the examiner must be considered. With
the exception of the infants less than 16 weeks of age the physical measure-
ments were made by the same person (H.T.). Her techniques had been de-
veloped in connection with an earlier investigation and remained relatively
stable over a period of four years. There was a conscious effort to preserve
uniformity of procedure, and at most the variations of not more than two
persons are involved*
The general and the specific reliability of the anthropometric data have,
therefore, been favorably influenced by the considerable homogeneity of the
group of subjects and the relatively uniform conditions under which the
measurements were made.
PART TWO
NORMS OF INFANT GROWTH
CHAPTER VII
BEHAVIOR NORMS
THE present chapter assembles all the tabular inventories of behavior
items derived from the normative survey. 1 To facilitate reference, the items
are grouped by situations and the situations are arranged in alphabetic order.
To dissect behavior responses into fragmentary items does violence to the
reality of the infant's behavior and is justifiable only if the process results in a
clearer understanding and interpretation of the total flow of activity. The
tabular summary inventories presented here depict the behavior growth trends
in terms of behavior items but they should not suggest that the infant is merely
a bundle of items, or that he is like Humpty-Dumpty fallen from the wall.
The infant has already been "put together again" in an earlier publication,
Infant Behavior: Its Genesis and Growth. In still another publication, An
Atlas of Infant Behavior, he is even preserved in the full totality which he en-
joyed before his analytical tumble. In the Atlas, numerous specimen behavior
patterns are pictured in their organic sequence for detailed study.
In the present volume the emphasis is on the analytic and symptomatic
aspects of specific behavior items and values. Such emphasis would scarcely
be warranted if the integral character of infant behavior had not received
strong consideration in the earlier expositions just mentioned.
Appended to each of the tables which follow, the reader will find specific
page references to representative behavior items which are delineated in the
action photographs of the Atlas. Students who wish to pursue a detailed study
of behavior items in their organic relation to the total flow of activity may con-
sult these photographs. The basic cinema films will also be made available.
The tables list behavior items which were found in the survey of the entire
normative group. The Atlas illustrates varied infants who in given situations
typify the behavior characteristic of the group as a whole. The pictorial
delineations of such representative infants may be profitably brought into
comparison with the normative trends set forth in the tables.
1 The tables are reproduced with the permission and through the courtesy of the McGraw-Hill Book Com-
pany, publishers of the present authors' volume entitled Infant Behavior: Its Genesis and Growth, 1ST. Y., 1934.
343, See especially Chapter Three.
97
98
THE PSYCHOLOGY OF EARLY GROWTH
Supplementary notes and a glossary provide definitions and comments for
items which need special explanation. The individual items are specified by
designatory letters and numbers. In the normative tables which follow,
1-40, percentages of 50 and above are printed in bold face type; fre-
quencies of less than 50 per cent which have some indicative import are printed
in italics. A dash sign ( ) signifies that the item was not analyzed because of
its negligible status for the ages concerned. An ellipsis ( , . ) signifies that the
item was not analyzed because the data were either unavailable or indecisive.
There are a few items in which the percentage frequencies arc based upon data
gained through reports by the mothers. These items are indicated by the
letter r in parentheses (r).
Readers who arc interested in the genetic interpretation of the develop-
mental trends shown in the table may consult the volume on Infant Behavior:
Its Genesis and Growth which devotes a section to each normative situation.
For initial orientation, the reader is referred to the chapter on "The On to-
genetic Patterning of Behavior" in the same volume. This chapter gives a
brief but inclusive overview of the growing complex of behavior from the
embryonic period through the iirst year of life.
1, .BALL PLAY BKUAVIOB (-1-0 \vecks-56 weeks)
SITUATION: BALI, PLAY (Ba)
Ba
DmiAvmn ITKMH
4
6
8
12
U
20
24
2ft
32
3<i
40
1
KegardH Kxarninor or Kxunuii(*,r*H hand
fift
?,
Regards Kx. or KX.'N hand, fur. r<*, dchiycd
fift
a
RctuhiH ball
53
4
5
IlctoAHCH ball without <le,(med rd*. to Kx. .
JPntthos or hits ball on platform , ,
/i7
?f
6
Responds
ftt
7
Places ball in Kxnminor f H hand
r>
ft
Throws or rolls ball
$1
<)
Thrown or rolls ball to Kxuwincr ,
r>
10
Throws ball
11
Definite repetitive ball play .
o
44
48
52
St)
58
92
84
86
fl
4
3
5
38
29
23
14
u
33
35
23
33
20
10
14
60
79
81
77
2/>
2/3
16
9
46
71
74
77
25
68
61
68
a
46
68
64
4
13
29
69
In all normative tahlw, twrct.ntayw of 00 and above are printed in Mdface., FFtqnencies t&$8 than 50 which have
indicative import are printed in Halm.
BALL XLAY
Ba 3 In addition to Birn^le retention of the ball, tba child may mouth it transfer it or wava it. In all m-
staneoH he retainw iu
4 Co-operative ball play may be shown later In the Httuation.
6 Includes extending the ball to the Examiner, or rolling or throwing the ball whether or not directly
toward tha Examiner*
Aiku Delineation*
Ba 3 Retains ball: #p weeks* p* 519, a d (releases only fortuitously)
mks, p, 5J
' umk$ t p. 519, i
5 Pushes or hits ball on platform; 44 uwrA*, j>. 51 i
11 Definite repetitive ball play:
BEHAVIOR NORMS
99
2. BELL BEHAVIOR (16 weeks-56 weeks)
SITUATION: BELL (B)
B
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
Regards (s.m.p. or n.m.p.) .... .
100
95
86
5
50
59
73
95
54
50
64
59
18
9
45
23
23
23
9
14
23
100
100
96
20
24
12
72
40
44
52
24
40
40
24
20
64
60
24
36
12
44
12
52
64
100
100
97
3
7
90
77
14
10
3
3
10
3
3
97
90
100
100
100
17
100
100
100
4
100
100
100
14
100
100
97
*3
100
100
100
100
100
100
100
100
97
100
100
100
Regards immediately
Regards momentarily .
Regards recurrently
4
7
18
16
Regards starily
Regards predominantly
100
100
96
100
100
100
100
100
100
100
100
100
100
100
100
100
Regards consistently ...
Regards prolongedly before approach ....
Regards handle predominantly
Regards handle first .
3
7
8
Shifts regard
Shifts regard, to surroundings
20
17
7
100
100
12
4
12
100
100
18
7
7
100
100
27
3
20
100
100
19
4
12
100
100
14
3
10
100
100
40
3
23
100
100
72
8
44
100
100
Shifts regard to Examiner
Arms increase activity ...
Approaches bell
Approaches after delay
Approaches promptly . . ...
90
28
62
45
17
90
7
55
55
83
14
69
45
24
7
48
40
17
100
28
72
31
4i
100
66
38
45
100
10
90
28
48
17
31
47
31
100
27
65
46
19
100
62
12
20
100
100
54
23
15
8
4
35
100
14
75
50
25
100
61
7
18
100
4
96
54
21
14
7
100
27
74
57
17
100
40
13
23
100
100
53
23
23
13
100
12
84
65
19
100
42
8
8
100
100
58
8
27
4
97
3
93
62
31
100
24
100
3
97
59
24
14
10
97
10
81
61
20
100
33
100
3
97
64
13
10
5
96
4
96
52
29
100
44
ibb
4
96
52
24
16
12
Approaches with both hands
Approaches with one hand
Approaches with right hand
Approaches with left hand
Contacts . .
Inverts hand on approach
Dislodges on contact
23
23
40
40
40
12
28
4
28
Manipulates without grasping , .
Grasps after delay .
Grasps with right hand only
Grasps with left hand only
Grasps with left or right hand
Grasps in palm
40
z
Grasps with thumb opposition
39
7
11
29
18
32
4
32
4
15
40
17
20
10
20
27
7
40
7
23
58
15
54
8
55
19
12
42
12
16
59
24
31
7
21
14
7
24
10
67
15
36
5
38
18
8
15
20
5
52
52
48
4
20
24
1
8
16
Grasps top of handle
8
19
12
38
4
27
Holds with both hands .... .
8
55
10
55
14
24
41
7
59
24
31
Manip., holding with fingers around handle
8
12
Manipulates, holding by clapper
Manipulates bell on table top
23
48
4
45
14
41
40
Drags on table top
8
36
16
8
24
16
12
17
76
35
21
62
38
17
6
100
76
38
90
59
55
24
52
34
21
28
100
100
42
81
42
73
35
62
47
38
12
35
12
11
100
96
32
79
36
82
43
54
50
46
4
22
21
10
100
100
43
70
30
83
53
87
76
60
20
70
43
12
100
100
27
58
35
89
46
81
92
62
19
54
50
12
15
19
8
55
38
88
88
27
81
49
52
49
58
15
31
4
27
100
100
35
52
24
69
38
79
83
73
7
76
65
10
24
21
3
24
24
100
100
21
89
53
15
73
38
10
31
7
24
5
100
97
30
41
15
62
21
69
94
82
13
68
66
25
10
10
8
28
28
88
88
15
94
88
55
61
48
15
18
10
23
4
100
100
4
4
4
44
20
68
88
52
28
76
72
16
8
4
40
28
28
100
100
16
79
57
29
50
40
20
4
32
Lifts
Bangs on, table top
Mouths bell handle
Transfers ........ ...
Turns boll end for end .
21
10
3
4
Rings
Pokes . .
14
Pokes clapper ..
4
7
Brings befl to platform ........
4
3
3
7
4
8
7
7
10
10
10
43
43
88
88
27
81
60
20
60
43
7
Proffers bell to Examiner (or mother) ....
20
50
45
40
8
42
50
55
45
17
45
45
91
91
31
32
10
10
22
27
27
50
60
12
50
41
50
21
21
80
80
14
47
37
47
8
4
Waves bell after demonstration
Rings boll after demonstration
Waves or rings bell botli be. and af. demon.
5
8
3
Pivots .
Frets
23
14
24
20
35
14
14
10
12
15
25
32
7
43
Vocalizes
100 THE PSYCHOLOGY OF EARLY GROWTH
Item
B 12 After 16 weeks the initial focus of regard is difficult to determine because it shifts rapidly.
25 Inverting the hand on approach is evidently an adaptation for subsequent grasp.
39 Includes only cases who hold the bell with both hands for a definite interval ol time; simple transfer
of bell from hand to hand is excluded, for this involves a mere moment of holding by both hands.
Atlas Delineations
B 3 Regards immediately: 16 weeks, p. 440, B (2.25 sec.)
5 Regards recurrently: 16 weeks, p. 440, A D
6 Regards starily: 16 weeks, p. 440, B
9 Regards prolongedly before approach: 16 weeks, p. 440, B
10 Inspects before approach: 20 weeks, p. 444, B
12 Regards handle first: 16 weeks, p. 440, B
13 Shifts regard: 16 weeks, p. 441, F
16 Arms increase activity: 16 weeks, p. 440, G-TI
18 Approaches after delay: 16 iveeks, p. 440, D; 20 weeks, p. 444, I>
19 Approaches promptly: 24 weeks, p. 448, A
20 Approaches with both hands: 26 weeks, p. 448, A; 32 iveeks, p. 456, B
21 Approaches with one hand: 16 weeks, p. 440, A-II; 20 weeks, p. 44-1, A -It
23 Approaches with left hand: 28 weeks, p. 452, B
24 Contacts: 20 weeks, p. 445, E
25 Inverts hand on approach: 28 weeks, p. 452, B C
26 Dislodges on contact: 20 weeks, p. 444-5, D-K; 28 weeks, p. 452, I)
28 Grasps: 24 weeks, p. 448, D
30 Grasps promptly: 24 weeks, p. 448, A-D (2.50 HOC. after boll replaced in H.m. position)
34 Grasps m palm: 2/t weeks, p. 449, F
35 Grasps in terdigi tally: 20 weeks, p. 445, IS
If the bell position had been more favorable for grasp, it is obvious, from the hand posture, that
grawji would have been intercligital
36 Grasps with thumb opposition: 44 weeks, p. 468, D
38 G rasps top of handle: 44 weeks, p* 468, B
39 Holds with both hands: 2/t weeks, p. 449, II
40 Manipulate!*, holding between thumb and fmgerH: 52 weeks, p. 476, C; r>. 477 G
48 Lifts: 24 weeks, p. 449, F
49 Manipulal.OB above table top: 28 weeks* p. 453, F II
50 Bangs on table top: 28 weeks, p. 453, JI (banging not* shown)
51 Brings to mouth: 24 wee,k$, p. 449, F
52 Mouths bell handle: 24 weeks, p. 449, F; 32 weeks, p. 456, C (not an eharaetennUe of 32 as 28 weeks)
53 Transfers: 2# weeks, p. 453, 11
54 Transfers frequently: 36 weeks, pp. 460-1, A-H (6 tirmw)
56 Waves: 36 weeks^ p. 461, F, G
57 Kings: 60 weeks, p. 465, G
59 Regards clapper: 28 weeks, p, 453, G: 40 weeks (not usual at thin age)* p. 4(>4, D
60 Pokes clapper: 44 weeks, p, 468, G; p. 469, G
64 Proffers bell to Kxa miner: 56* weeks, p. 480, D
66 If graspH, drops bell: $4 lueeks, p. 449, G
73 WavoH or ringH bell lx>th before and after cJouumH (.ration: 32 wdb, p. 457, F-G
(DemonHtration not ahown but subsequent behavior similar)
BEHAVIOR NORMS
101
3. BELL RINGING (4 weeks-24 weeks)
SITUATION: BEU, RINGING (Br)
Br
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
43
52
56
1
Postural activity ceases
fft
so
9Q
9^
90
^7
95
2
Postural activity diminishes
71
71
61
4S
43
37
^
3
Starts or blinks ...
7
18
9<f
14
Q
17
11
4
Regards Kxawiiner
7
14
W
'ff
34
17
18
5
Turns head ...
10
7
? e
Q
SP
67
89
6
Turns head to bell
7
7
18
Q
97
47
79
BELL KINGING
The bell was rung opposite each ear and this was repeated twice so that the child had four chances to
respond to the sound. The child might therefore be checked for more than one response. The percentages,
however, are based not on the total number of responses but on the number of children.
Item
Br 1-5 These responses were credited only when they followed the stimulus immediately.
1 Any immediate, usually brief, total quieting of the infant after the bell is rung.
2 Includes cessation as well as any immediate, usually brief, noticeable lessening of activity.
3 Any complete or partial start.
4 This behavior is usually accompanied by widening of the eyes and reduction of activity.
5 The head is turned either to the right or left not necessarily to the side from which the sound came.
6 This item was checked when the total behavior pattern of the infant tended to indicate that the
response was related to the ringing of the bell. When the child looked at the examiner and then
turned to the bell this was counted as turning the head to the bell, even if the response was delayed
and was not followed by visual regard of the bell.
102
THE PSYCHOLOGY OF EARLY GROWTH
4. CONSECUTIVE CUBES BEHAVIOR (12 weeks-56 weeks)
SITUATION: CONSECUTIVE CUBES (CC)
CC
BEHAVIOR ITMMS
4
6
8
12
16
20
If
52
16
'i
21
66
10
'^1
2
32
36
41
2(
2(
100
41
82
43
40
44
68
25
60
100
66
92
15
65
48
85
33
52
100
60
96
15
62
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
l\6T8.rds ExstolnGr's withdrii\vin <r hand
17
78
22
17
2/
94
///
*}S
(
61
2(
9*^>
H
100
75
28
M
10(
7*
41
28
M
73
//r
3(
100
76
92
20
60
80
24
60
100
56
68
13
55
19
81
27
54
100
27
72
8
73
Shifts regard ...
Shifts regard io surroundings
V
69
33
32
71
11
86
Approaches cube
22
Approaches after delay
17
IS
'W
'U
4f
/\
50
19
Approaches with index finger .
(
27
**3
Ap. cube on X.X. with cube in hand ori pro.
.
21
vr>
Reaches for cube beyond reach
Scratches table top (T.T.)
9
Grasps "without securing cube ....
(>
42
33
62
86
2-t
63
18
70
100
12
77
32
26
100
60
69
44
92
63
68
70
88
62
14
100
14
82
43
;u
85
48
82
60
92
25
66
35
89
40
100
(
89
45
44
100
79
89
66
100
25
70
86
37
IOC
96
66
41
96
93
90
63
73
20
63
90
33
>}
100
87
36
60
96
88
72
48
80
35
64
80
IS
15
4$
92
15
100
100
47
61
96
96
90
40
90
26
63
44
11
61
60
15
SO
M
81
4/5
96
78
33
*9
41
37
S3
26
78
67
26
22
22
19
11
8
26
65
44
68
7
n
63
100
95
42
69
100
90
80
15
97
26
40
40
<)
8
61
57
8
16
32
80
29
93
76
21
16
65
60
65
40
79
90
47
13
32
45
24
16
16
67
32
58
16
24
eo
100
96
69
77
96
85
97
19
100
8
60
31
8
77
66
12
8
62
96
27
80
77
4
66
38
68
21
64
92
68
8
36
60
31
35
58
27
31
12
33
Grasps cube .....
It
n
Grasps only one cube ... .
Grasps first and noconcl cubes ....
Grasps first, second, and third cubes
Grasps cube in right hand
Retains a cube in, each hand ....
44
35
3
65
17
4<>
30
72
44
63
42
62
20
Holds one cube and grasps another
Grasps with thumb opposing lingers .
Inwpoets cube in buxxd
17
30
U
11
2<>
67
35
3
42
ia
Manipulates cubits * ,
Pushes or hits cube out of reach
PuBhtiH ftnd pulls <;uboH on table top .
Bangs cube on tublo top
Cube to mouth
T)
Brings free hand to cube ut mouth
Pokes cube ,.,...,*,
Mariip, cubo above T.T. (ex. of transfer)
Transfers cubo ..,,
,.
9
24
3
28
63
l<)
30
76
26
//#
86
:m
67
73
27
Rotates oubo .
Twiddles cubo
Picks up one cubo aftor another
86
27
87
Drops cube on lublu if grasps ....
85
69
71
76
00
89
88
Cants cube
If drops cubo, resoeurtis it
5
a
8
6
a<>
30
71
69
n
63
87
76
70
60
43
40
23
27
72
77
4?
17
40
10
80
69
15
12
46
42
36
31
7$
SB
35
27
62
27
7
20
66
34
62
7
'so
RCBOCUIOH cubo from table .....
Brings cube to sida rail .,,,..
Drops cube ovor side rail .
43
36
22
2S
66
68
39
14
43
4
Carries or pursues cube to platform
3
n
8
23
12
37
36
4
14
60
4B
15
22
22
Drops and pursues cubo to platform .
7
20
3
23
7
20
3
Brings cubo to platform ....
HBHCCUFCH cube from platform ....
If drops, resocures cubo from platform (If
CTBSDs) ...,,,..
Combines two cubes ,,,.,
Brings two cubes together .
Pushes cub with 01100 in hund
Hits cubo on table top with cube in hand
Places cub in hand on cubo on table top
Builds tower of two cubes ,
,,
,,
Offers cuba to Examiner or mother
Ix'/ana .,,,,,..,
32
28
61
37
42
SO
n
30
67
23
33
6
Postural activity ,,...,
Pivots , , ,
Turns to side rail *,.,..,
n
Creeps *...,,.,,.
*
Attempts to stftutd
26
IS
35
E0
33
m
so
38
BEHAVIOR NORMS 103
The foregoing table (page 102) assembles the items listed in the First, Second, and Third Cube situations
Each item displayed by any one child in one or aU of these three situations was listed once in compiling the
table. &
CONSECUTIVE CUBES
Item
GG 3 The surroundings include the dome, window, or other parts of the room except the table top, Examiner
mother, or test material itself. p '
6 Any hand activity directed toward the cubes while regarding them
7 a n ain deS CaSG Whefe the Child promptlv a PP r a <*es the cube, withdraws the hand, and approaches
8 There may be and frequently is a slight approach with the other hand.
J2 f i j e a , n . d ls ,, r ?M ained and is either touched, or hit against, or placed on the cube on the table
12 Includes a "raking" like activity of the hand on the table top.
14 Does not, of course, include the cases where the cube was grasped when placed in the hand but only
those where the reaching and grasping were spontaneous.
18 Grasps any cube with the right hand, on presentation.
io T! li oo may ? CCUr w !* ei ? t] ? e cu ^ es are placed ln the hand > or as a result of the child's own active grasping
22 At 32 weeks particularly this regard for the cube frequently follows mouthing of it. The child will
pick up a cube, carry it to the mouth, chew it, remove it, regard it, sometimes with wrist rotation and
then either carry it to the mouth, drop it on the table, or pursue some other form of activity '
? to 3 ? 8 ?L lm - ply that the ^ ube 1S S ras P ed ap d picked up, but merely that the cube is in some way handled
24 This behavior may not be associated with manipulation of a cube, but may be the result of an un-
successful attempt to grasp it.
28 While holding a cube at the mouth, the other hand is brought up to the cube and both hands press the
cube against the gums, as the child chews the cube.
30 Includes rotation, holding two cubes together or hitting them together.
33 Holds a cube between thumb and fingers or thumb and index finger and rotates it.
47 This differs from CC46 in that both cubes are moved, while in item CC46 one cube mav be hit against
another which rests on the table. &
50 This item includes placement followed by release; it is probably incipient tower building
54 Includes pivoting, turning to the side rail, crawling, creeping, kneeling, and attempting to stand.
Atlas Delineations
Item
CC 2 Shifts regard: 42 weeks, p. 285, a-d
5 Shifts regard to hand: 16 weeks, p. 287, d
6 Approaches cube: 20 weeks, p. 289, a
10 Approaches cube on table top with cube in hand on presentation: 36 weeks, p. 297, h (more character-
istic of 40 weeks)
11 Reaches for cube beyond reach: 28 weeks, p. 293, f
17 Grasps first, second, and third cubes: 40 weeks, p. 299, a-f
38 Grasps cube in right hand: 44 weeks, p. 301, a
21 Grasps with thumb opposing fingers: 28 weeks, p. 293, c
22 Inspects cube in hand: 32 weeks, p. 295, b, c, f
24 Pushes or hits cube out of reach: 28 weeks, p. 293, e
26 Bangs cube on table top: 28 weeks, p. 293, h
27 Cube to mouth: 24 weeks, p. 291, d
28 Brings free hand to cube at mouth: 28 weeks, p. 293, c (starts to)
41 Carries or pursues cube to platform: 44 weeks, p. 301, h
46 Combines two cubes: 28 weeks, p. 293, h; 32 weeks, p. 295, f (characteristic of 36 weeks'}: 36 weeks
p. 297, f
59 Vocalizes: 44 weeks, p. 301, d (vocalization noted in dictated record)
104
THE PSYCHOLOGY OF EARLY GROWTH
5. FIRST CUBE (12 weeks-56 weeks)
SITUATION: FIRST CUBE (CCl)
CCl
BEHAVIOR ITEMS
4,
6
8
12
16
20
97
24
100
28
100
100
36
100
40
100
44
100
48
100
52
100
56
100
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Regards cube (s.m.p. or n.m.p.)
Regards cube (n.m.p.) . ....
78
57
48
4?
61
48
30
4
26
to
100
80
81
25
76
79
66
22
37
62
38
Regards cube
90
27
73
33
40
27
27
27
73
'W
97
13
77
10
27
<\
96
100
4
27
100
4
96
37
100
100
100
100
100
8
92
100
4
96
100
8
92
100
96
Regards after delay
Regards immediately
Regards momentarily
Regards recurrently
21
40
35
45
63
66
Regards intermittently
Regards prolonged! y
27
7
93
63
100
3
10
12
100
89
Regards actively
35
100
89
100
96
100
93
100
96
100
96
100
92
100
100
Regards consistently
Regards predominantly , ...
48
//cV
52
//#
78
26
<>t>
62
17
66
48
92
(&
4Y
71
17
30
Regards Examiner's presenting hand .
Regards hand
4
Regards hand predominantly ....
Shifts regard
43
12
30
13
27
13
37
3
21
40
35
45
63
65
Shifts regard from cube to hand
Shifts regard to table top
Arms increase activity
81
25
30
40
6
8
60
10
90
60
M
61
33
33
81
35
}
100
83
12
90
//,0
77
83
63
'W
100
100
100
//i>
96
100
42
'\\
100
100
100
1<>
100
100
30
<}>
100
100
7
100
14
100
100
21
M
100
100
7
100
3
100
100
20
*n
100
100
8
100
100
100
12
42
a
100
64
38
66
7
100
100
11
100
100
100
7
///
11
100
33
24
45
26
100
97
13
100
100
100
26
26
13
100
37
15
42
15
100
100
12
100
100
100
15
23
7
100
19
27
38
Directs approach
22
If approaches, approaches after delay
Contacts
22
""o
60
Dislodges on con tad
Grasps
(In hand) holds actively
Manipulates on table top
Bangs on table top ,
Rulxs cube on table top or platform
7
100
89
67
70
18
11
100
68
45
64
26
30
100
63
63
66
28
Lifts cube
l r >
>{
58
;*7
3
47
47
13
80
48
1<)
27
43
40
28
100
86
64
62
4
62
60
27
Brings cubes to mouth
5
10
64
60
Manipulates and mouths
Transfers
Manip. above table top without trans.
DropB immediately .,..,,.
60
Drops on table ,...,,.
37
27
18
29
90
,?6'
13
23
33
27
74
20
26
100
14
B2
76
3
46
69
19
BeHecnreB from table top if drops on T.T.
Slaps table top
Hem
CCl
6 Includes what was described as a {leoling regard for the cube,
10 Regard for the eubo unaccompanied or followed by directed hand activity, straining, mouthing, oyo
widening, and other activities,
1 1 Regard for the cube which in followed or accompanied by some form of directed hand activity. Visual
pursuit of the nulw does no I constitute active regard*
34 Compare with 001-30.
36 At J6 week the dropping JH immediate, while at 20 wtsekn it occura after the child engager in some
activity with the cube.
37 Percentages are bawd on the number of canea who drop the cube to the table. It should be noted
that at 40 waokB only IB por cent of the infanta drop the cube to the table.
BEHAVIOR NORMS
105
Atlas Delineations
CGI 5 Regards immediately: 12 weeks, p. 285, a, b
15 Regards hand: i2 weeks, p. 285, c; 16 weeks, p. 287, b
21 Directs approach: 20 weeks, p. 289, a, b
23 Contacts: 20 weeks, p. 289, b
25 Grasps: 24 weeks, p. 291, c
28 Bangs on table top: 44 weeks, p. 301, b (see text)
29 Rubs cube on table top or platform: 44 weeks, p. 301 b (more common at 40 weeks') (see text)
31 Brings cube to mouth: 28 weeks, p. 293, c
35 Drops immediately: 12 weeks, p. 285, g, h
6. SECOND CUBE (16 weeks-56 weeks)
SITUATION: SECOND CUBE (CC2)
CG2
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Regards
100
85
15
20
10
70
30
5
96
42
31
69
46
15
73
27
19
100
8
12
88
84
24
56
44
24
100
4
4
96
100
8
4
54
40
100
100
100
100
100
100
100
R.ec'ards intermittentlv
100
96
15
19
81
33
7
82
45
15
67
25
26
14
56
37
100
100
25
18
82
7
14
89
32
25
50
37
43
37
61
66
100
100
27
7
93
3
10
96
27
30
66
42
40
33
60
43
100
100
36
8
92
16
24
88
38
36
24
19
56
26
64
50
100
100
19
7
93
11
15
100
30
19
11
3
45
18
59
100
100
97
18
3
97
11
95
21
18
24
8
26
43
45
89
100
100
12
16
4
32
96
20
24
12
36
52
72
78
Directs approach to second cube
Approaches after delay
Ap. see. cube with cube in hand on pre. .
10
12
35
63
57
10
44
7
65
12
85
54
35
42
22
31
65
68
5
60
5
15
4
65
Man. cube above table top without trans.
Reseeures a cube from table top if drops on
T T
SECOND CUBE
All items from 12 to 19 inclusive refer to activity with either the first or the second cube after the second cube
has been presented.
Item
CC2 3-4 Sflo item CCl, 10 and 11. ,..,.. A , ,
12 Includes pushing, dragging, rubbing, or patting the cube or other similar activity, the cube remain-
ing in contact with table.
17 Sec CC1-30 and CC1-34.
CC2
Atlas Delineations
8 Retains first as second is presented: 28 weeks, p. 293, d
9 Dislodges on contact: 28 weeks, p. 293, e
106
THE PSYCHOLOGY OF EARLY GROWTH
7. THIRD CUBE (16 weeks-56 weeks)
SITUATION: THIRD CUBE (CC3)
GC3
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Regards third cube
87
74
13
7
7
33
14
100
47
53
5
53
37
25
90
23
67
34
67
33
48
96
12
84
4
28
52
88
100
100
26
45
15
89
37
45
25
59
19
W
100
100
100
100
100
100
Regards passively
Regards actively
100
25
39
29
79
43
54
37
71
29
46
32
4
36
11
64
81
100
7
67
10
93
67
66
16
67
23
47
40
10
62
16
70
76
100
17
24
8
100
63
50
30
54
13
68
38
20
20
23
66
66
100
19
45
11
85
48
56
45
63
26
37
15
7
30
'1 7
63
83
100
34
18
8
90
56
42
29
63
18
41
29
30
8
21
61
75
100
32
20
20
100
68
72
28
32
12
40
37
44
16
32
92
52
Approaches after delay
Drops one cube as third is presented
Drops two cubes as third is presented
Directs approach to third cube
Ap. third c. with c. in hand as third is pre.
Grasps third cube
6
20
5
26
31
8
27
36
45
60
24
Manipulates without grasping .
Manipulates cube on table top
Bangs cube
Pushes or hits cube
Hits cube on table top with cube in hand
Places cube on cube
15
Brings cube to mouth
13
47
10
70
23
70
24
12
76
49
26
:io
79
72
Man cube above table top without trans
Drops cube on table
Resecures cube from table top .
Item
GC3
THIRD CUBE
2, 3 See CC1, 10 and H.
5, 6 It should bo remembered that the procedure for the presentation of the third cube involves
placing a cube in each hand. As the child turns his attention to tho third cube which in pre-
sented, he may drop one or both cubes which ho is holding-.
10 At 28 weeks the manipulation involves pushing or hitting the cube on the table with tho hand,
while at 48 weeks there is definite pushing of tho cube on the table top with the eube in hand.
10-19 Kefer to either the first, second, or third cube but the behavior occurs after the third cube has
been presented.
11 At 32 weeks includes pushing and hitting a cube on the table top with cube in hand.
Atlas Delineations
CCS 5 Drops one cuhe as third is presented : $0 weeks, p, 289, g, h
8 Approaches third cube with eube in hand as third IH presented: 36 w$efat> p. 297, h (more
characteristic of 40 weeks)
11 Manipulates cuhe on table top: 28 weeks* p. 293, h (sea text)
BEHAVIOR NORMS
107
8. MASSED CUBES BEHAVIOR (16 weeks-56 weeks)
SITUATION: MASSED CUBES (CM)
CM
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
Regards cardboard screen . .
42
64
85
93
8ft
93
87
59
83
63
70
2
Reaches for screen
23
65
64
68
75
73
45
48
45
41
3
4
11
39
36
50
36
*1
18
7
4
Regards cube (s.m.p.)
58
95
100
5
Regards starily .....
W
18
12
4
6
Regards intermittently
97
18
7
Shifts regard
58
45
27
25
21
18
37
41
21
83
67
8
Shifts regard to surroundings
9.G
9.7
,?/
7
4
7
10
22
7
7
9
Shifts regard to Examiner
31
?,7
8
28
18
14
20
41
14
?,3
41
10
Shifts regard to hand
/ f 9
14
4
11
Shifts regard from cube to cube ... .
10
41
6?
8ft
79
86
83
74
83
63
63
12
Pursues visually to platform or floor ....
8
21
39
54
50
30
38
28
37
13
Arms increase activity ....
63
95
100
100
100
100
100
100
100
100
100
14
Scratches table top .
91
ftf
12
7
4
4
3
15
Slaps table top
14
23
29
4
//,?
10
11
24
8
15
16
Contacts cube
47
86
100
100
too
100
100
100
100
100
100
17
Reaches for cube out of reach . ...
8
,?,9
32
25
13
10
18
Dislodges on contact
47
77
69
36
18
11
17
n
7
15
19
Grasps a cube ....
FJ
45
77
96
100
100
100
100
100
98
100
20
Grasps two cubes at once . .
5
10
36
54
32
50
33
24
30
37
21
Holds one cube and grasps another
12
25
32
39
60
70
52
55
33
22
18
29
25
40
30
17
8
7
2*5
Releases cube and immediately resecures it
4
14
18
14
17
9.9
14
20
7
24
4
7
7
10
19
38
25
45
25
4
n
7
17
30
62
43
56
26
10
19
45
33
56
*>7
7
11
94
15
4
28
4
7
7
7
11
3fi
25
19
29
9
31
//,?
64
64
80
85
66
75
67
30
11
25
21
13
26
14
33
41
"51
18
8
39,
11
13
4
5
4
32
19
3G
21
14
4
33
Scatters cubes ...
26
8?
92
68
36
39
47
37
45
40
37
34
14
27
32
43
.32
33
26
35
30
19
35
Lifts a cube
36
69
96
100
100
100
100
100
98
100
36
14
38
50
36
61
50
41
24
20
4
37
15
32
39
32
23
19
24
28
11
38
9
23
25
32
36
37
67
45
38
41
39
5
15
14
14
2,9
20
22
10
13
11.
40
36
no
79
79
96
83
82
100
88
89
41
88
62
14
14
7
yJO
?f
21
8
43
23
25
25
2.9
23
4
44
15
46
54
57
70
63
83
63
74
4*5
33
42
61
71
93
63
70
83
65
78
46
5
8
29
29
43
47
30
48
38
52
47
4
31
18
15
48
14
?,9
36
57
37
38
25
37
AO
4
7
7
13
26
55
49.
56
ISA
Pn t (ft I ft "
3
4
3K
18
33
51
4
29
39
43
53
41
50
30
CO
4
25
3f)
37
41
14
23
4
53
3
4
17
28
19
54
1
2
3
3
3
4
5
5
7
55
45
77
96
100
100
100
100
100
95
100
56
9
46
75
86
93
93
96
97
95
96
57
5
15
50
64
71
73
67
90
83
82
5ft
8
29
43
43
57
56
76
65
74
59
1.4
14
11
30
41
73
45
67
f.t\
7
11
11
13
30
62
40
56
61
4
10
19
28
33
48
62
31
82
96
82
79
71
73
57
83
78
70
6*J
21
23
35
14
7
14
20
22
3
3
4
rt/i
Pfts'hirnl ftdtivitv
7
18
37
37
31
45
56
6">
j Bi/uriu y
26
14
4%
18
11
25
27
41
45
15
19
66
10
9
8
6
7
6
6
6
6
6
.
Hem
CM
MASSED CUBES
1 The child focuses attention on the cardboard screen concealing the cubes rather than on the sur-
roundings. .
3 At 56 weeks the child not infrequently grabbed the screen while the Examiner was arranging tne
cubes* This pulling over of the screen was not included, but instead the item refers to behavior as
the screen was withdrawn*
108
THE PSYCHOLOGY OF EARLY GROWTH
Item
CM 5
11
14
15
18
20
33
38
42
46
48
49
51
62
63
64
CM 3
7
10
19
20
21
29
30
33
34
35
48
49
51
56
The regard seems to be for the pile of cubes as a whole rather than for the individual cubes. ^
As the cubes lie on the table top the child looks from one to the other. This shifting of the regard is
more significant at the early age levels.
Scratching, fingering, kneading.
This activity may occur immediately after the cubes are removed from the table top.
The behavior may represent unsuccessful prehension or it may be a more definite torm of exploiting
the situation. It relates to the behavior before grasping takes place; it may occur on the first ap-
proach to the cubes.
One in each hand. .-1*1* i *i_ i,
Cf CM, 62. The cubes are scattered in approach or as an activity in itscU and not merely the result
of other ways of handling them. . . .
Includes transfer, rotation, fingering, or any activity with the cube m hand inclusive of combining it
with another cube. . , .
The dropping of one cube as the child turns his attention to another cube is associated.with the approach
and grasp for the regarded cube. . .
At 40 weeks the cube is likely to be dropped, at 48 weeks it is likoly to be thrown, and at 56 weeks it is
likely to be carried to the platform. .... .
The cube is dropped or carried to the platform and pursued there with exploitation or rosecural.
Places cubes from one place on the table top to another or from tho table top to the platform or from
platform to table top. . .
Combining includes any activity which brings two cubt\s into relation and contact with each other
such as hitting or pushing a cube with a cube, bringing two cubes together, and tower building.
When the Examiner concluded tho situation, the position of the cubes on the table top was noted.
Moderate disarrangement of the cubes is not included.
Leans forward or to the Hide.
Includes turning to the side, pivoting, creeping, standing or attempts to stand.
Atlas Delineations
Grasps screen: 36 weeks, p. 311, a (reuehes for screen as it is withdrawn); 40 umks, p. 311, a (see text)
Shifts regard: iC> weeks, p. 307, e, d
Shifts regard to hand : i 6 weelts, p. 307, o
Grasp a cubfi: 24 rveeks, p. 309, c (nee text)
Grasps two cubes at once: 32 weeks, p. 309, a
Holds one cube and grasps another: 40 weeks, p. 311, 1)
Holds two cubes: 3% weeks, p. 309, b
Holds two cuben in one hand: 3% weeks, p. 309, u
Scatters cubes: 20 weeks, p. 307, d
Hits cube to platform: 32 weeks, n. 309, c (nee text)
Lifts a cube: 24 weeks, p. 309, d (see text,)
Pursues cube to platform: 40 weeks, p. 31 1, e
TranspOBOH cubctt: 48 weeks, p. 313, b-o; 52 weeks, p. 313, c
Combines two cubca; $8 weeks, p. 309, o
Picks up two or more cubes: 28 weeks, p* 309, a-<l
9, TOWER BUILDING BEHAVIOR (40 wooks-56 weeks)
SITUATION: TOWKK BU*U>INO (Hi)
Ct
ItK1IAW>nteM
4
<>
8
12
16
'ao
24
*
W.
3ft
40
44
~
52
56
1
Ap cube on table top with <*ube in hand
45
44
75
76
86
3
Pliioen cube on cube ,,,,
()
11
42
40
79
4
11
16
43
5
Postural activity * . *
10
H
2S
14
60
]l TOWEH BUILDING
CT 4 At 48 weeks the released cube is apt to fall MO that a tower in not built.
Atlas Delineations
CT S Places culm on cube: 48 weeks, p. Si 8, B, C
4 HeieaBOH cube on cube; 52 weeks, p 323, H; 56 wmks t p, 325, C
BEHAVIOR NORMS
109
10. CUP BEHAVIOR (12 weeks-36 weeks)
SITUATION: CUP (Cp)
Cp
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
Regards immediately ....
81
?7
89
99
97
9
100
2
100
100
100
Regards momentarily
Regards recurrently
44
56
37
73
80
40
/ r 7
68
69
57
93
5
72
33
45
28
79
21
67
79
25
5F
28
21
4
18
15
Regards prolongedly (n.m.p.) ....
Regards prolongedly
47
94
38
31
6
13
15
78
2
100
66
23
q
7
3
93
100
100
10
100
100
25
4
100
100
23
15
--
-
Regards predominantly
Regards consistently
Shifts regard
Shifts regard to surroundings ....
Shifts regard to hand
Shifts regard from cup to hand
20
75
60
36
44
6
9^
Arm increases activity (s.p. or n.m.p.)
Brings hand to mouth (s.p. or n.m.p.)
Hands active on table top (s.p. or n.m.p.)
Approaches (n.m.p.)
100
100
100
Approaches
72
91
100
100
100
-
Approaches promptly (n.m.p.)
Approaches promptly . .
6
9*>
13
9?
44
81
96
100
100
Approaches after delay (n.m.p.)
Approaches with both hands ....
6
44
6
*>S
11
5
67
15
R9
34
25
41
38
69
56
60
64
50
58
Approaches handle first . ...
Contacts (n.m.p.) ... ...
Contacts
69
91
100
100
100
-
Dislodges on contact (n.m.p.)
Dislodges on contact
9
53
13
22
3
9
6
6
31
19
3
6
6
6
3
3
3
6
3
6
12
50
52
53
28
35
24
31
30
24
6
26
45
35
24
21
3
35
3
38
7
27
38
85
62
33
52
56
45
59
41
33
37
14
82
59
63
67
26
63
19
56
3
63
15
7
29
100
36
32
76
50
64
92
3
60
36
17
100
79
60
86
18
46
43
71
21
61
59
18
8
100
42
31
69
42
62
81
4
31
58
8
100
81
66
89
35
46
42
62
31
42
19
11
Grasps
Grasps with both hands (n.m.p. or s.p.) .
Grasps with both hands
5
Grasps with one hand
Manipulates with hands encircling cup
Manipulates grasping by rim ....
Manipulates grasping by handle
Pushes or hiLs .
14
Pushes or drags cup
Rangs on tablb top .... .
Turns cup over on table top ....
Lifts cup .
Lifts by handle
liring'S to mouth
Manipulates above table top
Manipulates initially above table top
Holds with both hands
Transfers . ....
Turns cup right side up . .
Rotates
Drops ... .
Drops and resecures
7
Fusses
6
110 THE PSYCHOLOGY OF EARLY GROWTH
CUP
Item
Cp 12 The behavior indicated by this item may be described for the early age levels as follows: The head is
lowered, arms are raised and lowered abruptly and irregularly, the hands may be brought nearer the
cup or together. More advanced reaching responses are also checked as arm increases activity.
42 Does not include transferring the cup from one hand to the other but implies a more prolonged holding
of the cup with both hands.
Atlas Delineations
Cp 8 Shifts regard: 42 weeks, p. 327, h; 16 weeks, p. 329, c
10 Shifts regard to hand: 42 weeks, p. 327, e
12 Arm increases activity: 42 weeks, p. 327, o
14 Hands active on table top: 46 weeks, p. 329, f
15 Approaches: 46 weeks, p. 329, e
20 Approaches with both hands: 28 weeks, p. 335, a
21 Approaches handle first: 24 weeks, p. 333, b-e (not, characteristic until 28 weeks')
22 Contacts (n.m.p,): 4(> weeks, p. 329, f
25 Dislodges on contact: 20 weeks, p. 331, g, h; 2// weeks, p. 333, b
29 Grasps with one hand : 32 weeks, p. 337, o
30 Manipulates with hands encircling cup: 28 weeks, p. 335, f
31 Manipulates grasping by rim: 28 weeks, p. 335, e
32 Manipulates grasping by handle: 28 weeks, p, 335, h
34 Pushes or drags: 36 weeks, p. 339, d
35 Bangs on table 1 ! top: SB weeks, p, 339, b
38 Lifts by handle: m weeks, p. 333, g
39 Brings to mouth : 2/4 weeks, p. 333, h (HOO toxt) ; 28 weeks, p. 335, e
41 Manipulates initially above table top: 36 weeks, p. 339, b
42 Holds with both hands: 28 weeks, p. 335, b, d, c, f
43 Transfers: 28 weeks, p. 335, g, h
44 Turns cup right side up: 2ft weeks, p, 335, b
46 Drops: 28 weeks, p. 335, e (8(50 text)
BEHAVIOR NORMS
11. CUP AND CUBES BEHAVIOR (32 weeks-56 weeks)
SITUATIONS: CUP AND CUBES (Cp-C)
111
Cp-C
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
Regards cubes first ....
72
66
66
33
5
100
61
94
55
1
66
39
61
28
39
22
11
39
5
72
22
28
44
28
33
50
33
33
22
22
28
28
5
5
5
76
56
60
28
8
96
68
92
64
2
60
52
64
44
40
28
4
4
32
12
12
52
40
12
8
4
44
8
12
20
32
40
32
20
16
28
28
12
75
32
68
35
14
96
71
93
71
2
64
43
61
43
18
4
18
7
57
11
21
67
50
21
11
7
46
4
18
28
46
61
57
32
39
50
46
21
18
88
60
60
40
20
96
84
100
68
2
56
44
68
28
36
20
8
36
44
28
28
56
52
20
16
4
40
24
28
12
48
64
68
40
40
60
36
16
28
12
12
4
4
68
32
32
57
25
100
57
86
71
3
79
39
68
14
25
14
55
29
61
36
39
61
64
14
25
18
39
29
35
43
46
46
72
14
71
68
25
14
54
39
32
18
18
11
1
35
11
39
32
74
17
26
64
31
100
77
89
77
3
82
28
69
31
15
11
38
54
56
51
41
67
74
29
18
10
51
28
51
46
59
43
72
8
70
69
20
10
59
54
51
38
33
15
13
1
41
40
51
40
85
15
85
30
100
82
100
89
5
82
19
67
4
11
11
22
41
78
67
33
45
70
19
15
7
37
41
45
48
52
45
82
15
74
78
26
15
74
74
63
63
52
56
48
45
4
56
59
19
11
Attends predominantly to cubes
Attends alternately to cup and cubes
Attends simultaneously to cup and cubes
Shifts regard to Examiner ....
Approaches promptly ....
Approaches cubes first
Grasps cube
Grasps more than one cube ....
Average number cubes grasped
Grasps cup . .
Grasps cup only or cubes only
Confines some manipulation to cubes
Pushes or scatters cubes
Tarings cube to mouth ... . .
Transfers cube
Casts cube
Releases and resecures cube ....
Drops cube, regrasps or grasps another .
Picks up one cube after another
Casts or brings cube to platform .
Confines some manipulation to cup
Brings cup to mouth
[Manipulates cup above table top
Drops cube grasps cup
Holds cup and cube, one in each hand
Holds two cubes, one in each hand
Combines cube and cube or cube and cup
Places two or more cubes in cup .
Releases more than one cube in cup .
Releases three or more cubes in cup .
Releases four or more cubes in cup
Releases five or more cubes in cup
Average number of cubes placed in cup .
16
14
Lifts cup containing cubes
12
8
18
18
20
12
112 THE PSYCHOLOGY OF EARLY GROWTH
CUP AND CUBES
Item
Cp-C 14 Includes scattering the cubes by hitting or slapping at them.
20 Frequent or repeated release and resecural. . .
27 Drops cup at the early age levels may not bo preceded by lilting it. 1 he child may grasp the cup,
drag it to the table edge, and drop it over the table edge.
29 Includes picking up the cup after the child has released the cubes into the cup.
38 Cup and cube or cube and cube.
43-46 Places or drops. Excludes cases where cube is placed but not released.
50 Turns to side, pivots, kneels, creeps, stands, or attempts to stand.
Atlas Delineations
Cp-C 2 Attends predominantly to cubes: 32 weeks, p. 369, a-d; 3d weeks, p. 369, a-d
3 Attends alternately to cup and cubes: 44 weeks, p. 373, a-d (see text)
4 Attends simultaneously to cup and cubes: 40 weeks, p. 371, a-h
12 Grasps cup only or cubes only: 36 weeks, p. 369, a-d
15 Brings cube to mouth: 36 weeks, p. 369, b
21 Casts or brings cube to platform: 52 weeks, p. 375, h
28 Brings cup to platform: 52 weeks, p. 375, h
35 Combines cup and cube: 48 weeks, p. 373, c
37 Hits one object on another: 40 weeks, p. 371, o (see text), also h
40 Places one or more oubon in eup: 48 wwks, p. 373, d
44 Releases three or more eubeH in cup: /J2 wtwks, p. 375, oh
45 Releases four or more cubes in eup: 5(> weeks, p. 377, a-g
48 Removes cube from (nip: 56 weeks, p. 377, f
49 Ufts cup containing cubes: 52 weeks, p. 375, g
BEHAVIOR NORMS
113
12. CUP AND SPOON BEHAVIOR (32 weeks-56 weeks)
SITUATION: CUP AND SPOON (Cp-Sp)
Cp-Sp
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
Regards cup and spoon . ...
58
59
4
4
59
41
81
97
63
33
15
22
63
70
33
55
37
8
30
19
52
63
42
35
30
22
22
33
63
48
59
19
7
61
60
11
4
50
25
25
96
86
36
64
40
32
79
64
36
47
50
18
40
26
50
43
30
58
32
15
25
29
54
54
57
25
4
4
76
21
21
4
14
55
21
24
97
97
38
69
54
31
93
69
58
27
52
35
35
41
62
66
27
68
59
17
45
24
83
79
83
28
31
24
84
23
38
23
23
42
42
15
96
100
34
54
38
27
92
54
50
19
65
66
38
58
54
62
50
80
54
27
50
15
89
89
89
54
65
50
4
65
15
46
19
27
12
23
27
54
12
100
27
12
23
31
50
19
80
100
16
54
38
38
80
31
23
12
50
27
23
46
54
77
65
65
69
35
50
23
65
65
92
54
77
65
27
84
16
48
40
42
8
35
i
23
12
100
37
10
22
24
66
10
86
97
24
29
7
30
84
34
26
12
30
10
22
41
44
51
55
47
41
24
24
12
80
80
95
52
85
85
24
84
10
58
45
65
30
34
15
34
12
100
65
4
54
4
96
89
100
12
19
12
19
77
38
19
26
50
4
50
46
46
54
26
57
38
12
31
15
85
85
100
62
100
100
38
96
46
62
65
8
66
12
42
35
Regards cup and spoon alternately
Regards cup or spoon recurrently
Shifts regard to surroundings ....
Shifts regard to Examiner
Approaches cup first
Approaches spoon first
Ap. cup and spoon simultaneously
Grasps cup . . . ...
Grasps spoon
Pushes and pulls cup or spoon
Brings spoon to mouth
Resecures cup, if releases
Releases and resecures cup or spoon .
Brings cup and spoon together
SPOON RATTLE DEMONSTRATED
29
21
48
22
50
35
35
15
14
1^
14
31
15
Combining improves after demonstration
BEFORE OR AFTER DEMONSTRATION
22
29
11
11
32
K.neels or stands
Frets
Vocalizes
-
Smiles
114
THE PSYCHOLOGY OF EARLY GROWTH
CUP AND SPOON
Item
Cp-Sp 2 Refers to regard during activity with the cup and spoon.
3 Does not include alternating: regard for cup and spoon.
22 Includes turning the cup over and over, turning it simply on its side or turning it over to an inverted
position.
23, 24 Does riot include transfer of cup or spoon.
25, 26 Based on the number releasing.
41 Manipulation of the cup so that the spoon is rattled or hit within cup is not included.
Atlas Delineations
Cp-Sp 2 Regards cup and spoon alternately: 32 weeks, p. 350, a (see lext)
5 Shifts regard to Examiner: 32 laeeks, p. 350, d (normative at .06* weeks)
6 Approaches cup first: 40 weeks, p. 361, a
7 Approaches spoon Orst; 48 weeks, p, 365, a
13 Hits or bangs cup on table top: 3(> weeks, p, 359, d (normative at 40 weeks)
14 Hits or bangs sjx>on on table top: 4ft weeks, p. 363, d (more characteristic of 48 weeks)
17 Brings cup to mouth: 30 wmks, p. 350, e (normative at 40 weeks)
18 Brings spoon to mouth: 32 weeks, p. 359, d
20 Transfers eup: 44 weeks, p. 363, a, b, c
22 Hotat.es cup: 44 weeks, p. 363, a b (rotates as transfers)
36 Places spoon in <;up: 40 weeks, p. 361, e; 44 weeks, p, 363, e (normative at 44 weeks)
37 Releases spoon in cup: 56' weeks, p. 367, d
3ft Combines cup arid Hpoou: 40 weeks, p. 361, g
4! Hits or rattles Hpoou in cup: 44 weeks, JK 363, e
42 Hits or rattles Hjxxm la cup after demonstration; .02 weeks, p. 365, g, h (normative at /5l> weeks)
13. Oup-tSiioK-Box (48 weeks -56 weekn)
SITUATION: (^ui> HHOK Box (<" S H)
C-8-B
HiaiAVioi\ ITJCMW
4
6
8
12
16
!M
24
28
rw
:>
4(
44
4a
52
36
1
BciHponds U> *"8hoo** ,,,.,.
H
j^
67
2
Diarcgardn **box'* .,.,,,,
90
70
71
Item
C-S-B 1, 2
Tha r<wtxmKc^ *w wmially vintml; tho child way ftlttiwu iinnwdiately toward the* (Mirr<Hit object or
my umutat.^ bin ujidnraUuuling by protongini utiira at it, H may t*v*w iws nmt:hkig toward a
deimrtid object and inomt^ntarily l<x^k at tfaa othw a4 tha Exuminor mmim it,
BEHAVIOR NORMS
115
14. FOBMBOAKD BEHAViOK (20 weeks-56 weeks)
SITUATION: FORMBOARD (F)
F
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
5:t
24
26
27
23
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
sa
59
60
61
62
63
FORMBOARD ALONE
83
65
74
48
17
57
39
22
4
13
9
57
50
50
20
9
9
72
43
29
21
28
7
60
40
1OO
100
20
40
20
97
48
94
65
52
68
55
26
13
7
3
35
89
21
18
64
57
50
7
7
54
50
18
7
18
18
4
4
4
4
71
67
67
91
19
19
14
24
14
5
5
5
14
29
100
32
100
52
45
71
42
45
32
19
10
10
10
87
10
94
68
45
55
23
58
29
29
16
16
42
13
7
7
87
68
62
81
23
52
29
26
29
13
23
7
7
10
3
29
7
32
100
9
100
56
47
75
34
53
50
38
9
22
6
81
88
50
34
34
16
53
38
19
16
25
34
19
6
6
3
3
97
94
41
76
35
55
42
52
61
23
32
35
35
35
16
3
23
10
26
3
3
3
32
100
97
47
32
65
24
38
71
21
6
24
6
3
100
97
62
36
30
40
58
27
33
9
42
49
18
18
9
3
100
100
26
77
45
65
39
55
74
23
42
42
42
55
29
3
23
30
13
35
19
3
9
3
23
100
100
41
35
41
15
24
74
6
27
38
6
12
100
91
50
24
41
38
68
35
41
24
18
62
21
21
12
3
3
100
100
3
66
23
60
26
54
97
34
54
37
37
77
23
29
46
60
29
54
29
17
17
3
3
11
3
100
94
41
25
50
31
16
72
13
19
31
13
6
100
91
36
12
33
40
73
21
42
21
36
73
36
36
27
9
15
9
97
97
12
67
24
61
21
58
88
30
51
42
46
6
73
18
40
18
52
21
51
27
30
40
18
6
28
15
100
93
26
29
48
32
10
74
10
13
13
32
13
7
100
94
32
18
44
74
29
56
21
29
76
21
41
18
12
34
21
100
100
3
59
25
56
13
47
97
41
50
34
50
16
81
19
9
22
59
13
75
60
19
60
41
28
29
22
100
97
33
33
31
23
5
82
5
5
23
28
15
100
90
18
10
25
83
8
68
25
33
88
5
60
35
33
40
18
100
100
28
3
31
5
38
100
72
31
38
62
26
87
5
5
23
64
5
79
59
21
59
62
64
48
5
100
100
10
25
35
20
10
90
5
80
35
100
100
15
19
23
92
12
77
54
23
89
8
85
35
27
62
38
92
92
4
12
4
24
4
28
84
76
28
20
64
52
68
4
12
20
52
8
68
48
24
60
48
44
50
16
Approaches ...
Places hands In holes .
Moves about on table top
Pushes
I^ulls or clra#s .
Lifts .
Pulls off tablo top
Brings to platform . . ...
Releases . .
BLOCK PRESENTED
Contacts round block ...
IT olds block, only momentarily .
I nis moc* V . rij to'holns *
I rinpjs ) - vicinitv of holes
T to, block in hole
BLOCK IN HOLE
Contacts mocitnj i-i-Jo. "
ftr t 1 f V' t)urai *.^ i insueecHqful" * *
r If if I N evidence of difficultv
S V 1 ^ n I I lock in hole
ocraiiCuoB 1 1 V; |~ holt*
A U8UO8 fti nn - * j n hole "
Pulls at block in hole
Bomovra block from hole
Jfiniovea mocK, p* holts *
Pulls block out from hol
PullH or picks out block from hole
Pick* out or tfranps block
Grasps block after removal
Manipulate formboard
Brhi JTH block to formboard
Hits block on formboard .
KolottBciM block on formboard or table top .
RaloaaoB block on formboard
Brings* block to vicinity of holes
Inserts block in hole
PonturcU activity
116
THE PSYCHOLOGY OF EARLY GROWTH
Item FORMBOARD
F 4 Scratches, fingers, or slaps the formboard surface or holes.
5 Places one or both hands in any hole with or without some activity in the hole as scratching, fingering,
patting, or thrusting the hand through.
6 Includes pushing, pulling, dragging, or any moving of the formboard about the table.
7 At 24 weeks 29% push the board laterally. At 28 weeks 32% push forward out of reach.
27 Includes removing the block after insertion in the hole. At 56 weeks 27% remove the block from the
hole after they themselves insert it.
28 Grasps, pats, pulls up, or fingers board, or scratches in the holes.
29 Hits, applies, releases, or inserts.
34 Includes releases in vicinity of round hole; places in hole without release, releases over hole without
insertion, and inserts block in hole.
43 Does not include picks out or spans but does include successful removal by pulling.
49 Grasps the block arid lifts it, or, by prying it with the thumb, raises the blork and grasps it, lifting it
from the hole.
53 Pushes, pulls, slaps, lifts, scratches, or fingers the formboard holes.
56, 57 Includes releases Jblock near hole or in hole.
60 Releases in vicinity of hole, places in the hole without release or insertion.
62 Turning to side, pivoting, kneeling, creeping and standing.
1 4
5
8
9
10
17
18
19
21
22
31
33
34
37
40
42
43
44
46
55
61
Atlas Delineations
Manipulates without grasp: 24 weeks, p. 511, a-b
Places hands in holes: 24 weeks, p. 511, a-b
Pulls formboard: 28 weeks* p, 511, a-b
Lifts: 36 weeks, p. 513, a
Pulls olt table top: 32 weeks, p. 513, b
Examiner places block in hand: 20 weeks* p. 511, h
Holds block only momentarily: 20 weeks* p. 511, c
Holds block actively: 24 wwks, p, 51 1, t;
Block to mouth (immediately): 24 weeks, p. 511, e
Transfers block: 3$ weeks, n! 513, o (see text)
Brings block in relation to notes: 4$ weeks, p. 515, b, c, <J (normative at 52 weeks)
block in vicinity of hole: 52 weeks, p. 517, b
Incipient insertion of block: 5f> weeks, p. 517, g
Attempts Hccural of block: 24 weeks t p. 511, d
Scratches at block In hole: 24 weeks, p. 511, <J; i?# weeks, p, 511, d
Turns block about m hole: 32 weeks, p. 513, d (nee text)
Pulls at block in hole: 32 weeks, p. 513, d (nee text)
Removes block from hole: 32 weeks, p. 513, d (see text)
Puahen block out from holt*: 40 weeks, p. 513, d
Hits block on formboard: 44 weeks* p* 515, d (moro characteristic of 40 weeks)
block m hole: 52 weeks , p. 517, d
15. GIVK IT TO ME (40 wccks-56 weeks)
SITUATION: CMS IT TO MK O)
{}
t
2
3
4
5
6
7
HIEIIA.VIOK XTMMN
4
6
8
12
16
20
24
2
.12
4*16
40
43
60
29
29
7
44
21
79
63
21
17
4U
24
19
76
71
38
43
52
11
4
86
77
10
03
7
56
15
20
45
76
10
30
25
POOB not respond
Kognrdtt Examiner or Examiner *K hand
Kxtcndn object tojlilxftiftunw ,
Hcte^OB object ,.,,,,,
Places object In Kx&Ktuntif V hand ,
B01ea$88 object in Kxffcinittw'H hand
..
,,
Meaner object but not to Examiner -
,,
Itm
G 1
2
3
6
OIV IT TO MK
No extension or wbane of object. The child frequently puU tha objttct In tha mouth*
The roloafto of tha objact, if it oocurn nt nil, in dalayad.
Incltid taps or phmn in Examiner 9 n hand and glvm to K.
Excludes whm the Examiner takes hold.
BEHAVIOR NORMS
117
16. MIRROR BEHAVIOR (40 weeks-56 weeks)
SITUATION: MIRROR (M)
M
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
Sober
/(,?
W
9,6
13
?,7
2
Smiles
61
71
57
fi?,
73
3
Vocalizes
43
/n
30
57
55
4
AVaves arms ....
99
38
17
13
5
Brings hands to mirror ... .
f>1
81
74
57
55
6
Pats mirror
17
10
13
17
M
7
Approaches image socially
13
43
30
65
64
8
Brings face to mirror . ...
13
33
17
3Q
55
9
Plays peekaboo with image
4
17
?,?
10
Postural activity
17
2Q
48
61
64
11
Stands ....
<)
14
9,?,
30
4/>
Item
M 4
7
8
11
Delineations
Waves arms: 44 weeks, p. 521, d
Approaches image socially: 52 weeks, p. 523, e-h
Brings face to mirror: 52 weeks, p. 523, g, h
Stands: 5tf weeks, p. 523, b (rests on one foot and one knee)
118
THE PSYCHOLOGY OF EARLY GROWTH
17. PAPER AND CRAYON BEHAVIOR (36 weeks-56 weeks)
SITUATION: PAPER AND CRAYON (Pa-Cr)
Pa-Cr
BEHAVIOR ITEMS
4
6
8
12
16
20
2-t
28
32
36
do
44
4B
52
56
1
CRAYON BESIDE PAPER
Approaches crayon first
53
85
9fl
81
8^
96
2
Approaches paper first
//,?
1<)
n
15
4
3
Manipulates crayon exclusively
43
54
46
r>
26
17
4
Manipulates paper
M
^7
17
,w
?6'
^f
5
Brings crayon to mouth
R7
50
4'?
31
26
T5
5
33
'U!
^5
I')
18
'ti
7
Combines paper and crayon spon.
r>
l<)
W
42
54
7d
8
Hits crayon on paper . ...
o
1<>
9fj
H
.?^
,? 4 >
C)
Marks on paper with crayon
f>
n
*>r^
*^R
46
7d
10
Makes staccato inarkn
1 1
*?7
1?{
,Vtf
^9
11
Makes staccato niarkn only
11
23
14
,y?
12
Makes linear marks ,
5
4-
4-
14
10
74
13
Makes linear marks only ,
r>
4
()
31
5
7/5
14
Makes short linear marks
4
4.
7
67
15
Makes both nlaccato and linear marks
{)
4
4
5
?9
16
Average number of marks
1
?
*2
5
17
Average number of stocoato marks
1
1
2
2
18
Average number of linear marks .
o
3
10
SCRIBBLE DKMONST1UTIH>
Regards scribble demonHtration
7$
ftfl
9ft
91
80
85
*>()
Manipulates paper during demonstration
41
;w
?<>
14
13
*>1
Manipulates paper .
4 r >
56
46
18
30
3*)
*>?
Hits crayon on table top
<)
>o
H
<H;
3
4
n
Brings crayon to mouth ......
7S
59
4!^
36
23
12
24
Combines crayon and paper , ,
<-
*U)
54
64
83
92
ftS
( Combines paper and cruyon repeatedly
H
15
14
43
58
9:6
Hits crayon on or t piM k r ,
5
1>6
31
4f
38
1P>
w
Marks on one or morn KIWKM .
14
37
50
50
6ft
9H
*>ft
Marks on two or mow Hh**<*t ,
()
1<>
"M
^6
04,
87
w
Marks on throo or wore MhwtH
4
l r
S r i
33
57
so
Draws crayon over paper
?3
^ ( )
54
62
81
Maken Kn, markw on one or mow nhwtH
r>
11
t<)
32
43
91
&ft
Linear nwkn on two or mow HhwU ,
<\
4
8
?l
31
74
33
Linear markn on fbreo Hht k etM ,
4
II
Ifi
53
34
Mftktw linour markn only ,
7
ft
IH
30
74
35
Adaptive renporu tip|utr<*ntlv IIUT^HWIH
14
fllfv
42
43
50
57
36
Avw, num* of Htfuwtito iwintH to a piigt^ ,
1
1
*2
2
t
37
Aver. num. of linmr umrkM to u paj<ti
,.
,.
,
,.
.,
.,
,
1
>
u
3
6
AN*>
An annlyHiH of both th
ihtvw
record mid tb* murkK an thti pfM*r WH miid^, Any <lt^r**|mn<*y which
in dun to tht* fitct that <KHuiticmiiiiy u murk wou!<2 IH m:ii(it*Vn f h* |f*r *ithv by th
irjg th jwtfmr wn<i ornyon tir by tht c?hil<l t*w thfi ttnvoii wtt mitnipulHtod in nomn way
obviously not In rotation to th paixtr, m for i^xiimpln triiiift*rring <Ti*ym from <m hand to tht* oth*r <r in
merely lifting tha crayon t<> th*^ m<mth. Alw Mometimtw ilm tTya k brought t<> tim |m|w*r and
applied to it without a murk having IM$II
/tern
Pa-Cr 4 At 36 weeks, pleij pj at 48 waeki grftb or tr; at $2 w*ki pieki up or orwmplw; t 56
illti or Inspeoti* tnd r^Ian
7 Includat aanglinji crayon on pap*f.
20 At $6 waaktt pickn upj t 40 waeki grab, pldki* up, tum or crumplea; aad at 6 weeks puib at,
27 At 44 wwbs ana msa did! mit hv pupar
Pa-Cr 23 Brings orayoa to
s M fOMb* p. SOS, b
BEHAVIOR NORMS
119
18. PELLET BEHAVIOR (12 weeks-56 weeks)
SITUATION: PELIET (P)
P
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
Regards (s.m.p. or n.m.p.)
Regards with definite fixation ....
28
15
5
21
75
20
15
10
50
34
27
20
45
20
31
11
13
91
80
74
44
48
41
59
27
27
94
89
83
33
35
58
39
25
33
22
11
11
19
47
8
14
39
83
45
53
28
5
33
58
19
5
33
33
5
5
16
45
97
97
94
24
25
64
6
15
18
73
3
9
3
15
3
9
24
91
73
67
64
18
36
91
64
21
76
64
12
9
9
3
58
61
6
30
100
100
96
12
12
82
100
100
100
11
11
86
100
100
100
3
3
92
100
100
100
3
3
94
100
100
100
100
100
100
100
96
100
100
100
100
" Regards" (confirmed)
Regards after delay . ....
(If regards) regards after delay
Regards immediately
Regards momentarily
Regards recurrently
11
94
9
94
11
3
95
18
97
14
97
11
100
15
100
Regards prolongedly
Regards consistently
Regards passively
15
45
50
80
55
40
29
36
25
68
40
56
65
12
12
38
24
18
6
27
3
11
Regards surroundings
3
18
15
3
3
11
100
85
85
38
29
27
100
76
53
91
59
37
35
29
12
6
82
44
3
69
6
3
9
5
5
5
3
29
24
33
11
9
21
11
Regards Examiner
Regards Examiner's hand ...
Regards table top
Regards hand
3
100
86
91
29
32
20
100
97
80
72
32
26
72
37
37
17
60
52
11
72
25
52
14
14
66
52
29
29
3
20
9
17
46
63
20
60
32
3
100
86
95
19
60
8
100
100
84
62
19
16
81
33
67
16
54
67
35
100
38
61
16
8
81
76
30
51
3
16
22
11
30
30
26
66
38
11
7
3
14
3
100
94
94
4
44
6
100
100
94
32
1*5
91
29
59
24
35
24
6
94
38
32
"9
85
71
29
63
18
47
38
24
44
46
6
62
68
24
7
4
24
100
92
100
19
14
3
100
100
97
25
97
25
72
14
19
14
6
100
70
25
*b
97
81
25
70
25
42
42
11
36
36
8
100
70
28
10
7
25
98
96
98
9
17
2
98
98
98
23
"4
98
19
79
15
15
11
8
98
77
19
"*4
96
91
19
79
28
38
28
9
35
35
83
68
26
7
4
26
100
89
93
12
100
100
96
12
96
8
92
i>
4
11
8
100
96
8
100
96
8
92
19
69
33
7
37
37
82
82
30
4
37
Fingers table top near pellet ....
Approaches
10
9
4
9
Approaches promptly
Approaches with one hand . ...
Places hand over pellet
Approaches with index finger extended
3
24
27
8
8
Dislodges on contact
5
7
27
Contacts
Hand flexes on pellet
Hand flexes, thumb participates
Flexes fingers on or near pellet
Flexes fing. on or near P., thu. not particip.
Flexes fingers on or near pel thumb op. fin.
Thumb and index finger meet ....
Flexes fingers, thumb and index meet
Flexes thumb and index finger independ.
Fl. fin , th. meets in. and sec. fins., or sec. fin.
Hand flexes without grasp
12
8
21
Manipulates pellet on table top
Poltes . .
Grasps
Grasps promptly
Grasps with fingers .......
27
21
6
15
9
56
21
15
41
24
21
6
Grasps with fi^igftr flexion, f.humb not par.
Grasps with finger and thumb flexion
Grasps thumb participates
Grasps between thumb and index finger
Grasps, thu.-index meeting, fingers flexing
Grasps with inde. thu.-index finger flexion
Plucks
9
3
6
Manipulates pellet above table top
Brings pellet to platform ....
21
70
100
29
47
80
57
23
12
(If grasped) drops
(If drops) drops immediately ....
(If drops; resecures from table top
Releases and resecures pellet ....
15
5
9
9
6
31
14
28
6
15
11
22
10
3
Frets
120 THE PSYCHOLOGY OF EARLY GROWTH
PELLET
Item
P 1-9 Regard prior to approach.
7 See definition of momentary in glossary.
9 Any regard mentioned as prolonged or over five seconds in length. This does not include more mature
sustained regard but rather implies a starey regard.
11 Regard which is directed to the pellet but which is not accompanied by any overt response to it.
24 It will be noted that at 16 weeks 19 per cent of the cases did not approach the pellet which indicates
that in the majority of instances the child did not regard the pellet during the contacting movement.
25 Includes scratches and rakes hut differs from scratches and rakes in that there may be some cases in
which the flexion is not repeated.
34 Any unsuccessful hand closure at any time, which may be followed by eventual prehension of the pellet.
35 Includes hitting, pushing, pulling, dragging, poking.
48 Includes transferring, twiddling, and holding aloft with or without regard.
58 Pivoting, turning, pulling to side rail, creeping, or standing.
Atlas Delineations
P 5 (If regards) regards after delay: 16 weeks, p. 381, C
7 Regards momentarily: 20 weeks, p. 383, B
13 Regards Examiner: 12 weeks, p. 379, C, D
14 Regards Examiner's hand: 16 weeks, p. 381, B
16 Regards hand: 16 weeks, p. 381, D
18 Approaches: 24 weeks, p. 386, D
22 Approaches with index finger extended: 40 weeks, p. 402, A
24 Contacts pellet: 28 weeks, p. 390, B (see text)
26 Hand flexes, thumb participates: 32 weeks, p. 395, G
27 Flexes fingers on or near pellet: 28 weeks, p. 390, B
31 Flexes fingers, thumb and index meet: 36 weeks, p. 399, E
34 Hand flexes without grasp: 28 weeks, p. 390, B
36 Pokes pellet: 40 weeks, pp. 402-3, C, E, F, H
37 Grasps pellet: 32 weeks, p. 395, G
45 Grasps with independent thumb-index finger flexion: 44 weeks, p. 406, A-C
46 Plucks pellet: 52 weeks, p. 411, G
48 Manipulates pellet above table top: 4# weeks, p. 409, C, D
50 Drops: 32 weeks, p. 395, H
BEHAVIOR NORMS
121
19. PELLET AJNTD BOTTLE BEHAVIOR (32 weeks-56 weeks)
SITUATION: PELLET AND BOTTLE (P-Bo)
P-Bo
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
PELLET m BOTTLE
Regards pellet as dropped in bottle
31
33
80
8?
83
7fi
93
2
Regards pellet in bottle
1?
26
37
67
69
78
96
3
Attends predominantly to bottle .
90
88
65
53
24
22
16
4
Attends predominantly to pellet .
10
1?
24
36
53
78
84
5
Attends simul. to pellet and bottle
11
11
93
6
Manipulates bottle on table top
44
56
57
33
41
3^
12
7
Bangs or hits bottle on table top .
31
30
30
22
38
19
4
8
Brings bottle to mouth
69
67
60
45
45
35
19
9
Manipulates bottle above table top
50
85
83
8?
97
99
96
10
Rotates bottle
10
33
30
37
31
25
8
11
Turns bottle upside down
12
1Q
37
22
41
49
19
12
Turns bottle over
19
30
10
22
21
36
54
13
Waves or shakes bottle
7
23
22
37
37
27
14
Pokes at pellet
13
15
27
33
52
50
54
15
Pokes finger in bottle
11
7
19
17
25
31
16
Pellet falls out of bottle
56
59
77
89,
83
95
77
17
Apparently adapts manip. so pellet drops
out
14
21
42
48
56
78
18
PELLET DKOPPED FROM BOTTLE
Manipulates bottle as before
77
81
f>5
22
29
22
5
19
Attends to bottle only
66
56
43
31
20
18
20
Perceives disappear, of pellet from bottle
25
30
45
63
68
75
21
Regards pellet after dropped from bottle.
44
44
f>9
82
83
79
90
22
Pursues pellet
11
31
35
68
75
73
90
23
Grasps pellet
19
30
45
54
68
70
24
Manipulates pellet above table top
13
38
41
55
25
Combines pellet and bottle
9
8
37
41
55
26
Brings pellet to bottle
9
20
37
50
27
Places pellet in bottle
12
26
40
28
Turns to side pivots or creeps
4
7
19
28
12
15
29
PELLET BESIDE BOTTLE
Holds pellet over bottle
6
35
63
63
30
6
35
47
54
Item
P-Bo
P-Bo
PELLET AND BOTTLE
The activity includes hitting, banging, pushing, rolling, or rubbing. At 32 weeks the bottle is Likely
to be hit on the table; at 36 weeks, hit or rolled; at 40 weeks, brushed, rolled, or banged; and at 48
weeks, hit with vigor or thrown against the table.
17 The infant handles the bottle in such a manner that the pellet is caused to drop out. ^The bottle
need not be turned over; it may be shaken, but there must be some evidence in the child s attention
which suggests that the act is purposeful. .
20 The infant gives evidence, by change in regard or manipulatory behavior, that he has noted the dis-
appearance of the pellet from the bottle.
30 When the pellet sticks to the hand, but the fingers go through the motion of releasing the pellet,
this item has been checked as present.
Atlas Delineations
3 Attends predominantly to bottle: 40 weeks, p. 420, A-B (see text)
4 Attends predominantly to pellet: 44 weeks, p. 424, A-D (normative at 48 weeks)
11 Turns bottle upside down: 52 weeks, p. 432, C (see text, inverts)
17 Apparently adapts manipulation so pellet falls out: 44 weeks, p. 424, C (normative at 52 weeks)
18 Manipulates bottle as before: 40 weeks, p. 420, B (see text)
21 Regards pellet after dropped from bottle: 40 weeks, p. 420, C
29 Holds pellet over bottle: 48 weeks, p, 429, D (normative at 52 weeks)
122
THE PSYCHOLOGY OF EARLY GROWTH
>20. PEKFORMANCE Box BEHAVIOR (40 weeks-56 weeks)
SITUATION: PERFORMANCE Box (PfB)
PfB
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
PERFORMANCE Box ALONE
Places hands on box
77
9?
61
6*2
71
2
Prior manipulation of box .
54
54
99
34
30
3
Manipulates box exclusively
10
3$
13
10
13
4
Reaches to top of box ......
6?,
67
48
?8
70
5
Manipulates box near holes
69
50
78
69
79
6
Prior manipulation of holes
42
^8
70
56
65
7
Manipulates holes exclusively .
IP
20
?6
M
30
8
Pokes in holes
31
4?
74
66
65
9
Manipulates both box and holes
58
4 9
52
3d
57
10
ROD PRESENTED
Manipulates rod
5ft
4?
30
IQ
36
11
Transfers rod ....
3?
27
15
5
16
12
Brings rod to box surface or holes
64
65
74
81
88
13
Brings rod to box surface
Wi
W
26
16
16
H
Brings rod to right or left hole
1=;
33
43
64
15
Brings rod to middle hole
4
15
10
35
60
16
Rubs rod against box
20
u?5
15
IQ
4
17
Inserts rod hi hole
IP
56
60
72
18
Tpsftrt.s rod in middta Jiote ,
33
40
10
Inserts rod, never releases
IP
56
38
40
20
Releases rod in hole ....
o
21
$*>
91
INSERTION DEMONSTRATED
PnrsTifiK rod as Foramin^r inserts
10
?3
35
22
fi3
22
Manipulates box ....
50
62
65
40
43
23
Pokes holes
'/?
W
50
W
43
24
Manipulates and mouths rod ....
54
50
42
28
33
25
Drops rod "without relation to box
-23
?f
8
12
35
26
Brings rod to box ....
65
73
92
97
95
27
Brings rod to box surface only
42
54
54
33
10
28
Brings rod to box and releases
27
35
67
74
29
Brings rod to vicinity of holes only
1?
10
35
51
2Q
30
Brings rod to box on repeated demonstra.
33
35
67
79
75
31
Hits rod on box
?7
10
o
o
3
32
Rubs rod against box surface .
10
31
42
30
5
33
Inserts rod in hole
38
58
76
86
34
Inserts rod without ever releasing
38
W
38
24
35
Inserts rod in middle hole . . .
o
8
35
55
71
36
Releases rod in hole
o
12
30
62
37
Releases rod in middle hole ....
4
26
52
38
Releases rod into box ....
o
12
30
52
39
Activity with right or left hole
4
15
30
57
67
40
Activity with middle hole
15
42
58
86
41
Evidence of induced behavior ....
27
42
38
58
67
42
Postural activity
8
23
30
26
48
Item
Pf-B 2
10
20
22
PERFORMANCE BOX
Manipulates first the box as a whole rather than the holes of the box.
Includes turning, transferring, and mouthing.
The rod does not necessarily fall into the box.
Includes manipulation of the holes of the box but excludes any activity of the rod with the holes or
any activity with the rod alone.
23 This activity frequently is pursuing the rod in the hole with fingers as the Examiner releases the rod.
29 Excludes any insertion of the rod in the hole.
41 Induced behavior consists of, combining after demonstration only, improvement in method, improve-
ment of orientation of rod, and releasing of rod in correct hole.
42 Pivots, kneels, creeps, or stands.
BEHAVIOR NORMS
123
Item
Atlas Delineations
Pf-B 2 Prior manipulation of box: 40 weeks, p. 507, c
4 Reaches to top of box: 40 weeks, p. 507, a; 44 u>eefes, p. 507, b
6 Prior manipulation of holes: 45 weeks , p. 509, a
23 Pokes holes: 40 weeks, p. 507, d-e
21. PRONE BEHAVIOR (4 weeks-56 weeks)
SITUATION: PRONE (Pr)
Pr
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
(Ventral suspension) head compensates .
(Placement) head rotates
(Placement) head in mid position
Tjifts head momentarily .
19
53
47
63
23
88
47
3
3
100
67
31
69
52
48
75
39
100
86
10
14
100
100
16
67
44
56
57
54
89
79
14
36
100
60
4
21
80
12
88
25
71
100
81
46
48
100
50
8
8
100
9
89
25
73
100
93
54
68
88
26
16
57
8
13
8
29
37
53
74
54
82
16
14
19
70
17
4
4
13
10
4
13
19
4
2
87
19
83
100
87
81
23
72
83
35
50
97
96
100
Holds head lifted sustainedly ....
Lifts head to Zone 1
82
87
Lifts head to Zone 2
97
97
28
86
65
3
74
96
90
61
81
67
100
100
69
96
14
T i-ft lipftr? tn ^nnf ^
Lifts head to Zone 4
100
100
10
100
Raises upper chest
56
80
90
..
Lifts hand
12
54
17
28
66
75
41
72
32
5
26
20
36
11
21
23
20
7
Scratches platform
6
94
100
3
19
44
24
82
82
24
24
69
21
71
85
46
11
50
20
15
69
57
23
85
Legs flexed and adducted (kneels) .
Legs flexed, outwardly rotated . .
Legs flexed only at knees ....
Legs extended or semiextended . .
32
52
68
45
35
65
58
55
26
24
67
7
24
45
41
93
7
30
40
33
4
96
3
10
20
10
4
96
* 7
7
7
100
*4
4
4
3
3
Rests on forearms
6
3
92
8
8
24
73
24
4
4
57
50
46
21
11
67
4
10
53
26
10
Rests only on knees, abdomen, chest, head
Rests only on knees, abd., chest, forearms
Rests only on thighs, abd., chest, forearms
Rests only momentarily on abd. and chest
Rests only on thighs, abd., chest, hands .
Rests only on thighs, lower abd., hands .
62
38
13
13
9
26
9
17
3
20
3
39
16
52
6
7
40
19
21
6
23
33
42
23
71
38
7
30
14
11
3
23
34
10
17
62
28
17
10
29
4
25
35
6C
17
17
27
3
7
7
73
48
22
35
37
37
70
7
17
%
17
30
3
7
11
3
60
32
43
q
32
16
23
57
77
28
40
17
30
67
30
41
38
63
26
14
4
14
59
95
5
54
7
46
68
57
35
15
73
15
"o
77
96
81
13
65
83
83
33
77
18
83
97
87
8C
94
94
40
80
7
87
100
80
83
6
6
84
7
7
3
79
4
4
64
8
8
19
Flexes legs in crawling movements
Flexes leg drawing up knee ....
Pivots .....
13
13
13
3
17
46
4
24
4
rYowlq
Attains supine or sitting . . . t -
Pushes upward and backward to sitting .
3
4
4
17
21
11
Item
Pr 1
PRONE
Head held in line with body or raised from the horizontal, even if only briefly.
2 When the child is placed on the platform, he turns the head to the side.
4 A child may lift his head momentarily and then later hold it lifted sustainedly in which case the child
would be checked for both items.
5 The head is held lifted more than momentarily or prolongedly, and although it need not be tne entire
situation the item implies that the head was raised more than it was lowered.
6-9 See Glossary illustration, page 277.
124 THE PSYCHOLOGY OF EARLY GROWTH
Item
Pr. 10 Includes also raising the lower chest. At the earlier age levels at least half the cases raise only the
upper chest.
11 The infant's predominating posture in the prone position.
14 Includes extending the arm toward the lure. The elbow need not be raised from the platform.
15 The elbow as well as the forearm is raised from the platform.
19 The legs are in a frog-like posture. .
31 Creeping position means that the body is raised from the platform and the child supports nimseli on
hands and knees. This position is assumed to be present for all children who creep but excludes those
who crawl forward without lifting the body.
34 At 24 weeks this represents an activity in itself, while at 40 weeks the rolling to the side is a step in the
achievement of the sitting position. The child rolls to the side and then pushes with his arm to sitting.
36 At any time during the situation one or both legs are active and are drawn up and then extended,
37 Excludes crawling movements and is checked only for those cases where the weight is resting on the
knees, abdomen, and forearm.
38 The rise in percentages at 8 weeks is associated with raising the head sustainedly and crawling move-
ment of the legs. The combined behaviors are likely to produce pivoting.
39 The child, straining with the arms, pushes himself backward instead of forward in an obvious effort
to progress.
40 Includes creeping, crawling, hitching, and any other method of translocation but excludes mere pivoting.
Atlas Delineations
Pr 1 (Ventral suspension) Head compensates: 6 weeks, p. 96, A; 8 weeks, p. 100, A; 12 weeks, p. 104, A
2 (Placement) Head rotates: 4 weeks, p. 92, C-D; 6 weeks, p. 96, C-D
3 (Placement) Head in mid position: 12 weeks, p. 104, B, C
4 Lifts head momentarily: 6 weeks, pp. 96-7, A (1.25 sec.) (see text), C (1 sec.), E-H (33^ sec.)
5 Holds head lifted sustainedly: 8 weeks, -p. 101, E-H (21 sec. +)
6 Lifts head to Zone 1: weeks, p. 96, C; 8 weeks, pp. 100-1, C, E; 12 weeks, p. 105, E, G; 16 weeks,
p. 107, D
7 Lifts head to Zone 2: 6 weeks, p. 97, G; 8 weeks, p. 101, G, II; 12 weeks, p. 105, F-H; 16 weeks, p. 107, C
8 Lifts head to Zone 3: 16 weeks, p. 107, A, B; 20 weeks, pp. 110-11, A, E, H
9 Lifts head to Zone 4: 28 weeks, p. 117, B
10 Raises upper chest: 12 weeks, p. 104, B; 20 weeks, p. 110, A-B
11 Arms flexed: 12 weeks, pp. 104-5, B-H; 16 weeks, p. 107, A, C-D; 20 weeks, p. 110, C
12 Arms flexed, close to chest: 4 weeks, p. 92, B-H; 8 weeks, pp. 100-1, G-H
13 Arms extended: 24 weeks, p. 115, E (normative at 20 weeks but with body oriented as on p. Ill, G)
15 Lifts arm and hand: 28 weeks, p. 117, G
16 Scratches platform: 20 weeks, pp. 110-11, D, E, F, G (note prescratching behavior 16 weeks, p. 107, C)
17 Legs flexed and adducted (kneels) : 4 weeks, pp. 92-3, D, F-G
18 Hips raised: 4 weeks, pp. 92-3, C-H; 6 weeks, pp. 96-7, CD; 8 weeks, pp. 100-1, C, E-H
19 Legs flexed, outwardly rotated: 8 weeks, p. 101, F-H (more characteristic of 12 weeks); 16 weeks,
p. 107, C; 20 weeks, pp. 110-1, A-H
20 Legs flexed only at knees: 24 weeks, pp. 114-5, A-B, G-H
21 Legs extended or semi-extended: 6 weeks, pp. 96-7, B, F; 8 weeks, p. 100, D; 12 weeks, pp. 104-5, B,
D-3I; 16 weeks, p. 107, B-D
23 Rests on forearms: 8 weeks, p. 101, E-H; 12 weeks, pp. 104-5, B, D-H; 16 weeks, p. 107, A-D; 20 weeks,
pp. 110-1, A-H
24 Rests on hands: 24 weeks, p. 115, E
25 Rests only on knees, abdomen, chest, head: 4 weeks, p. 93, D, F-G
26 Rests only on knees, abdomen, chest, forearms: 6 weeks, p. 96, C; 8 weeks, pp. 100-1, C, E
27 Rests only on thighs, abdomen, chest, forearms: 16 weeks, p. 107, A-D; 20 weeks, pp. 110-1, C, E-G
28 Rests momentarily only on abdomen and chest: 32 weeks, p. 120, B (characteristic of 20 weeks in
different posture pattern however)
29 Rests only on thigh, abdomen, chest, hands: 24 weeks, p. 115, E
30 Rests only on thighs, lower abdomen, hands: 36 weeks (32), p. 124, B
31 Assumes creeping position: 40 weeks (36), p. 128, B; 44 weeks (40), pp. 132-3, C-F
32 Assumes quadrupedal position: 52 weeks (48), pp. 140-1, A-C, H (characteristic of 44 weeks') ; 60 weeks
(56), p. 144, A
34 Rolls to side only: 24 weeks, p. 114, D
. 36 Flexes legs in crawling movements: 4 weeks, p. 93, E-H; 6 weeks, p. 97, E-H
37 Flexes leg drawing up knee: 6 weeks, p. 97, E-G. (Not noted until precrawling age.) 36 weeks, p. 125,
E, F, H (normative at 40 weeks)
38 Pivots: 32 weeks, pp. 120-1, A-H. (Note arms principally used.) 36 weeks (32), pp. 124-5, D-H
39 Regresses: 36 weeks, p. 124, B
40 Progresses: 40 weeks (36), p. 129, E-H (normative at 44 weeks)
42 Creeps: 44 weeks (40), pp. 132-3, A-F (normative at 48 weeks); 48 weeks, pp. 136-7, B-E
44 Pushes upward and backward to sitting: 44 weeks (40), p. 133, G-H; 48 weeks, p. 137, F-H
BEHAVIOR NORMS
125
i 22. RATTLE BEHAVIOR (4 weeks-28 weeks)
SITUATION: RATTLE (Ra)
Ra
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
Does not regard
(If r.) r. only in line of vis. or when shaken
Regards after delay
M
70
43
77
46
16
56
29
50
3
59
35
10
60
50
65
43
45
90
45
37
45
30
10
10
5
100
70
29
5
3
33
23
24
68
48
72
44
16
56
31
59
11
67
58
8
24
65
54
58
31
60
68
63
33
36
28
12
8
92
4
25
14
36
22
67
54
78
35
14
40
33
54
11
78
54
14
48
59
89
61
52
87
14
11
5
7
42
37
27
22
5
5
84
58
13
7
7
21
8
68
72
72
62
16
80
32
46
42
57
96
23
35
46
27
83
75
6
78
61
30
12
4
5
9
5
9
4
75
47
33
39
44
22
17
69
31
25
4
15
38
4
28
35
41
95
100
94
69
46
64
11
25
58
11
45
7
79
80
25
77
38
53
29
20
6
22
15
1U
27
15
54
37
35
59
16
50
29
11
3
3
64
23
60
17
11
5
42
27
22
24
21
6
(If regards) regards after delay
Reg. in midplane (spon. or after shaken)
Regards in midplane (Ig. h.)
Regards in midplane (rd. h.)
Regards spontaneously in midplane .
Regards only momentarily
76
21
3
35
29
57
23
79
79
13
6
58
15
61
15
93
94
6
88
28
61
Regards starily ....
Regards consistently
Regards surroundings
Regards Examiner
Regards hand
Regards rattle in hand
100
(Contact) hand clenches
(Contact) arm becomes active ....
(Contact) hand opens
(Contact) hand opens immediately
Near hand grasps rattle
(In hand) holds actively
(In hand) holds passively
Arm increases activity
Approaches
93
100
100
70
87
94
94
90
24
43
61
39
18
15
56
47
35
35
17
64
33
90
83
29
50
53
40
7
7
61
61
45
20
31
18
73
38
100
100
10
88
50
62
94
94
19
4
65
9
78
32
Approaches after delay
Approaches promptly
Approaches with both hands ....
Approaches with one hand
Hands close on each other
Hands to mouth
Contacts rattle
Grasps
Grasps after delay
Manipulates holding by bowl ....
Retains ent. per. (placed in r. or 1. hand)
Retains entire period (placed in left hand)
Opens and closes hand
Brings rattle to mouth
Waves or shakes rattle
Brings free hand toward midplane
Free hand contacts rattle
Free hand fingers rattle
Grasps with free hand
TVfl Tl ^f PT*S
56
17
42
25
70
12
85
42
40
40
62
6
78
22
50
50
18
Drops
Drops immediately
If drops, regards after losing ....
If drops, strains toward lost rattle
If drops, resecures rattle
"RnTlst trt sii^p
42
36
20
62
16
4f
50
62
43
68
18
44
18
50
60
45
25
Frets
Vocalizes
Note: Placed in both hands up to 16 weeks, 15 cases only.
126
THE PSYCHOLOGY OF EARLY GROWTH
BATTLE
At the early age levels, 4 through 12 weeks, the rattle was placed in both hands; after 12 weeks it was placed
in the left hand. It will be remembered that this procedure was introduced because at the earlier ages the child
lies with the head turned to the side and the regard for an object in the face hand is naturally favored.
Item
Ra 1 Disregard for the rattle is to be regarded as a result of inattention rather than faulty vision.
1,3,1
4,5,
6, 7, [ Refer to the regard for the rattle either before approach or before it is placed in the child's hand.
8,9,
10 j
11-14 At any time during the situation.
18 This response is sometimes slightly delayed.
20 It is implied that the hand definitely opens when the rattle is near it, remains open, and closes on the
rattle as soon as it is within grasp.
21, 22 When the rattle is grasped firmly in the hand, the holding has been called active and, when it is held
loosely with the fingers partially extended, passive holding. Even with the passive holding, the
rattle may be retained during slight activity of the arm.
23 The first regard for the rattle is accompanied by a definite increase in the rate or the extent of arm
activity.
30 The regard for the rattle seems occasionally to initiate medially directed arm movements which
terminate at the mouth.
39 Excludes merely retaining the rattle with arm movement when unaccompanied by blinking, general
animation of the face, or by regard for the rattle as the rattle is moved.
47 This response may be a start, fussing or crying, regard for the rattle, or straining toward it.
Atlas Delineations
Ra 1 Does not regard: 4 weeks, p. 264, A, B
2 (If r.) r. only in line of vis. or when shaken: 6 weeks, p, 267, B; 8 weeks, p. 269, A 1.25 sec.
5 Regards in midplane (spontaneously or after shaken): 12 weeks, p. 271, A (normative at 16 weeks)',
46 weeks, p. 274, A
8 Regards spontaneously in midplane: 12 weeks, p. 271, A (normative at 16 weeks)
15 Regards rattle in hand: 16 weeks, p. 275, G (normative at 20 weeks); 20 weeks, p. 279, E, F
17 (Contact) arm becomes active: 4 weeks, p. 264, C-D
18 (Contact) hand opens: 4 weeks, p. 265, F; 8 weeks, p. 269, B; 12 weeks, p. 271, C
21 (In hand) holds actively: 6 weeks, p. 267, C, D; 8 weeks, p. 269, D
23 Arm increases activity: 16 weeks, p. 274, A-D
24 Approaches: 20 weeks, p. 278, B-D
27 Approaches with both hands: 20 weeks, p. 278, B-D
28 Approaches with one hand: 24 weeks, p. 281, B (normative at 28 weeks)
29 Hands close on each other: 16 weeks, p. 275, E; 20 weeks, p. 278, B
30 Hands to mouth: 16 weeks, p. 275, F
32 Grasps: 20 weeks, p. 278, D (normative at 24 weeks)
38 Brings rattle to mouth: 20 weeks, p. 279, G (normative at 16 weeks)
42 Free hand fingers rattle: 24 weeks, p. 281, C
44 Transfers: 28 weeks, p. 283, D
46 Drops immediately: 4 weeks, p. 265, H
48 If drops, regards after losing: 54 weeks, p. 281, D (rattle placed 'within reach on platform)
49 If drops, strains toward lost rattle: 24 weeks, p. 281, D (rattle placed within reach on platform)
51 Rolls to side: 24 weeks, p. 281, C (normative at 20 weeks)
52 Frets: 4 weeks, p. 265, E-H
BEHAVIOR NORMS
127
i 23. DANGLING RING BEHAVIOR (4 weeks-28 weeks)
SITUATION: DANGLING RING (RD)
RD ,
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
Regards after delay
Regards immediately
Regards momentarily
77
26
53
47
54
46
85
43
64
36
71
29
65
35
38
62
27
68
35
87
17
14
86
83
88
66
7
93
13
48
64
19
84
83
77
68
83
62
62
58
32
64
17
20
50
44
20
43
20
22
13
97
14
96
5
95
Regards prolongedly
47
26
38
59
5
90
Regards consistently . .
T^srfigaT'Hs in rnirlplnA
77
29
22
32
39
61
25
75
46
54
12
70
46
54
50
56
Regards in midplane . ....
Regards in midplane Gong head) . . .
Regards in midplane (round head)
Regards ring in hand
82
13
46
16
100
46
38
14
100
53
41
5
Regards string
Shifts regard
94
75
28
41
44
20
55
16
36
100
68
64
54
4
62
33
75
43
11
55
100
61
61
67
7
50
25
60
46
25
55
11
96
35
77
65
8
58
37
67
50
25
61
12
Shifts regard to surroundings ....
Shifts regard to Examiner's hand .
Shifts regard to Examiner
Shifts regard to hand
27
5
24
3
27
Follows past midplane
Follows past midplane (Ig. h.) .
Follows past midplane (rd. h.) ...
Follows approximately 180 ....
Follows approximately 180 (Ig. h.)
Follows approximately 180 (rd. h.) .
Approaches
89
30
66
96
19
81
100
9
91
Approaches after delay
Approaches promptly
Arms increase activity
3
3
4
4
4
11
4
4
4
4
42
15
12
12
8
15
8
8
Arms separate
Approacn.es with one hand
19
24
76
60
38
81
35
73
75
61
19
33
11
58
51
18
56
32
37
16
5
42
23
7
39
82
54
11
100
28
96
46
45
40
66
10
82
66
41
41
7
43
29
29
38
32
55
77
14
5
100
5
100
14
7
65
67
14
74
84
74
32
100
100
60
18
21
Approaches with both hands ....
Approaches with arms flexed ....
Hands come together
Contacts ring
T)isJodffes rinsf on contact
Gxasps
Grasps after delay if grasps
('Ifa o-nn iTi'f'p'rHfiffit'ifillv
Retains entire period.
20
10
30
38
25
3
78
42
10
7
7
35
27
Holds with both hands
T-TnTiH <~T"iP i TiQ ftTirl f'lnspsj rvn Tint*
Brinsrs rins to mouth
TTVckpk ViQTifl tn TniHnlfln^
TVflTI Q>f PTQ
Drops
Drops immediatelv
TR picrflTrlft <4 p rnTT"iPrI fino 1 if Hiwn*?
3
9
4
14
8
4
4
8
FYpt<a
128 THE PSYCHOLOGY OF EARLY GROWTH
DANGLING KING
The Dangling Ring situation at 4 through 12 weeks differs significantly from the situation at 16 to 52 weeks.
At the former age levels following of the ring is elicited while at the latter age levels the ring is held in the
midplane for observation of regard, prehension and other adaptive behavior. This fact should be kept in mind
when the percentages are inspected.
Item
RD 2, 3, 4, \ Apply only to the character of the regard before either approach or grasp or until the ring has
14, 16 / been put in the hand.
5 Applies to the duration of the situation.
23 Excludes mere drawing apart of the hands. If, however, the hands draw apart and approach
the ring, the item is credited.
27 When the child is lying with his hands either resting on the chest or flexed at the elbow, directed
toward the midplane, on the presentation of the rattle the arms are sometimes seen to abduct
and externally rotate. This is designated as "arms separate."
28, 29 It should be noted that if the ring was immediately dropped, it was re-presented. The child
might therefore approach with one hand on one presentation and with both hands on another
presentation, consequently the combined percentages do not add up to one hundred as might be
expected.
31 Hands come together. It not infrequently happens that the hands instead of closing on the
ring, come together at the midline either through the ring or more usually not reaching as far
as the ring.
38 Does not include transfers the ring from one hand to the other but only when the ring is held
for a period with both hands. Transfer may, of course, take place later.
39 If the ring has been placed in the hand, the fingers of the hand may alternately extend and flex
without dropping the ring.
40 Because of the size and shape of the ring it is not readily brought actually to the mouth; the hand
may be brought in contact with the mouth, or the ring may be brought to the chin with subse-
quent mouthing movements. Such behavior is included in this item.
46, 47 Visual pursuit not counted; item implies actual approach.
Atlas Delineations
RD 1 Regards after delay: 8 weeks, p. 247, B; 12 weeks, p. 249, A
2 Regards immediately: 16 weeks, p. 251, A
3 Regards momentarily: 4 weeks, p. 243, B-C (3 sec.)
4 Regards prolongedly: 12 weeks, p. 249, A-B (6 sec.)
6 Disregards in midplane: 4 weeks, p. 243, A
7 Regards in midplane: 8 weeks, p. 247, B (normative at 6 weeks)
10 Regards ring in hand: 16 weeks, p. 251, D
11 Regards string: 28 weeks, p. 261, H
14 Shifts regard to Examiner's hand: 8 weeks, p. 247, B (see text); 12 weeks, p. 249, B (see text)
17 Follows past midplane: 8 weeks, p. 247, OD (normative at 6 weeks')
20 Follows approximately 180: 12 weeks, p. 249, C-D
23 Approaches: 16 weeks, p. 251, B-G
27 Arms separate: 20 weeks, p. 254, B-D
28 Approaches with one hand: 24 weeks, p. 257, A (normative at 28 weeks)-, 28 weeks, p. 260, A
29 Approaches with both hands: 16 weeks, p. 251, B
30 Approaches with arms flexed: 20 weeks, p. 255, E
31 Hands come together: 16 weeks, p. 251, C (characteristic at 20 weeks); 20 weeks, p. 254, C
34 Grasps: 20 weeks, p. 255, F
35 If grasps, grasps after delay: 20 weeks, p. 255, F
38 Holds with both hands: 28 weeks, pp. 260-1, D-G
40 Brings ring to mouth: 24 weeks, p. 257, C; 28 weeks, p. 261, E, G (normative at 20 weeks)
41 Free hand to midplane: 20 weeks, p. 255, G
43 Drops; 20 weeks, p. 255, H
BEHAVIOR NORMS
129
24. RING AND STRING BEHAVIOR (28 weeks-56 weeks)
SITUATION: RING AND STRING (R-S)
R-S
BEHAVIOK ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Regards ring
100
89
71
11
54
54
50
50
43
46
18
21
55
29
4
18
4
7
29
17
46
46
17
13
33
33
25
94
68
90
32
58
28
28
81
69
75
53
M
71
16
53
16
34
3
25
22
9
9
47
27
58
42
23
15
4
58
12
8
31
15
85
65
88
35
53
26
26
92
83
92
83
32
53
32
83
23
60
34
80
6
9
6
86
14
39
43
18
7
79
36
29
25
36
21
12
97
69
83
28
64
8
5
97
95
95
92
27
46
65
95
5
87
46
81
5
11
8
95
16
30
4?
35
38
5
73
19
49
43
33
27
15
19
94
77
74
23
55
6
6
94
94
97
91
24
36
67
94
15
82
52
85
15
15
3
97
35
32
16
23
42
10
84
29
48
45
39
29
37
40
94
81
61
19
52
6
97
97
95
92
25
89
95
8
78
44
75
8
25
25
92
9
24
18
6
33
24
73
12
58
36
55
39
34
47
100
79
76
17
55
5
5
100
100
100
100
8
11
90
97
3
74
42
69
5
16
97
24
13
16
11
26
21
66
29
68
50
45
21
47
53
95
84
74
21
58
8
8
100
92
100
92
8
8
83
96
17
50
25
42
8
17
92
17
20
17
50
13
71
29
58
58
50
17
33
58
Regards ring first
Regards string
Regards string first (regard before appr.)
Shirts re. from ring to str. or ring-str.-ring
Approaches ring
Approaches ring first
Approaches string
Approaches string first ....
Contacts string before ring
Grasps string
Hand closes on string ineffectively
(If hand closes on string) grasps ineffect.
Grasps string immediately
Piills nr drags stnno" m
Regards str^only as reaches and pulls str.
Regards ring as approaches and pulls string
Regards ring only as appr. and pulls string
Regards ring only as ring approaches
Manipulates string before securing ring .
Pulls ring off table top before secural
Dangles or bounces ring before secural
Secures ring using string ....
Hits or bangs ring on table top
Brings ring to mouth
Transfers ring
Turns ring
Brings ring to platform
Brings ring to side panel
Manipulates string after contact with ring
Holds ring in one hand ; string in other .
Dangles ring by string after con with ring
R-S15
23
24
28
30
34
R-S 6
7
9
11
22
23
24
RING AND STRING
The string may be dragged in without being grasped. _ . .
This item includes only those cases where the string was in the oblique position. At 32 weeks it is
characteristic for the ring to be secured by the string if the string is in the median position.
Includes dangling or bouncing ring by string so that the ring hits the table.
Includes dragging or dangling, or bouncing, or rubbing, or dropping and pursuing the ring to the plat-
form, but excludes mere dropping. .
Includes any contact or activity except mere regard. It includes fingering, string holding, or dangling.
Includes dropping or releasing on platform or over side rail, not releasing to dangle or release in transfer.
' Atlas Delineations
Approaches ring: 28 weeks, p. 483, B
Approaches ring first: 36 weeks, p. 489, A
Approaches string first: 28 weeks, p. 483, A (normative ar2 weeks)
Grasps string: 32 weeks, p. 486, D
Dangles or bounces ring before secural: 4# weeks, p. 495, B-C
Secures ring using string: 36 weeks, p. 489, G
Hits or bangs ring on table top: 44 weeks, p. 493, C
24 Hits or bangs ring on table top: 44 weeks, p.
28 Brings ring to platform: 44 weeks, p. 493, D
30 Manipulates string after contact with ring: 32 weeks, p. 487, G, H
33 Dangles ring by string after contact with ring: 52 weeks, p. 497, B-G
36 Turns or pivots: 45 weeks, p, 495, G-D (characteristic at 52 weeks)
130
THE PSYCHOLOGY OF EARLY GROWTH
! 25. RING, STRING, AND BELL BEHAVIOR (32 -\veeks-56 weeks)
SITUATION: RING, STRING, AND BELL (R-S-B)
R-S-B
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
67
33
70
19
74
19
10
20
40
50
30
30
60
55
55
35
30
15
30
5
9
15
40
77
23
94
32
97
14
38
25
44
56
31
44
50
56
62
16
9
19
38
19
20
3
44
48
86
17
94
20
92
14
27
18
69
15
64
64
77
33
64
6
6
24
57
24
41
33
52
75
28
86
86
17
26
11
46
11
57
57
69
23
60
11
9
3
40
32
40
26
56
64
&
84
C
84
2C
21
I
44
4
72
64
8C
24
8C
4
4
56
ie
72
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
67
33
56
50
44
6
14
43
57
29
14
43
57
29
71
57
14
14
14
5
90
13
93
23
93
30
27
37
50
37
40
50
40
40
67
10
10
37
37
20
37
13
Approaches rin or bell
Pulls ring or bell within reach
Pulls ring off table top ....
Holds ring in one hand, bell in the other .
Holds one object and reaches for other
Drops bell or ring .
Manipulates bell first
Manipulates bell .
Manipulates bell independently
Manipulates ring independently .
Holds or manipu. ring and bell simultan.
Firings b^U, r ^ T1 ^; or string t,r month
Brings bell to mouth
Transfers bell, ring, or string ....
Waves or rings bell
Rrino-s bfill nr ring to platform
Combines ring and bell
Places bell in ring or ring over bell
R-S-B 12
13
R-S-B
2
5
10
15
19
20
22
RING, STRING, AND BELL
Includes rotating, waving, or ringing the bell.
Does not exclude activity with the bell in relation to the table but does exclude cases where ring
is held in one hand while other is active with the bell.
Atlas Delineations
Approaches ring or bell: 32 weeks, p. 501, b
PuDs ring or bell within reach: 40 weeks, p. 501, a-b
Manipulates ring first: 40 weeks, p. 501, b
Holds or manipulates ring and bell simultaneously: 40 weeks, p. 501, d
Waves or rings bell: 44 weeks, p. 501, d (normative at 4# weeks)
Brings bell or ring to platform: 52 weeks, p. 503, c-d
Places bell in ring or ring over bell: 4# weeks, p. 503, d (normative at 56 weeks) ; 56 weeks, p. 503, c
26. PULLED TO SITTING (4 weeks-28 weeks)
SITUATION: PULLED TO SITTING (SiP)
SiP
BEHAVIOB ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
Head lags
84
76
87!
85
79*
35
15
10
2
Head lags completely
,?4
23
14
8
3
Head lags completely or markedly
Wt
45
4tf
97
8
6
4
Head lags markedly
g
91
3?
IP
8
6
5
Head lags mod., slightly, or only initially
41
31
36
58
64
39
15
10
6
Head lags moderately or slightly .
Q
10
39
4?
40
Q
7
Head lags initially only ....
?f
91
4
15
9fi
9V
15
10
8
Head compensates or lags only initially
47
4/>
91
SI
59,
93
96
97
9
Head compensates
16
94
18
15
98
70
81
87
10
Back extends
9tf
17
7
IP
17
11
Pulled with difficulty
95
,?9
9H
91
91
IS
12
Pulled easily
97
50
57
70
13
Assists Examiner by pulHng self forward .
8
18
49
50
BEHAVIOR NORMS
131
PULLED TO SITTING
Item
SiP 1-7 Degree of Lead lag can best be estimated by observing angle between chin and neck.
11 The child sometimes slides along the platform or extends at the hips and it is then difficult to pull
him to the sitting position.
12 The head compensates, the hips flex, and the arms are tense.
13 The child lifts the head, flexes the arms and legs so that, to some extent, he pulls himself.
Atlas Delineations
SiP 4 Head lags markedly: 6 weeks, p. 161, A; 8 weeks, p. 163, A
5 Head lags moderately, slightly, or only initially: 4 weeks, moderately, p. 159, B (text A indicates an
initial marked lag)
6 Head lags moderately or slightly: 12 weeks, moderately, p. 165, A; 16 weeks, slightly, p. 167, A
9 Head compensates: 20 weeks, p. 170, A
27. SITTING BEHAVIOR (4 weeks-56 weeks)
SITUATION: SITTING (Si)
Si
BEHAVIOR ITEMS
4
6*
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
Head sags
74
35
16
13
3
23
92
56
37
46
15
4
11
91
5
64
14
57
32
8
21
71
29
12
56
36
24
12
12
57
43
10
41
53
12
9
13
76
25
46
11
11
80
72
4
20
94
12
7
11
11
7
Head only momentarily erect ....
Head bobbingly erect
Head set forward
Head steadily erect
16
75
56
17
50
3
3
88
28
31
3
75
64
13
3
93
16
9
31
34
47
19
6
9
91
65
8
62
30
27
3
91
41
56
6
84
42
50
6
74
56
3
27
47
62
44
35
18
3
100
73
79
58
36
21
94
27
64
24
69
25
49
9
69
51
22
27
58
88
42
30
36
100
82
67
27
39
100
6
39
61
21
21
58
12
40
30
55
46
45
30
49
100
33
6
40
9
3
21
28
6
100
86
77
6
72
100
20
80
57
46
54
23
34
11
29
49
74
40
26
100
11
3
80
26
11
29
20
6
9
11
3
9
100
94
88
88
100
"
100
80
66
23
17
14
3
17
86
20
3
100
94
74
40
52
28
29
28
19
3
3
100
100
97
100
"o
100
97
97
20
3
13
3
80
3
"o
100
67
45
57
71
53
36
42
21
24
100
100
94
100
"o
100
91
85
6
6
80
"o
91
76
66
59
65
53
62
54
16
19
100
100
100
100
"o
100
95
93
83
' b
100
66
58
69
57
59
73
67
27
29
100
100
96
100
"o
100
100
100
4
64
b
100
76
60
56
93
40
85
70
45
52
Head erect when leans forward
Back extends
Back rounded uniformly
Back lumbar curvature
Body erect, supported
Body erect
Body erect moment or less than minute .
Body erect one minute or more
Sits with slight or no sup. (mom. or better)
Sits only momentarily leaning forward
Sits only mom. or less than one minute .
Sits one minute or more
Sits for ten minutes (approx. or more)
Sits for indefinite period
Falls
100
67
13
4
100
77
23
10
23
7
100
77
36
18
36
36
12
12
92
81
10
15
10
12
12
Falls forward .
Falls sideward .
Falls backward .
Leans forward passively
Leans sideward passively
Leans forward or sideward actively
Sits unsteadily
Sits leaning forward
Sits unsupported
Uses hand for support
Grasps or plays with feet
Erects self from leaning forward . . .
Turns to side and maintains balance .
Pivots
Attains prone .
Attains sitting from prone if att. prone .
Attains creeping or quadrupedal position
Pulls to standing
Lowers self
Attains standing independently
Attains standing independently (r)
132
THE PSYCHOLOGY OF EARLY GROWTH
r , SriTiNG
Item
Si 11 The body is erect even though momentarily when the child is placed in the sitting position and support
is completely removed. .
26 This is active rather than passive behavior as opposed to item Si 25 which is passive leaning. This
item is implied in pivoting behavior which involves leaning over, placing the hand on the platform and
shifting the legs.
27 Wobbles or sways from side to side or forward and back.
28 Excludes complete leaning forward, almost completely forward, and way forward, unless the record
definitely indicated that the child maintained the sitting position although leaning way forward. The
decline in the percentages after 28 weeks is due to the fact that the child at the later age levels sits erect
although be may, during his play activities, also sit leaning forward. Such sitting leaning forward has
been excluded. However, this item does imply that the child can maintain a leaning-forward position
for a prolonged period.
30 The hand may rest on the platform, on the knees, or on the feet.
32 Includes instances where the leaning forward may seem to be passive as well as voluntary.
36 Percentages of those who attain prone. Of those who attain prone compare this with item Pr 44 in
sitting.
38 Is identical to item St 43.
39 Is identical to item St 45 and is included under sitting only for reference.
Atlas Delineations
Si 1 Head sags: 4 weeks, p. 159, C; 6 weeks, p. 161, D
2 Head only momentarily erect: 6 weeks, p. 161, C (see text 7.5-8.25 sec.)
3 Head bobbingly erect: 42 weeks, p. 165, B, C (see text)
5 Head steadily erect: 46 weeks, p. 167, C
6 Head erect when leans forward: 20 weeks, p. 170, C; 28 weeks, p. 179, H
8 Back rounded uniformly: 4 weeks, p. 159, C, D; 6 weeks, p. 161, C, D; 8 weeks, p. 163, B, C; 42 weeks,
p. 165, B, D
9 Back lumbar curvature: 42 weeks, p. 165, C (normative at 46 weeks); 24 weeks, p. 174, D
11 Body erect: 32 weeks, p. 182, A (normative at 28 weeks)
22 Falls sideward: 28 weeks, p. 179, G
24 Leans forward passively: 24 weeks, p. 175, G-H; 28 weeks, pp. 178-9, OH; 32 weeks, p. 182, E-H
26 Leans forward or sideward actively: 36 weeks, p. 185, C
28 Sits leaning forward: 28 weeks, p. 179, H; 32 weeks, pp. 182-3, G-H
30 Uses hand for support: 24 weeks, p. 175, H; 28 weeks, p. 178, E-H; 32 weeks, pp. 182-3, A-H
32 Erects self from leaning forward: 36 weeks, p. 185, D
33 Turns to side and maintains balance: 36 weeks y p. 185, A (normative at 40 weeks) ; 40 weeks, p. 188, A-B
34 Pivots: 48 weeks, p. 197, A-H
35 Attains prone: 40 weeks, pp. 188-9, A-H
36 Attains sitting from prone: 44 weeks, pp. 192-3, D-E from creeping position; (see also Prone, 44 weeks
(40), p. 133, G-H)
37 Attains creeping or quadrupedal position: 44 weeks, p. 192, A-D
38 Pulls to standing: 52 weeks, p. 200, A-D, H (normative at 48 weeks')
39 Lowers self: 52 weeks, p. 201, E-G (normative at 48 weeks)
28. SITTING IN CHAIR (12 weeks-52 weeks)
SITUATION: SITTING IN CHAIR (SiC)
SiC
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
Placed in fill air
100
79
10
100
33
79
14
10
100
67
16
69
35
28
100
100
60
57
33
47
92
100
100
31
26
72
85
46
28
7
7
4
Head erect and steady ....
Head turns freely
Body slumps to side
Body leans forward
Body erect .... .
SITTING IN CHAIR
Only the behavior of the child in the chair hefore he is presented with the cubes and other test objects is con-
sidered in the analysis of Sitting in Chair.
BEHAVIOR NORMS
133
1 29. SPOON BEHAVIOR (16 weeks-36 weeks)
SITUATION: SPOON (Sp)
Sp
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
43
52
56
1
2
3
4
5
6-
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
Regards immediately
83
30
37
55
83
10
59
20
27
83
43
17
17
10
23
20
50
30
10
11
100
85
33
42
59
91
21
55
6
24
91
58
24
30
30
27
67
33
30
13
43
18
60
93
7
10
23
97
80
21
3
10
97
90
60
20
10
3
87
93
32
77
39
50
32
41
100
4
15
100
100
22
12
4
100
100
44
45
11
4
96
100
38
100
33
33
48
48
7
37
30
33
19
48
22
100
92
24
70
27
42
55
38
42
100
10
100
100
10
7
100
100
46
18
36
100
100
7
100
43
43
25
25
18
25
29
21
29
46
100
75
61
68
36
36
36
25
25
92
11
24
96
92
38
12
100
100
23
46
31
100
100
7
96
36
36
50
50
11
35
15
46
4
38
35
89
58
60
58
27
69
27
19
27
-
-
Regards momentarily
Regards recurrently
Regards prolongedly ...
Regards predominantly
Regards consistently ....
Shifts regard .
Shifts regard to Examiner . .
Shifts regard to hands
Arm increases activity
Approaches ...
Approaches with right hand ....
Approaches with left hand
Approaches with hoth hands ....
Approaches after delay
Approaches promptly
Contacts spoon
Dislodges on contact
Grasps ... ...
Grasps with right hand
(If grasps) grasps with right hand
Grasps with left hand
(If grasps) grasps with left hand
Grasps with both hands
Grasps in palm .
3
7
30
7
10
3
22
9
27
3
46
9
9
31
21
45
3
6
18
6
12
43
17
23
23
7
29
77
57
50
26
16
36
7
16
Grasps interdigitally
Grasps with thumb opposing fingers
^Manipulates without grasp
Manip. on and above table top and mouths
Brings first to mouth
-
Lifts from table top
Tarings t,n month , .
(If brings to mouth) brings to mouth first
Transfers ...
Rotates . ....
Hits or bangs on table top
Drops
Item
Sp 2
17
28
30
38
SPOON
A momentary regard after which the regard shifts to the surroundings. Following this, more prolonged
regard for the spoon might occur.
Is not necessarily the first regard, but may have taken place after shifting of hands to the table top.
The item, however, does relate to regard before grasp.
The child may contact the spoon while not regarding it. In this case the contact is not considered an
approach.
This so-called manipulation may be an attempt to prehend the spoon.
Includes only those cases where the child's first activity took the form of carrying the spoon to his mouth.
The resecural of the spoon must follow promptly the dropping of it.
134
THE PSYCHOLOGY OF EARLY GROWTH
Atlas Delineations
Sp 1 Regards immediately: 16 weeks, p. 342, A
4 Regards prolongedly: iS weeks, p. 343, F-H (over 3 seconds)
9 Shifts regard to hands: 16 weeks, p. 342, G
17 Contacts spoon: IS weeks, p. 342, B (see text)
18 Dislodges on contact: 24 weeks, p. 350, B
26 Grasps interdigi tally: 24 weeks, p. 350, D (characteristic of 28 and 32 weeks')
34 Transfers: 24 weeks, p. 351, G-H (characteristic of 28 weeks')^ 28 weeks, p. 353, G-D; 53 weeks, p. 355,
B-D
36 Hits or bangs on table top: 32 weeks, p. 355, A (normative at 28 weeks} ; 36 weeks, p. 357, D
30. STAIRCASE BEHAVIOR (40 weeks-56 weeks)
SITUATION: STAIRCASE (Stc)
Stc
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
Surmounts first tread
18
S6
63
74
88
2
Surmounts second tread
50
74
82
3
Slirmmmt.R third trand .
SI
65
77
4
Surmounts fourth tread
SI
SQ
53
5
Reaches crib platform
SI
SQ
53
STAIRCASE
Atlas Delineations
Stc 1 Surmounts first tread: 48 weeks, p. 152, A-D
4 Surmounts fourth tread: 56 weeks, pp. 156-7, A-H. (Does not reach platform, see text.)
BEHAVIOR NORMS
135
31. STANDING AND WALKING BEHAVIOR (4 weeks-56 weeks)
SITUATION: STANDING (St)
St
BEHAVIOR ITEMS
4
6
8
12
16
120
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
Head sags
73
23
30
77
23
17
12
10
3
3
56
42
100
15
77
61
19
3
10
52
16
14
55
28
21
7
21
14
14
32
54
10
90
25
62
73
38
14
3
36
7
8
44
52
32
20
44
24
47
30
52
15
81
25
41
52
59
23
4
4
5
86
61
4
8
4
48
17
35
78
45
41
21
64
24
66
8
43
25
50
32
8
12
8
64
61
5
33
33
95
62
75
19
59
34
70
31
32
27
61
22
4
2
27
13
36
59
29
38
38
Head extends
Head erect only momentarily ....
Head sags or erect only momentarily .
Head bobs or set forward
Head bobbingly erect
Head set forward
Head set forward or steadily erect
Head steadily erect .
Head compensates when swayed .
Legs flexed, do not extend
Legs extend briefly
23
66
50
69
22
28
7
50
31
50
22
15
9
28
31
56
22
17
8
21
14
52
37
14
22
13
53
4f
3
12
15
40
33
a
2
19
32
23
3
"o
31
13
"o
26
23
'*4
Legs extend recurrently
Hips flex, legs flex or extend ....
Hips flex, legs held extended ....
Supports no weight
Offers very slight resistance . . . .
Supports a fraction of weight ....
Supports a large fraction of weight
Supports a large frac. of wt. more than mom.
Supports entire weight
72
53
31
28
13
3
72
53
41
28
19
78
75
53
44
19
3
83
83
76
55
17
17
94
94
82
91
9
18
97
97
91
94
9
24
97
94
97
3
23
97
97
97
*28
98
98
98
2
45
100
100
100
22
One foot engages the other
Feet apart four inches or more
Toes flex
85
92
86
77
Feet rest with soles on platform .
Feet inverted .... ...
84
5
38
32
6
6
34
21
13
22
13
100
78
26
28
32
9
3
41
28
13
16
13
100
81
12
31
9
22
9
31
15
16
16
25
100
62
62
85
87
97
96
100
Stands on toes
3
3
10
10
26
26
38
38
31
3
28
7
28
18
10
14
7
97
50
18
29
6
7
Stands on toes, weight not supported
Stands on toes, weight supported .
50
31
28
28
6
9
62
34
31
25
18
3
40
40
3
12
51
64
21
51
9
49
3
28
3
19
24
6
3
29
16
52
3
48
7
19
44
45
19
68
10
56
21
36
24
42
39
16
10
3
13
6
6
86
86
19
38
22
72
22
75
16
62
19
54
72
47
3d
3
13
7
7
81
81
*2
7
31
9
80
33
74
27
73
29
67
82
63
26
26
9
88
88
*4
8
12
8
44
68
76
45
85
52
70
88
80
16
44
Rises to toes, supporting weight .
Lifts foot
Lifts foot without supporting entire weight
Lifts foot while supporting entire weight
Stepping movements not supporting weight
Bounces
23
23
"3
10
10
"3
41
41
"l
60
60
28
59
59
38
Is placed standing
(Hands supported) balance inadequate .
Stands only when both hands are supported
Stands holding side rail
100
14
14
6
Stands independently (without support) .
Attains st. with E.'s assistance or independ.
Attains standing independently
3
28
3
9
9
11
16
3
Pulls to st. holding side rail or independently
Attains standing independently (r)
Lowers self using support
Cruises or walks using support
Walks using support
3
Walks only when both hands supported .
Wftlks independently
Responds pleasantly to situation .
55
54
33
28
3i
24
15
Note: St 43 and 45, at 44 weeks. Some children are placed standing and lower themselves, though they do
not pull themselves to standing.
136 THE PSYCHOLOGY OF EARLY GROWTH
STANDING
Item
St 1 Head droops, chin on chest.
3 Head is predominantly sagging, but momentarily erect.
6 Predominantly erect, but very unsteady.
7 Head erect and steady, but not quite in line with body.
10 Child is shaken gently from side to side and antero-posteriorly. Resistance in any direction is credited.
19 Obviously includes more than a large fraction of weight support. The weight support may be mo-
mentary.
21 The child's balance is supplied by the Examiner.
22 Includes one foot touching the other, rubbing the other, stepping on the other, or crossing the feet.
25 The whole foot comes in contact with the platform.
26 The outer edges of the soles only are in contact with the platform.
28 The toes come in contact with the platform. The heels may be brought down later. It also includes
extension at the ankle when the weight is not supported so that only the toes touch the platform.
37 Sways, wobbles, falls back, or otherwise loses balance.
40 When placed standing, supports the weight and maintains position when supporting balance is removed.
47 Includes walking alone.
49 Walks without aid of person or object.
Atlas Delineations
St 1 Head sags: 4 weeks, p. 203, A-D; 6 weeks, p. 205, C-D
3 Head erect only momentarily: 6 weeks, p. 205, B (2.25 sec.)
7 Head set forward: 12 weeks, p. 209, A-D
9 Head steadily erect: 16 weeks, pp. 212-3, A, D-F
10 Head compensates when swayed: 16 weeks, p. 212, D (see text)
11 Legs flex, do not extend: 4 weeks, p. 203, A-D
12 Legs extend briefly: 6 weeks, p. 205, B (.5 sec.); 8 weeks, p. 207, B (1.25 sec.)
13 Legs extend recurrently: 20 weeks, p. 217, E-G
15 Hips flex, legs held extended: 36 weeks, pp. 222-3, A-E
16 Supports no weight: 4 weeks, p. 203, B, D; 6 weeks, p. 205, C (see text)
18 Supports a fraction of weight : 8 weeks, p. 207, B-C
19 Supports a large fraction of weight: 20 weeks, pp. 216-7, A-E, G-H
21 Supports entire weight: 36 weeks, pp. 222-3, A-H (normative at 32 weeks')
23 Feet apart four inches or more: 48 weeks, pp. 230-1, A, G (characteristic of 52 weeks)
28 Stands on toes, weight not supported: 12 weeks, p. 209, A-D; 20 weeks, p. 216, A-D; 28 weeks, p. 219,
A-D
29 Stands on toes, weight supported see Staircase: 40 weeks, p. 148, A (normative at 36 weeks}
30 Rises to toes, supporting weight see Staircase: 40 weeks, p. 148, C (normative at 36 weeks)
32 Lifts foot without supporting entire weight: 12 weeks, p. 209, B
33 Lifts foot while supporting entire weight: 44 weeks, pp. 226-7, D, E, G-H (normative at 48 weeks)
34 Stepping movements not supporting weight: 12 weeks, p. 209, B-D; 16 weeks, pp. 212-3, A-G
35 Bounces: 28 weeks, p. 219, A-D
37 (Hand supported) balance inadequate: 36 weeks, pp. 222-3, B-F (normative at 40 weeks)
38 Stands only when both hands are supported: 36 weeks, pp. 222-3, A-H
39 Stands holding side rail: 44 weeks, pp. 226-7, A-H (normative at 40 weeks)
40 Stands independently (without support) : 56 weeks, p. 237, C
42 Attains standing independently see Prone: 60 weeks (56), p. 144, A-C
43 Pulls to standing holding side rail or independently: 48 weeks, p. 231, E-F
45 Lowers self using support: 48 weeks, p. 231, G-H
46 Cruises: 48 weeks, p. 230, A~D
47 Walks using support: 52 weeks, pp. 234-5, A-H
49 Walks independently: 56 weeks, p. 237, A-C (A-B, one hand held)
BEHAVIOR NORMS
137
32. SUPINE BEHAVIOR (4 weeks-40 weeks)
SITUATION: SUPINE (Su)
Su
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
Head predominantly rotated
100
97
93
84
?0
2
Head predominantly rotated to same side
7?
64
79
69
88
3
Head in midposition only momentarily ....
44
11
25
1,5
4
Head maintains midposition
53
36
48
6ft
76
100
5
Head predominantly in midposition .
4
7
15
67
6
Rotates head perceptibly . *
66
61
54
69
71
7
Rotates head from one side to the other
38
32
2Q
38
57
8
IMft* hftnd L ,
11
13
10
35
16
33
68
9
Arms prominently in t-n-r position . ...
100
97
93
64
30
10
Face arm ex. lat/or flexed forearm vertical .
56
75
71
60
11
Occiput arm at occiput, shoulder, or chest .
81
68
64
56
29
12
Arms symmetrical .
88
43
25
62
68
13
Arms prominently symTnfit.rir.al
19
18
21
40
63
14
Arms ex. lat. or flexed, forearm vertical ....
2,5
32
46
35
54
15
16
Arms extended laterally, or at side of trunk
Arms flexed .
38
62
25
/iff
25
57
23
56
34
68
28
57
40
48
35
35
22
25
13
8
-
..
17
Arms predominantly flexed
16
40
,81
59
45
44
19
9
18
Arms flexed, hand beside head
31
21
14
20
97
8
9.8
.5
19
Arms flexed, hand on chest
19
11
14
9.4
17
15
5
5
4
20
Ann extended
at
89
82
64
53
57
41
58
58
46
21
Arm, predominantly Attended
12
12
7
35
8
35
17
,3
22
One arm extended ...
59
75
64
44
?5
20
10
23
48
29
23
Arm extended vertically or laterally . ...
25
?1
8?,
81
84
41
28
35
24
25
Ann ex. at side of body or directly footward . .
Arms ertended .
31
44
32
3ft
18
32
20
28
14
.81
35
40
36
,85
35
49,
52
16
29
20
..
*
26
Arms in windmill motions
95
7
11
8
27
Hand predominantly closed
100
100
92
72
63
,31
30
21
28
TT^nds predominantly closed . .
66
8ft
93
52
85
29
Hand predominantly open ,
.?,?
16
16
50
59
30
Hands predominantly open
8
28
,85
69
70
79
31
Hand at mouth . ...
41
21
ft<>
24
38
15
20
32
Face hand at mouth . .
38
11
21
12
33
Fingers or scratches body . ...
9
18
32
40
39
34
Hands in contact, arms flexed
16
4
11
28
47
33
14
8
35
Hands act^vft J^j mntiia.1 fingering
8
97
39
15
10
36
Hands engage at distance from chest
12
90
10
5
37
Grasps foot". ....
8
98
35
8
38
Pulls foot to mouth (r)
4
10
24
31
44
8
39
Leg predominantly flexed
90
100
93
92
81
57
68
48
5
19
40
41
Legs acutely flexed at knees and hips ....
Legs flexed, heels on platform
32
81
29
79
32
89
29
72
46
55
48
57
36
52
35
52
26
36
17
50
42
Legs flexed, outwardly rotated
91
93
97
96
94
79
72
4.8
45
22
43
Leg extends briefly ....
65
8?
57
42
82
44
45
46
Legs ex. on platform more than briefly ....
Legs extended and lifted more than briefly . . .
Both legs active .
3
3
69
4
75
71
4
80
9
2
96
24
21
36
28
54
4
65
4
42
..
47
One leg independently active ....
35
54
64
58
?A
48
49
Face leg more active than occiput leg ....
Feet engage
19
19
36
18
39
25
19
23
38
21
3G
30
18
12
50
T'ift? 1 from platform .
72
86
82
77
70
71
84
87
86
72
51
Jjesr flexed lifts and lowers
53
61
61
4,0
88
52
Kicks .'
22
29
54
58
40
36
28
35
41
31
53
7
7
15
8
20
63
54
3
4
8
13
16
55
Rolls or swings pelvis
35
25
57
58
,82
21
7
8
8
4
56
Pivots
7
9.9
9
21
4
17
57
3
7
8
8
7
17
4
8
58
4
iO
4
_ ,
CQ
Procrresses neadward (r)
38
35
87
50
48
27
17
4
60
39
21
29
12
50
59
62
54
54
68
61
3
17
19
29
38
42
62
63
Rolls to prone or attains sit. with slight assistance.
3
3
17
17
19
19
28
28
54
42
68
58
-
64
59
4
65
Fixates definitely
1Q
88
66
Stares at window or wall
75
53
45
44
17
67
68
71
63
84
81
53
41
42
24
13
68
15
M
5
7
7
__
Q
22
68
*P
Extended laterally means at right angles to body, (r) report.
138 THE PSYCHOLOGY OF EARLY GROWTH
SUPINE
Item
Su 2 The head may turn to the opposite side, but immediately returns to the preferred side.
3 The head remains in the midposition less than two seconds but not longer.
4 The head definitely, even though momentarily, comes to rest in the midposition.
8 This is unsolicited activity. Head lifting may be concomitant with other activities, such as lifting the
feet, or it may refer to some activity, such as liftingthe head and shoulders. At 28 weeks it is apparently
an effort directly to attain the sitting position. The drop at 32 weeks is probably due to the fact that
the child is unsuccessful in this direct attempt and therefore rolls instead to the side, whereas at 40
weeks, with increased development, he can by using the arm, bring himself to the sitting position without
rolling to the side or to prone.
9 Both arms are always involved. The occiput arm is flexed while the face arm is more or less extended.
16 Any marked flexion during the situation when the child is at rest.
18 Both arms rest flexed at the side on the platform, the hands supinated near the head. The upper arm
is abducted and rotated.
24 Includes one or both arms reaching toward the feet.
27-30 The percentages at 4 through 12 weeks have been determined by cinema analysis.
33 One hand fingers or scratches any part of the child except the other hand. Since at the ages when this
behavior is fairly prominent the hands are in the head-chest or in the chest and abdomen zone, the
scratching is usually in connection with the trunk, but it may be the head or thigh.
34 The hands meet over the chest or face.
35 The hands engage or one hand fingers the other. This item therefore includes grasping of one hand
by the other, in addition to either one or both hands fingering the other hand.
37 The fact that this item was seen with not greater frequency is probably due to the short period of
observation. Grasping the foot is very common behavior in the child's development.
38 This item probably was under-reported. The peak of frequency, however, is at 32 weeks, both for
observation and report.
40 Acute flexion of both legs so that the heels are over the pubis is highly characteristic of 16 and 20 weeks.
Also at 16 and 20 weeks the infant tends to hold this position for longer periods.
41 It will be noted that at all ages except at 32 weeks, the child is seen to rest with legs and heels in
contact with the platform; but at 32 weeks when grasping the foot is very common behavior, the legs
tend to be held lifted continuously.
47 One leg is active while the other is completely inactive.
59 Includes reported as well as observed behavior.
60 Rolling to the right or left or both ; includes rolling completely to the side and rolling halfway to the side.
Atlas Delineations
Su 1 Head predominantly rotated: 4 weeks, pp. 50-1, A-H; 6 weeks, pp. 54-5, A-H; 8 weeks, pp. 58-9, A-H
2 Head predominantly rotated to same side: 4 weeks, pp. 50-1, A-H; 6 weeks, pp. 54-5, A-H; 8 weeks,
pp. 58-9, A-H
4 Head maintains midposition: 12 weeks, p. 63, F
5 Head predominantly in midposition: 20 weeks, pp. 70-1, A-B, E-H (normative at 16 weeks')
6 Rotates head perceptibly: 4 weeks, p. 50, B-D (see text) ; 8 weeks, pp. 58-9, B-G; 12 weeks, p. 63, E-G
7 Rotates head from one side to the other: 16 weeks, p. 67, F-H
9 Arms prominently in t-n-r position: 4 weeks, p. 50, A-G; 6 weeks, pp. 54-5, A-H; 8 weeks, p. 58, A-D;
12 weeks, pp. 62-3, A-B, G^H
13 Arms prominently symmetrical: 8 weeks, p. 59, E-G (normative at 12 weeks') ; 12 weeks, pp. 62-3, G-F
17 Arms predominantly flexed: 8 weeks, pp. 58-9, A-H; 16 weeks, pp. 66-7, A-H
22 One arm extended: 4 weeks, p. 50, A-C; 6 weeks, pp. 54-5, A-H
24 Arm extended at side of body or directly footward: 24 weeks, pp. 74-5, A-C, E, F; 28 weeks, pp. 78-9,
A-G
25 Arms extended: 4 weeks, p. 51, E-H; 20 weeks, p. 70, D
26 Arms in -windmill motions: 4 weeks, pp. 50-1, D-E
28 Hands predominantly closed: 4 weeks, pp. 50-1, A-H; 6 weeks, pp. 54-5, A-H; 8 weeks, pp. 58-9, A-H
29 Hand predominantly open: 16 weeks, pp. 66-7, A, B, E-H (right hand) ; 20 weeks, pp. 70-1, A-H (both
hands)
31 Hand at mouth: 16 weeks, p. 66, G
34 Hands in contact, arms flexed: incipient, 12 weeks, p. 62, C-D; 16 weeks, p. 67, E-H
36 Hands engage at distance from chest: 20 weeks, p. 70, C
37 Grasps foot: incipient, 24 weeks, p. 74, A; 28 weeks, pp. 78-9, B-E, F
40 Legs acutely flexed at knees and hips: 16 weeks, p. 67, H; 20 weeks, p. 70, C; 24 weeks, p. 74, B-C;
28 weeks, p. 79, G, H. (Inspection of the pictures illustrating the subsequent age levels shows that the
flexion at the knees becomes less, although marked flexion at the hips continues.)
41 Legs flexed, heels on platform: 4 weeks, pp. 50-1, A, D-E; 6 weeks, p. 54, B-C; 16 weeks, pp. 66-7, C-F
BEHAVIOR NORMS
139
Item
Su 42 Legs flexed, outwardly rotated : 4 weeks, pp. 50-1, A, D-E ; 6 weeks, p. 54, B-C ; 16 weeks, pp. 66-7, C-F
46 Both legs active: 4 weeks, pp. 50-1, B-E, G-H; 6 weeks, pp. 54-5, A-H; 8 weeks, pp. 58-9, B-H;
12 weeks, pp. 62-3, D-E; IB weeks, pp. 66-7, B-H
49 Feet engage: 16 weeks, p. 67, H; 24 weeks, p. 75, B-C, G-H
50 Lifts leg from platform: (retains feet lifted from platform), 24 weeks, p. 74, A-D (8.75 sec.); 28 weeks,
pp. 78-9, A-H (15 sec.)
52 Kicks: 8 weeks, pp. 58-9, B-G
53 Lifts head and shoulders: 40 weeks, p. 88, G-D
54 Lifts head, shoulders, and feet: 40 weeks, p. 88, B
55 Rolls or swings pelvis: 12 weeks, p. 62, C, F
56 Pivots: 16 weeks, p. 67, H; 20 weeks, pp. 70-1, A-H
60 Rolls to side: 16 weeks, p. 66, A-B
61 Rolls to prone: incipient, 32 weeks, p. 82, A-H; 36 weeks, p. 85, A-D
63 Rolls to prone or attains sitting: 40 weeks, pp. 88-9, A-H
68 Regards hand: 12 weeks, p. 63, G
33. TABLE TOP BEHAVIOR (12 weeks-56 weeks)
SITUATION: TABLE TOP (T)
T
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
Regards hands
35
31
27
33
44
27
14
25
34
30
61
32
25
4
13
3
3
3
27
27
60
20
40
3
10
13
10
3
3
12
11
Hand to mouth ... ...
Hands active in mutual fingering -
Hands mutually contact
Hand at tahle edge
29
23
68
23
39
32
13
29
27
42
35
19
62
15
23
69
19
26
19
14
32
7
3
21
7
15
21
4
9
;;
Hand pronate on table top
Exploits table top
61
58
5
Fingers table top
Scratches table top
7
48
15
19
59
7
57
4
11
68
'45
7
10
83
19
22
14
82
21
25
11
86
16
29
14
68
16
12
16
92
Slaps table top
Depends on mother
11
10
Per cent to whom toy was given
Item
T 3
TABLE TOP
Cf. SU 35.
7 Includes scratching, fingering, rubbing, kneading, or raking.
10 Includes also what might be described as hitting and Datting.
11 The mother's presence is definitely required for the child's adjustment, or the child fusses or clings to
the mother as she leaves.
140
THE PSYCHOLOGY OF EARLY GROWTH
REPORTED ITEMS OF BEHAVIOR
34. FEEDING HABITS (4 weeks-56 weeks)
SITUATION: FEEDING HABITS (f)
f
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
Has night feeding
Has no night feeding
Has two night feedings or more
Is nursed
Is nursed only
91
7
65
65
1$
90
7
38
62
38
94
7
40
50
3<>
89
11
35
42
?,7
80
20
29
41
27
67
31
19
53
38
69
18
16
41
31
65
23
23
50
3S
W
ftS
4
41
SO
57
43
32
W
41
55
3
28
10
33
60
7
30
IQ
17
83
3
11
10
18
79
5
5
9
86
5
o
6
7
8
9
10
11
12
Has bottle feeding
Is bottle fed, not nursed
Has bottle feeding and is nursed .
Fed with spoon
Fed with cup
Has cod-liver oil
Has orange juice
52
36
16
32
26
62
38
24
4
45
45
71
50
21
8
68
75
73
58
15
12
81
93
73
59
14
35
71
74
62
47
15
59
72
f>6
72
59
10
64
4
66
74
65
54
11
75
12
54
57
70
59
11
80
18
63
70
64
61
4
96
23
54
71
79
63
17
97
28
35
69
70
59
11
97
37
34
52
73
73
98
50
43
67
60
60
89
61
35
48
74
73
98
68
41
77
13
Has cereal
4
19
34
59
65
88
89
83
89
93
75
91
FEEDING HABITS
f 1, 2, 3 Night feeding includes any feeding from 9:30 P.M to 5:00 A.M., that is, it includes the 10 o'clock
feeding at night as well as an early 4 o'clock feeding. In two cases where no night feeding at 4,
6, and 8 weeks occurred, the infants were put to bed very early and had a feeding between 7 and 8
in the evening and then slept through the night until 5 :30 the following morning.
9 Not in connection with cod-liver ofl or orange juice or other liquids, but used in giving cereal or
vegetable pulp or other semisolid food.
11 When asked concerning cod-liver oil, the mothers, especially in the summer time, frequently remarked
that the children were not getting cod-liver oil in the summer because the doctors had recommended
that it be dropped then. The percentages may therefore be affected by the seasons rather than the
age of the chud.
35. PERSONAL BEHAVIOR (4 weeks-16 weeks)
SITUATION: PERSONAL BEHAVIOR (per)
per
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
Regards hand
3
15
73
80
2
Brings hands together
7
42
72
3
Hands active in mutual fingering .
4
23
52
4
Pulls at dress
8
7
?,?
73
64
5
Pulls dress over face
4
4
31
52
6
Kicks off blankets . ,
35
59
85
7
Kicks in bath
4
34
45
69
80
8
Litfis sitting
3
50
57
9
Sits propped with pillows
4
42
63
10
Resents supine
3
15
36
11
Anticipates feeding on sight of food .
7
42
68
PERSONAL
In general the reliability of the reported personal behavior is more objective and therefore more reliable than
reported social behavior; exceptions are items per 8, 10, 11.
Item
per 1 Cf. Su 68
2 Cf. Su 34
3 Cf. Su 35
BEHAVIOR NORMS
141
36. PLAY OPPORTUNITIES (4 weeks-56 weeks)
SITUATION: PLAY OPPORTUNITIES (pi)
pl
BEHAVIOR ITEMS
4
6
a
12
47
60
38
91
13
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Is held
13
100
100
32
80
28
96
38
53
46
88
20
50
50
90
6
6
66
10
75
63
13
Plays in crib ....
40
67
80
13
20
25
18
4
93
36
100
29
71
46
21
84
63
16
16
16
16
16
26
7
15
100
70
100
100
74
35
45
69
52
61
4
4
9
9
8
15
12
58
58
35
4
78
22
26
26
26
4
30
11
44
39
50
72
21
39
55
28
31
10
23
34
2
36
15
31
15
62
62
26
35
61
30
30
13
26
39
13
52
8
23
23
69
15
27
42
31
31
35
35
62
31
88
8
23
23
23
62
10
24
31
38
45
31
31
52
31
79
18
9
9
64
23
31
12
27
31
42
62
8
65
9
18
5
18
55
8
12
16
4
4
37
75
87
4
91
1
70
Plays in carriage
Plays in crib or carriage
Plays in high chair
Plays in high chair or swing ....
Plays in pen .
Plays on floor
Plays on floor or in pen
Plays in Taylortot or kiddy car ...
Plays on floor or in pen or kiddy car .
Plays with paper
Plays with spoon
Plays with clothespin
Has rattle
3
3
3
11
11
11
29
31
27
4
Has doll or toy animal
Has one toy
Has only one toy
Has two or more toys
Has three or more toys
PLAY OPPORTUNITIES
Play opportunities are much more indicative of the parent's notions of child care than of the infant's own
behavior equipment. However, the child does have some influence in determining where he plays and what he
plays with.
Item
pl 2-4
D
7-9
While the child is still in the supine stage of development, he is naturally placed in the crib or carriage.
The high chair can be used as soon as the infant begins to sit up.
As soon as a child begins to stand, he is usually placed on the floor in a pen to safeguard against serious
falls.
The pen is most useful to confine a child in a certain part of a room when he begins to prill to standing
and cruise. It is of interest that beginning at 44 weeks at least one third of the infants used a play pen.
37. SOCIAL BEHAVIOR (4 weeks-56 weeks)
SITUATION: SOCIAL BEHAVIOR (so)
so
BEHAVIOR ITEMS
4
6
8
12
81
35
42
100
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Responds to smiling and talking .
Visually pursues moving person .
Knows mother
8
12
3
100
62
69
21
3
3
100
63
74
39
4
26
100
92
56
50
80
19
Sobers at strangers
Turns head on sound of voice ....
Accepts strangers
Withdraws from strangers
Adjusts to words
100
61
8
8
3
6
52
24
12
3
3
6
59
16
16
3
3
3
6
41
47
47
13
22
25
6
9
19
9
39
42
68
35
23
23
7
16
23
13
39
19
75
53
31
28
8
14
25
11
26
4S
94
65
65
45
26
26
42
13
18
44
82
38
56
44
18
27
27
9
18
30
89
59
73
52
54
53
60
25
14
9
73
27
50
23
60
9
9
Responds to "Bye-bye"
Adjusts to commands
Responds to inhibitory words ....
Responds to "So big 5 *
Elicits attention
Plays pat-a-cake
Plays peekaboo .
142
THE PSYCHOLOGY OF EARLY GROWTH
Item
so 3
Cf. per 11 (only 68 per cent at 16 weeks). It is interesting, if true, that at 16 weeks recognition of the
mother is reported in almost twice as many cases as the response of recognition to food.
6 The child may be sober at first, but after a brief period, two or three minutes, he does not withdraw
from their advances. Friendly with strangers. "Will go to anyone."
7 First response to strangers is one of withdrawal and subsequent adjustment is slow. Includes a report
of, "Is very sober" but not "Is sober, " or "Is grave."
8 Includes waving bye-bye although the stimulus may have included a gesture; also includes a report of
positive response to "Where is the " as well as a selective turning of the head to the child's own
name.
9 Includes opening and closing of the hand in addition to waving.
10 Includes only response to verbal directions.
11 Includes shaking of the head and crying at "no, no, " as well as inhibition of acts.
13 Only vocal attempts which are so directed to the person not watching the child that the person's atten-
tion is attracted. For instance, a child may cough, wait, and cough again until a person looks at him.
At later ages he may point to an object and say "see."
14 Spontaneous behavior, on command, or on demonstration; not merely a continuing of the motion when
the child's hands are held and clapped.
15 Does not include "laughs at" or "hide and seek" at 52 and 56 weeks.
38. TOILET HABITS (4 weeks-56 weeks)
SITUATION: TOILET HABITS (to)
to
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
Has no regular toilet training ....
100
100
100
97
87
65
52
53
41
39
17
14
10
4
13
2
Has regular toilet training
3
12
35
48
47
59
71
83
86
90
96
90
3
Never soils diapers
3
3
4
7
8
7
17
18
21
20
23
30
Item
to 3
TOILET HABITS
At 56 weeks if we base the percentages of "never soils diapers" on the number of cases reporting on this
specific item, the per cent is exactly 50. However, it is more likely that if the child had reached this
stage of development the mothers would have called the Examiner's attention to that fact without
specific questioning from her.
BEHAVIOR NORMS
143
[39. VOCALIZATION (4 weeks-56 weeks)
SITUATION: VOCALIZATION (v)
V
BEHAVIOR ITEMS
4
6
8
12
16
20
24
28
32
36
40
44
48
52
56
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Face brightens
Chuckles ...
40
22
45
84
40
68
65
31
72
96
3
36
96
7
21
3
82
42
3
10
42
100
31
15
4
96
88
42
42
24
100
88
28
4
67
76
44
56
5
14
5
9
100
Smiles
Laughs
No vocalization heard during examination
Vocalizes small throaty noises ....
Vocalizes ah-uh-eh
Coos
Blows bubbles
Gurgles
Vocalizes da
7
11
11
7
11
4
4
100
7
26
7
22
26
7
15
100
18
45
25
21
45
7
14
93
7
4
59
47
66
66
47
16
22
88
12
64
51
70
64
58
12
24
79
21
3
63
60
80
69
63
14
32
66
34
3
62
52
83
62
55
35
41
31
69
28
10
7
69
60
86
88
60
4tf
32
23
77
34
26
9
67
64
79
67
64
4S
57
12
88
67
40
26
59
64
91
73
64
64
64
5
95
86
68
36
Voca^ 5 ^ mj * or mn
Two s ylr, 2nd rep. first, ma-rn?, fft-b a , ^tO-
Makes **d" sound
Makes "m** sound
Makes "e** sound (at end of word)
JV^akes "b" sound
Says no "word 5 * . ....
Says one "word" or more
Says two ** words" or more
Says three "words'* or more ....
VOCALIZATIONS
The mother was not usually able to describe the various sounds the baby was making at home so that they
could be recorded with satisfaction. However, they were able to distinguish between the guttural ones and
those using either the front part of the tongue or the lips. As soon as the sounds resembled words in our lan-
guage the report became more reliable and recordable. It was then that the 6, d, m, and e sounds could be
identified. The first three of these were used at the beginning of a wordlike sound and the last, e, terminated
it as in see, baby, kitty and other such words.
144 THE PSYCHOLOGY OF EARLY GROWTH
/
4(5. WAKING AND SLEEPING PERIODS
In tabulating the waking and sleeping data the following assumptions were
made:
1. Night feeding, either breast or bottle, was assumed to interrupt the
night sleep 15 minutes unless the parent indicated otherwise.
2. Intervals reported as "awake off and on" were counted as one sleeping
and one waking period. One half the interval time was counted as sleeping
time.
3. If the parent could not specify how soon the child went to sleep after
being arranged for a nap it was assumed that he was asleep after 10 minutes.
The sleep data have been discussed both in Infant Behavior and also more
fully in an article by Thompson. 2 The general increase with age in wakeful-
ness and in duration of the longest waking period, and the corresponding de-
crease in number of sleeping periods is self-evident (see tables, pp. 145-6). As
the standard deviations indicate, there is great individual variability in sleeping
and waking hours and periods. Beyond this normal variation, extremes in
either direction indicate the desirability of investigating more fully the child's
physical wellbeing as well as his daily routine. An appraisal of the child's
waking and sleeping habits should certainly be a part of the investigation of
any behavior problem v Long continued, unusual wakefulness or drowsiness
has considerable significance; it may indicate a deep-seated physiological or
constitutional condition; it may be associated with a transitory illness; and
accompanied by or associated with fretfulness and crying, it may signify a
faulty diet or routine. Not infrequently a simple readjustment of the feeding
schedule will quickly establish or re-establish a normal sleep routine.
2 Thompson, Helen: "Duration and Periods of Waking and Sleeping in Infancy." PsychoL Bull., 1934,
31, 8.
BEHAVIOR NORMS
145
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146
THE PSYCHOLOGY OF EARLY GROWTH
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CHAPTER VIII
MATURITY LEVEL SUMMARIES
THE developmental progress of infant behavior can be envisaged as a
series of advancing levels of maturity. The present chapter formulates these
levels for the fifteen ages represented in the normative study. For convenient
reference the behavior is roughly classified by functional categories, the situa-
tions in which the behavior occurs being indicated by italics.
The summaries are cumulative in the sense that certain developmental
sequences are carried through from one age level to another. For the sake of
brevity, each age characterization is limited mainly to those features of be-
havior which are (statistically) critical for that age. Emphasis is thereby
placed on normatively distinctive items.
Properly interpreted, these items enable one to picture in outline the totality
of behavior typical of a single age. Accordingly the summaries may be used
for preliminary clinical orientation at the beginning of a developmental exami-
nation. The summaries may also be used as comparative standards for the
appraisal of behavior at the conclusion of an examination.
It is not assumed that any infant, normal or abnormal, will conform com-
pletely to the normative criteria of a single age level. But the underlying
maturational trends are such, that in general the infant's behavior will conform
more closely to one particular age level than to any other. The task of ap-
praisal is to project the behavior picture which has been observed against the
normative summary which most closely fits the actual observations. By a
process of matching with subsequent formulations of the specific deviations,
the behavior status of the child can then be expressed in terms of the specifi-
cations of the maturity level summaries.
The summaries which follow are expressed in brief descriptive and narrative
phrases. Clinical experience will serve to give concreteness and meaning to
the descriptions. The summaries may also be vivified by a study of the pic-
torial delineations of An Atlas of Infant Behavior as indicated on pages 163-4.
The Atlas illustrates how the normative behavior items express themselves in
147
148 THE PSYCHOLOGY OF EARLY GROWTH
**
the moving stream of the infant's behavior. The cinema records on which
these pictorial delineations are based can be used to give further vitality to the
normative criteria.
1. NORMATIVE BEHAVIOR: 4 weeks
HEAD CONTROL. When the infant lies supine, his head, although pre-
dominantly rotated to the side, may be briefly maintained in the midpo-
sition. Pulled-to-sitting, the head lags completely or only at the beginning
of the pull. Supported sitting, although the head usually sags it may be
held erect momentarily* As the child is lowered prone, his head droops.
Prone, the head rotates as it rests on the platform; momentarily the head
lifts as high as Zone 1. Standing, the head sags or erects only for a brief
moment. In a child with extensor tendencies, however, the head may
even extend backward.
ARM-HAND POSTURE. Supine, with the head rotated, the tonic-neck-
reflex posture of the arms is almost invariable at this age. In this t-n-r
posture, the occiput arm is flexed with hand near the occiput or in the head-
chest region, while the face arm is extended laterally or at the side. Sym-
metrical windmill movements may occur. Both hands are predominantly
closed, but one hand, the face hand, may open. Prone, the arms are flexed
close to the chest, but during activity the hand may be lifted from the
platform by elbow flexion.
LEG-FOOT POSTURE. Supine, the legs are flexed and outwardly rotated;
one leg at least extends briefly. Prone, the legs are flexed and adducted ;
active but usually ineffective crawling movements occur. Standing, the
legs do not extend and usually they support none of the child's weight,
although at some time during the situation they offer slight resistance to
the platform. The toes flex when in contact with the platform.
BODY POSTURE AND PROGRESSION. Sitting, the back is uniformly
rounded.
REGARD. Supine, the infant stares at the window or wall; fixation is not
definite. The dangling ring is disregarded in the midplane but is regarded
when brought into the line of vision, eyes and head following the ring
through an arc of less than 90 degrees.
PREHENSION. When the handle of the rattk is touched to the child's
hand, general activity of the arm is increased, and the hand either clenches
or opens.
MATURITY LEVEL SUMMARIES 149
LANGUAGE AND SOCIAL BEHAVIOR. Usually no vocalizations are
heard during the examination; if the infant vocalizes he makes small
. throaty noises. His facial expression is vacant and inattentive. Postural
activity ceases when the bell is rung.
2. NORMATIVE BEHAVIOR: 6 weeks
HEAD CONTROL. Supine, the head is still predominantly rotated to the
side and more rarely than at 4 weeks assumes even briefly the midposition.
Pulled-to-sitting, the head lags but not completely. Supported sitting, the
head sags, and if it is held momentarily erect, as may be the case, it bobs.
As the child is lowered prone, he holds his head in line with his body, resisting
the pull of gravity. However, on placement prone, the head rotates resting
on the platform and subsequently lifts to Zone 2. Standing, the head sags.
ARM-HAND POSTURE. This remains similar to that at 4 weeks; but in
supine, one hand is less likely to open, and in prone, the hand is less likely
to lift from the platform.
LEG-FOOT POSTURE. Supine, one leg is independently active. Prone,
the legs are still flexed and adducted but they are also, at times, extended or
semi-extended. Standing, the child supports no weight and his legs offer only
slight resistance to the platform. He extends his legs for brief periods only.
REGARD. Supine, the infant definitely fixates his regard on objects, although
he still stares at the window, wall, or other massive objects. He follows
moving persons with regard. He looks at the dangling ring in the mid-
plane. He also follows the ring with his eyes as it moves from the side
toward and past the midplane; he then shifts his regard to the examiner.
Presented with the rattle, however, he regards it only when it is shaken or
is within his line of regard; instead he regards the examiner.
PREHENSION. The prehensory behavior, when the rattle is touched to the
hand, is essentially similar to that of the 4 weeks old infant; the general
activity of the arm is increased and the hand" either clenches or opens. It
is more characteristic of 6 weeks than of 4 or 8 weeks of age for the infant to
retain the rattle throughout the period of observation.
LANGUAGE AND SOCIAL BEHAVIOR. The infant is reported now to
show facial brightening when he regards a person's face, and to respond to
social stimulation by smiling. In addition to making the small throaty
noises reported at 4 weeks, he vocalizes such syllables as ah, uh, and eh.
150 THE PSYCHOLOGY OF EARLY GROWTH
3. NORMATIVE BEHAVIOR: 8 weeks
HEAD CONTROL. Supine, the head is still predominantly rotated to the
side. Pulled-to-sitting, the head lags only a little less than at 6 weeks.
Supported sitting, the head sags but at times is held bobbingly erect or
perhaps set forward. Prone, the head no longer rotates as the child is
placed in position, but instead the midposition alignment is maintained.
He erects his head, sometimes only momentarily, but at other times for a
sustained interval. He lifts his head somewhat higher than at 6 weeks
but still usually not beyond Zone 2. Standing, the head no longer sags
forward but instead is held bobbingly erect or set forward.
ARM-HAND POSTURE. Supine, although the t-n-r arm posture is as
prominent as at 6 weeks both arms are more likely to be flexed than they
are at the earlier age. The fingers may be active when in contact with the
body. Prone, the forearms are placed on the platform so that the child
appears to be resting on them.
LEG-FOOT POSTURE. Supine, the infant now kicks; the extension of the
legs, however, is brief. Standing, he supports at least a fraction of his
weight. Prone, the legs are still flexed and adducted so that the infant
tends to kneel.
BODY POSTURE AND PROGRESSION. Prone, the infant still rests on
knees, abdomen, chest, and head. He flexes his legs, making crawling
movements. As a result he may pivot slightly.
REGARD. The infant no longer stares at the window or wall, and his gaze
is more alert than at 6 weeks; otherwise it is similar to that of the 6 weeks
old infant.
PREHENSION. When the rattle is touched to the infant's hand, the hand
no longer characteristically clenches; instead, the hand opens promptly
and general activity increases. The rattle is now usually dropped im-
mediately. 4
ADAPTATION. At the sound of the ringing bell, postural activity di-
minishes.
4. NORMATIVE BEHAVIOR: 12 weeks
HEAD CONTROL. Supine, the head is still prevailingly rotated but the
midposition is at times maintained. Pulled-to-sitting, the head lags, but
less so than at younger ages; it lags moderately, slightly, or only initially.
MATURITY LEVEL SUMMARIES 151
Supported sitting, the head no longer sags but is held bobbingly erect or
perhaps set forward. Prone, the head is no longer lifted merely momen-
tarily but somewhat prolongedly. It is lifted higher than at 8 weeks but
usually only to Zone 2. Standing, the head no longer bobs but instead is
set forward or is held steadily erect.
ARM-HAND POSTURE. Supine, although the t-n-r posture is still promi-
nent, the arms also assume a symmetrical position, the hands directed
toward the inidplane. The hands are predominantly closed but one hand
is frequently open.
LEG-FOOT POSTURE. Supine, one leg no longer extends briefly but in-
stead the infant kicks even more actively than at 8 weeks. Prone, the legs
are no longer flexed and adducted, instead they are flexed in outward rota-
tion. Standing, the infant's legs no longer offer only slight resistance to
the platform, but continue to support at least a fraction of his weight.
The toes are usually flexed as they are in contact with the platform and he
usually lifts one foot.
BODY POSTURE AND PROGRESSION. Prone, the infant now rests
on knees, abdomen, chest, and forearms. Sitting, his back is still uniformly
rounded.
REGARD. Supine, the infant regards his hands. After delay he regards the
dangling ring in the midplane prolongedly, shifting his regard to the ex-
aminer's hand. He follows the ring as it is slowly moved from side to side.
He also shows some delay in regarding the rattle in the midplane; at times
he regards it only when shaken or when it is in his line of vision. Seated
in the examining chair, he regards the examiner's hand as the cube and as
the pellet are presented. When the examiner's hand is withdrawn, the
infant regards his own hand rather than the cube, and the table top rather
than the pellet.
PREHENSION. When the rattle is touched to the infant's hand, his hand
opens immediately; his response is now more localized and he no longer
becomes generally active (as he did at 8 weeks). The rattle is retained by
one hand for the period of observation. He is reported to clutch and to
pull his dress.
SOCIAL BEHAVIOR. The infant is not only reported to smile but he
actually smiles at the examiner during the supine situation. At home he is
reported to coo and to "blow bubbles."
152 THE PSYCHOLOGY OF EARLY GROWTH
5. NORMATIVE BEHAVIOR: 16 weeks
HEAD CONTROL. Supine, the head is no longer held prevailingly turned
to the side, but instead maintains the midposition ; the head also actively
rotates, turning freely from one side to the other. Pulled-to-sitting, al-
though the head still lags, it lags only initially or completely compensates.
Supported sitting, the head is steadily erect. Prone, the head is lifted to
Zone 3. Standing, the head is steadily erect and even compensates when
the infant is swayed.
ARM-HAND POSTURE. Supine, the arms are symmetrical and predomi-
nantly flexed, frequently with forearms vertical. The hands may be
brought together in contact with one another. One hand may be pre-
dominantly closed, or one or both hands may be predominantly open.
Prone, the arms are no longer flexed close to the chest, and a hand is usually
at some time lifted from the platform.
LEG-FOOT POSTURE. Supine, the legs are less active than at 12 weeks,
kicking is usually not seen. Prone, the legs are more extended than at 12
weeks; they are usually flexed only at the knee, so that the infant rests on
his thighs. Standing, the infant continues characteristically to lift his
foot. He may even lift first one leg then another, making alternate stepping
movements. His toes are usually not flexed while they are in contact with
the platform. One foot may overlap the other.
BODY POSTURE AND PROGRESSION. PulledJo-sttng, the back is no
longer uniformly rounded but instead curves only in the lumbar region.
REGARD. The infant immediately regards the dangling ring; he also spon-
taneously regards the rattle as it is presented in the midplane. Usually,
and most typically at this age, he stares at it. Presented with the cube,
he regards it immediately though only momentarily; although he shifts
his regard to his own hand, he recurrently regards the cube and gives it his
predominate attention. The pellet in the standard position is not charac-
teristically regarded; instead the infant regards the examiner, the ex-
aminer's hand, and the table top. But the pellet is usually regarded after
it is moved to the near median position. The response however is very
variable and usually is not repeated on replacement of the pellet. The
regard for the bell and for the cup is recurrent. The regard for the spoon
and also the cup is prolonged.
MATURITY LEVEL SUMMARIES 153
PREHENSION. Presented with the dangling ring, the infant approaches it
with both hands but does not grasp it. He also promptly approaches the
cup after it is moved to the near median position on the table, but dis-
lodges it on contact. He does not approach the first cube but when it is
placed in his hand he retains it nonchalantly, lifts it from the table top,
and then drops it. While holding the rattle the infant brings it to his
mouth, or having dropped the rattle he brings his hand to his mouth.
ADAPTATION. The infant now is reported to turn his head to the sound of
a noise and to anticipate feeding when he sees either the breast or the bottle.
He also is reported to stare at strangers, adjusting to them more slowly
than formerly.
LANGUAGE AND SOCIAL BEHAVIOR. The infant is reported (or
observed) to turn his head at the sound of a voice and to gurgle and laugh
in play.
6. NOBMATIVE BEHAVIOR: 20 weeks
HEAD CONTROL. Pulled-to-sitting, the head no longer lags but instead is
held in line with the body or is lifted forward. Sitting in chair, the head is
turned freely. Supported sitting, the head is steadily erect. Free sitting,
the head is held erect when the child leans forward.
ABM-HAND POSTURE. Supine, the hands are no longer closed but in-
stead are predominantly open; the arms are freer from the body than they
were at 16 weeks. Prone, the arms at some time are extended. The
child also scratches the platform as he alternately flexes and extends his
fingers.
LEG-FOOT POSTURE. Standing, the feet are not so likely to engage as
they do at 16 weeks, and there is less tendency to lift one foot. Instead
the legs extend recurrently and the child, momentarily at least, supports
a large fraction of his weight.
BODY POSTURE AND PROGRESSION. Sitting supported, the body is
erect, but when unsupported the child leans forward passively, although he
keeps the head erect.
REGARD. Lying supine, the child regards the rattle in his hand. Presented
with the cube he is less likely than at 16 weeks to shift his regard from the
cube to his hand. Although he definitely regards the pelkt rather than the
examiner's hand or his own hand (regard may be confirmed by re-presenting
154 THE PSYCHOLOGY OF EARLY GROWTH
pellet), his regard tends to be delayed, momentary, and recurrent. How-
ever, some infants regard the pellet prolongedly.
PREHENSION. The child now approaches the dangling ring promptly;
he also approaches the rattle with both hands, arms flexed but less flexed
than at 16 weeks. The dangling ring is grasped in the midline; the rattle
is grasped when it is moved near the hand. The child scratches the table
top, approaches the first cube, the spoon, and the belL He approaches the
cup even in the standard position. He also dislodges some of the massed
cubes. He drops the dangling ring but retains the single cube briefly, lifting
it from the table.
MANIPULATION AND ADAPTATION. He brings the dangling ring
to his mouth. Not only does he turn his head to the sound of a voice; he
turns his head on hearing the ringing bell, but he does not necessarily turn
to the correct side.
7. NORMATIVE BEHAVIOR: 24 weeks
HEAD CONTROL. Sitting in the chair, the head turns freely.
ARM-HAND POSTURE. Prone, although his arms are still somewhat
flexed, the infant rests on hands rather than on forearms.
LEG-FOOT POSTURE. When the child is supine, the legs are still flexed
and outwardly rotated. When held standing the legs no longer extend
recurrently; instead the infant holds the legs extended and supports a
large fraction of his weight.
BODY POSTURE AND PROGRESSION. Prone, the infant rests on
thighs, abdomen, chest, and hands, rather than on forearms as he did at
20 weeks; he sits unsupported, at least briefly.
REGARD. The infant consistently regards the rattle, dangling ring, spoon,
cup, bell, and first cube. If the rattle is dropped it is visually pursued. He
usually regards the pellet immediately on presentation although more in-
fants at this age than at any other age regard the pellet only after delay;
his regard may shift from the pellet, but if so he recurs to it; he may also
regard it prolongedly. He inspects the massed cubes, shifting his regard
from one cube to another.
PREHENSION. The infant at this age promptly approaches the rattle and
grasps it; when he drops it, he attempts to resecure it. Sitting at the
table he grasps the first cube and also the second cube; he approaches the
MATURITY LEVEL SUMMARIES 155
pellet but does not grasp it. When the massed cubes are presented, he
reaches toward the screen. He approaches promptly and grasps the cup,
spoon, and bell. One hand leads in the approach to the pellet and bell; in
the case of the spoon it is usually the right hand. He still dislodges the
cup and the massed cubes as he reaches toward them and contacts them.
He holds the round block when it is given to hrm, and he attempts to rese-
cure it when it is placed in the formboard hole. The infant no longer drops
the dangling ring but he does drop the rattle; when the rattle is dropped or
when it is placed beyond his reach, he strains toward it. He also drops
one cube as another is presented, and he drops almost immediately a cube
seized from the massed cubes. If he grasps the bell, he drops that. How-
ever, for a brief time he does hold a cube in each hand and he also retains the
block of the formboard.
MANIPULATION AND ADAPTATION. He manipulates the single
cubes on the table top and also lifts from the table, a cube, the spoon, and
the belL The cube, spoon, and bell as well as the round block are brought to
the mouth. The infant now turns his head, in correct orientation to the
bell when it is sounded.
8. NORMATIVE BEHAVIOR: 28 weeks
HEAD CONTROL. In supine, the child may lift his head forward, appar-
ently in an effort to sit. In prone, the head is tilted back to Zone 4.
ARM-HAND POSTURE. When prone, the infant may lift his arms, reach-
ing forward, although they are still flexed.
LEG-FOOT POSTURE. Supine, the legs are no longer flexed and outwardly
rotated but instead are extended and lifted from the platform. Prone, the
legs are extended or semi-extended, flexed only at the knees, with abdomen
and thigh resting on the platform. Standing, the infant supports a large
fraction of his weight more than momentarily.
BODY POSTURE AND PROGRESSION. When pulled-to-sitting the infant
assists the examiner by holding arms flexed and straining forward; sitting,
the infant's body is momentarily erect, although he tends to lean forward.
REGARD. The infant now regards the string of the dangling ring; he also
consistently regards the pellet.
PREHENSION. He approaches the rattle and dangling ring with one hand.
Sitting in the chair before the table top he reaches for the third cube or for
156 THE PSYCHOLOGY OF EARLY GROWTH
any cube which is beyond his reach; he approaches the cup with both
hands, selecting the cup handle for grasp. He approaches the pellet
promptly, opening and closing his hand, scratching at the pellet but usually
without securing it. If he does grasp it, he drops it. As he approaches
the bell, he inverts his hand adaptively, preparatory to grasping it. He
grasps the cube with his thumb partially opposed to his fingers. He pushes
at the round block when it is inserted in the formboard hole. The infant
now retains the rattle and dangling ring for the entire period of observation.
He also retains the first cube as the second is presented and after it is grasped.
But when the third cube is presented he usually drops the two which he is
holding. The rattle, dangling ring, cube, spoon, and bell are successfully
transferred from one hand to the other.
MANIP ULA TION. The cup is now lifted from the table top. The tendency
to carry objects to the mouth continues. The first cube, the cup, a cube of
the massed cubes and even the infant's foot are usually mouthed. The
pellet and a cube of the second cube and third cube situation are still manipu-
lated on the table top. The bell is manipulated by holding it with fingers
encircling the handle. One of the consecutive cubes and the bell are hit or
banged against the table top.
9. NORMATIVE BEHAVIOR: 32 weeks
ARM-HAND POSTURE. Supine, the arms are extended at the side of the
body or footward.
LEG-FOOT POSTURE. Supine, the legs are still extended and lifted so
that the foot may be grasped and mouthed. Standing, braced with the
examiner's hands at the sides of the trunk under the arms, the infant sup-
ports his entire weight.
BODY POSTURE AND PROGRESSION. Sitting, the infant leans forward
passively, although he sits erect for a brief period. Standing, he supports
his entire weight, although he leans forward with considerable hip flexion.
Prone, the infant pivots.
REGARD. The infant's regard is more consistent and the attention span is
wider than at 28 weeks.
PREHENSION. The infant now characteristically uses only one hand in
reaching for a cube; the bell is usually grasped in the right hand. Both the
pellet and the string of the ring are grasped. The pellet is secured by draw-
MATURITY LEVEL SUMMARIES 157
ing it against the palm with the fingers. Although the spoon is usually
secured by encircling it with the fingers, the infant may secure it between
thumb and fingers. He removes the round block from the formboard by
pulling; in his attempt to secure the block he may scratch at it. In his
manipulation he characteristically drops the spoon; likewise the cup. He
may drop the pellet, and if he does so, he drops it immediately. He retains
the same objects mentioned at 28 weeks; he also holds two cubes at some
time during the massed cube situation.
MANIPULATION AND ADAPTATION. In his manipulation of the
massed cubes he drops one cube and grasps another. He lifts the formboard,
mouths the ring of the ring and string, and after demonstration waves the
bell in an adaptive manner.
LANGUAGE. He vocalizes "da," and tends to repeat two syllables in his
vocalizations such as "da da," or "mumu."
10. NOBMATTVE BEHAVIOR: 36 weeks
LEG-FOOT POSTURE. Standing, supported at the sides of the trunk under
the arms, the infant stands on his toes.
BODY POSTURE AND PROGRESSION. Instead of passively leaning
forward when he is placed sitting, he may lean forward actively and again
erect himself. Standing, he still leans forward at the hips as he supports
his entire weight.
REGARD. He visually pursues a cube of the massed cubes which is dropped
to the platform or floor. In the ring and string situation he regards the
ring rather than the string as he approaches and pulls the string. Given
the pellet and bottle, he attends only to the bottle.
PREHENSION. The infant now approaches as well as grasps the bell with
the right hand. However, the majority of infants at this age grasp the
spoon in the left hand. The infant now grasps the third cube and also the
round block after he has removed it from the formboard hole where the ex-
aminer has placed it. He is more dextrous in securing the pellet than he
was at 32 weeks; his thumb opposes his fingers in prehending it. After
grasping the pellet, he drops it, although not immediately as he did at 32
weeks. Presented with the cup and spoon he grasps one, hold it, and secures
the other.
158 THE PSYCHOLOGY OF EARLY GROWTH
MANIPULATION AND ADAPTATION. The infant secures the ring
by use of the string; combines two cubes when they are presented one at a
time; and in the cup and spoon situation hits or bangs either one or the
other on the table top. He also waves but does not necessarily ring the bell
LANGUAGE. He vocalizes the sound "ma" or "mu" and adjusts to words
such as "Where is the ?" or "bye-bye."
11. NORMATIVE BEHAVIOR: 40 weeks
ARM-HAND POSTURE. Pellet, is approached with the index finger.
LEG-FOOT POSTURE. Prone, the infant flexes his leg drawing up his
knee. Standing, there is no longer marked flexion at the hips.
BODY POSTURE AND PROGRESSION. The infant now can escape from
the supine position by rolling prone or by raising himself to sitting. In
both instances he raises head and shoulders from the platform preparatory
to attaining the prone or sitting posture. Prone, he flexes his leg, drawing
the knee forward, although he does not yet assume a full creeping position,
He rests on thighs, abdomen, chest, and hands; while in this position he
pushes with his hands and regresses as a result. Standing, he no longer
leans forward with flexion at the hips, but instead supports himself by hold-
ing the crib side rail. From sitting he attains the prone position. From
prone he attains supine or sitting.
REGARD. The infant now regards the bell clapper; he also regards the pellet
as it is dropped into and after it is dropped out of the bottle, but while it
is in the bottle he gives predominant attention to the bottle. While
manipulating the massed cubes he visually pursues a cube which falls to the
platform or floor.
PREHENSION. The infant now approaches a cube with a cube in hand.
As he reaches toward the pellet he holds his index finger pointed toward it
and grasps the pellet with independent thumb-index flexion. At times,
however, he grasps the pellet by drawing it against the palm with his
fingers. He now pushes rather than pulls the round block out of the form-
board. As the third cube is presented he drops one cube which he is holding;
in the massed cubes situation, however, he holds one cube and grasps
another. He grasps the screen concealing the massed cubes. In the cup
and cubes situation he holds two cubes. He transfers the bell frequently.
After demonstration of insertion he releases the block on the formboard.
MATURITY LEVEL SUMMARIES 159
MANIPULATION AND ADAPTATION. Prior to demonstration the
block is brought to the formboard. The cup is now lifted when presented
with the cubes as well as when presented with the spoon (36 weeks be-
havior) ; however, considerable attention is given to the cubes and when
a cube is dropped the infant usually regrasps it or grasps another cube.
He manipulates the pellet on the table top; he may poke it about with his
index finger. In the cup and spoon situation he mouths the cup and hits or
bangs it on the table top. The scribble demonstration does not yet usually
evoke application of the crayon to the paper. Instead, the infant mouths
the crayon and manipulates the paper. If he brings the crayon to the
paper, he strikes rather than rubs it on the paper. Cup and spoon are com-
bined only after demonstration of rattling the spoon in the cup. A tend-
ency spontaneously to combine objects is emerging, since the infant usually
combines either two cubes or a cube and the cup as he plays with the cup
and cubes. Mouthing is still prominent. He may bring the round block,
the small glass bottle, the red crayon, and a single cube or one of the massed
cubes to his mouth. He waves the bell, holding it so that it rings. The
scope of his activity is widening, since he now occasionally brings the ring
and string and the formboard to the platform.
LANGUAGE AND SOCIAL BEHAVIOR. He typically waves bye-bye
either in response to gesture or verbal command. He also smiles at his
mirror image.
12. NOBMATIVE BEHAVIOR: 44 weeks
BODY POSTURE AND PROGRESSION. Prone, the infant no longer
rests on his thighs and abdomen but instead he assumes a creeping position.
He progresses, but as he does so his trunk may still drag on the platform.
He pushes himself up from prone into the sitting position and with slight
assistance can pull himself from sitting to standing.
REGARD. Presented with the single cubes, the infant usually shifts his re-
gard to the examiner; presented with the pellet and bottle, he now regards
the pellet although he still gives predominant attention to the bottle.
PREHENSION. The majority of the infants now use the right hand in
approaching the cube and the pellet . The thumb and index finger are used
in grasping the bell; it is characteristic of this age for the infant to grasp
the top of the bell handle. The infant now retains the pellet after grasping
160 THE PSYCHOLOGY OF EARLY GROWTH
it. He tends to hold two cubes, one in each hand in the cup and cubes
situation. In both the first and second cube situations, he transfers a cube
from one hand to the other. He releases an object which he is holding
when asked by the examiner to surrender it. He still pulls at the block
in the formboard.
MANIPULATION AND ADAPTATION. There is less mouthing of ob-
jects than at 40 weeks; he no longer mouths a cube unless it is the only ob-
ject which he is given. Neither does he mouth the small glass bottle, the
red crayon, nor the block. He does, however, mouth the bell, and either
the cup or spoon when they are presented together. In addition to mouth-
ing the bell he pokes at the clapper. He shows a greater tendency than at
40 weeks to combine objects; he combines two of the massed cubes, spon-
taneously hits the block on the formboard, and, after demonstration, marks
with the crayon on one sheet of paper. He also spontaneously places the
spoon in the cup. Demonstration modifies his behavior as shown by the
fact that he is likely to wave or ring the bell only after demonstration.
LANGUAGE AND SOCIAL BEHAVIOR. He adjusts to "give it tome' 9
by releasing an object when the examiner takes hold of it, although he does
not yet place it in the examiner's hand. He also adjusts to other simple
commands used in his daily care. He usually has acquired one "word" for
his vocabulary. Vocal expressiveness is becoming more frequent; he
vocalizes both during the single cube and the cup and spoon situations.
13. NORMATIVE BEHAVIOR: 48 weeks
BODY POSTURE AND PROGRESSION. Sitting, he pivots; from sitting
he attains a creeping or quadrupedal position. Unaided, he pulls himself
to standing; prone, he creeps. Standing, the infant lifts a foot while sup-
porting his entire weight; he cruises sidewise, holding on the crib rail. He
may even walk forward if both hands are held.
REGARD. Given the pellet and bottle, he attends predominantly to the
pellet and perceives the disappearance of the pellet from the bottle. He
also attends simultaneously to both cup and cubes.
PREHENSION. The infant now grasps the pellet promptly. Presented
with the cup and spoon, he reaches first for the spoon. In removing the
block from the formboard he pulls or picks it out; he does, however, also
resort to the more immature method of pushing the block from the hole.
MATURITY LEVEL SUMMARIES 161
He throws or rolls the ball to the examiner during ball play. He may also
show a throwing propensity by casting a cube while playing with the cup
and cubes.
MANIPULATION AND ADAPTATION. Mouthing except in the case
of the bell has largely disappeared. Poking of objects is even more promi-
nent than at 44 weeks; he pokes not only at the bell clapper, but also at
the pellet in the bottle and inserts his index finger into the performance box
holes before the rod is offered to him. Combining behavior is more ex-
tensive and adaptive; he brings a cube over the cup; approaches the cube
on the table top with the cube in his hand; inserts the rod in the perform-
ance box both before and after demonstration; and repeatedly brings the
rod to the box after demonstration; he also releases the block on the
formboard both before and after demonstration. Other characteristic
activities include dangling the ring by the string, waving or ringing the
bell even in the complicated ring-string and bell situation, and rolling or
throwing the ball to the examiner in ball play.
14. NORMATIVE BEHAVIOR: 52 weeks
BODY POSTURE AND PROGRESSION. Standing, the infant walks if
support is given to one or both hands.
PREHENSION. When playing with the massed cubes, he is now able to
retain a cube in one hand while he grasps one cube after another with the
other hand. He immediately removes the block from the formboard. He
releases a cube in the cup and, after demonstration, releases the rod at the
performance box surface. When asked to surrender an object which he is
holding he releases it in the examiner's hand. During ball play he now
releases the ball with vigor, by a throwing thrust.
MANIPULATION AND ADAPTATION. The infant's behavior is be-
coming more discriminative. He so manipulates the bottle that the pellet
falls out. He spontaneously combines the crayon and paper; after scribble
demonstration he draws the crayon over the paper, giving evidence of in-
duced behavior. Marks are left on the paper in at least two out of the
three trials. After demonstration the infant directs his activity to the
middle hole of the performance box and even inserts the rod in that hole.
Although he may not release the rod he does give evidence of modifying his
behavior in response to the demonstration. Rattling the spoon in the cup
162 THE. PSYCHOLOGY OF EARLY GROWTH
also improves after the examiner's demonstration. Other exploitive be-
havior of this age includes transferring the cubes of the consecutive cubes to
the platform, picking up several cubes, one by one, and releasing and rese-
curing a cube in the cup and cubes situation.
LANGUAGE AND SOCIAL BEHAVIOR. The infant now approaches his
mirror image socially and even vocalizes. He is reported to try to attract
attention vocally, to say two or more "words" and to respond to inhibitory
words of others.
15. NORMATIVE BEHAVIOR: 56 weeks
BODY POSTURE AND PROGRESSION. The infant can now stand alone
at least momentarily; his parents report that at home he is beginning to
achieve standing without using the furniture for support.
PREHENSION. He removes the round block from theformboard by fingering
its edge or by a grasp which spans the diameter of the block. He shows an
increased ability both to retain and to release objects. Holding a cube
in one hand, he picks up and retains one cube after another with the free
hand. Similarly, he now releases more than one cube in the cup. He re-
leases the pellet over, although not necessarily in, the bottle. He also re-
leases the rod in the performance box hole, lifts the formboard and releases it,
and repeatedly releases the ball in ball play with the examiner.
MANIPULATION AND ADAPTATION. When the pellet alone is pre-
sented the infant puts it in his mouth. Manipulation is becoming more
elaborate: after putting a few of the cubes in the cup he lifts it ; he transports
the ring to the crib platform; he combines the pellet and bottle; he also
combines the ring and the bell by placing the bell within the ring or by
putting the ring over the bell, as though reinstating the situation just pre-
sented to him. Combining behavior is more mature: As the consecutive
cubes are presented, he places each cube on the table, a first step toward
tower building; playing with the massed cubes he holds one cube while he
picks up one cube after another with the free hand; he places three or
more cubes in the cup, releasing more than one of them there, and then or
later removes at least one cube from the cup. Spontaneously the infant
applies a crayon to the paper, making linear marks; after demonstration
the only marks which he makes on the paper are linear. Also after demon-
stration he rattles the spoon in the cup; he brings the rod to the middle
MATURITY LEVEL SUMMARIES 163
hole of the performance box and releases it there; he almost inserts the block
in the formboard; and he repeatedly combines the paper and crayon.
LANGUAGE AND SOCIAL BEHAVIOR. The infant now says three
"words" or more; he also responds to the spoken word shoe by looking for
and then staring at the shoe. When presented with the mirror he brings
his face close to his image, sometimes kissing it.
16, PHOTOGRAPHIC DELINEATION OF MATURITY LEVELS
The use of the pictorial Atlas and cinema records of child development for
a visualization of age characteristics has already been suggested. The loose
leaf construction of An Atlas of Infant Behavior makes it possible for the stu-
dent to assemble the delineations of any given age level for a series of normative
(and also naturalistic) situations. The pagination of the Atlas is based upon
developmental sequences for individual situations. The order of pagination
reproduced below may be used as a key to recodify these delineations on the
basis of ages, that is, maturity levels.
An assembly of the illustrations for any one age provides a compact con-
spectus of the behavior which is characteristic of that particular level of
maturity. A comparative inspection of adjacent levels of maturity helps to
focus the judgment upon significant behavior factors.
A. PAGINATION OF THE LOOSE LEAVES OF THE ATLAS REBOOKED ACCORDING TO
AGE LEVELS NORMATIVE SERIES
4 weeks Pages: 50, 51, 92, 93, 159, 203, 243, 264, 265.
6 weeks Pages: 54, 55, 96, 97, 161, 205, 245, 267.
8 weeks Pages: 58, 59, 100, 101, 163, 207, 247, 269.
12 weeks Pages: 62, 63, 104, 105, 165, 209, 249, 271, 285, 327, 379.
16 weeks Pages: 66, 67, 107, 167, 212, 213, 251, 274, 275, 287, 307, 329, 342, 343, 381, 440,
441.
20 weeks Pages: 70, 71, 110, 111, 170, 171, 216, 217, 254, 255, 278, 279, 289, 307, 331, 346,
347, 383, 444, 445, 511.
24 weeks Pages: 74, 75, 114, 115, 174, 175, 257, 281, 291, 309, 333, 350, 351, 386, 387, 448,
449, 511.
28 weeks Pages: 78, 79, 117, 178, 179, 219, 260, 261, 283, 293, 309, 335, 353, 390, 391, 452,
453, 483, 511.
32 weeks Pages: 82, 83, 120, 121, 182, 183, 295, 309, 337, 355, 359, 369, 394, 395, 415, 456,
457, 486, 487, 501, 513.
36 weeks Pages: 85, 124, 125, 185, 222, 223, 297, 311, 339, 357, 359, 369, 398, 399, 417,
460, 461, 489, 505, 513.
164 THE PSYCHOLOGY OF EARLY GROWTH
40 weeks Pages: 88, 89, 128, 129, 148, 149, 188, 189, 299, 311, 361, 371, 402, 403, 420, 421,
464, 465, 491, 501, 507, 513, 519, 521.
44 weeks Pages: 132, 133, 192, 193, 226, 227, 301, 311, 315, 363, 373, 406, 407, 424, 425,
468, 469, 493, 501, 505, 507, 515, 519, 521.
48 weeks Pages: 136, 137, 152, 153, 196, 197, 230, 231, 303, 313, 318, 319, 365, 373, 409,
428, 429, 472, 473, 495, 503, 509, 515, 519, 521.
52 weeks Pages: 140, 141, 200, 201, 234, 235, 305, 313, 322, 323, 367, 375, 411, 432, 433,
476, 477, 497, 503, 505, 509, 517, 523.
56 weeks Pages: 156, 157, 237, 305, 325, 367, 377, 413, 436, 437, 480, 481, 499, 503, 505,
517, 519, 523.
60 weeks Pages: 144, 145, 240, 241, 313.
B. PAGINATION OF THE LOOSE LEAVES OF THE ATLAS REBOOKED ACCORDING TO
AGE LEVELS NATURALISTIC SERIES
8 weeks Pages: 559, 561, 661, 805, 843, 861.
12 weeks Pages: 563, 565, 689, 807, 809, 841, 843, 861, 864, 865, 897.
16 weeks Pages: 557, 567, 569, 689, 785, 811, 845, 895, 897, 909.
20 weeks Pages: 572, 573, 575, 727, 729, 785, 813, 845, 897, 909.
24 weeks Pages: 577, 580, 581, 583, 586, 587, 663, 665, 667, 669, 671, 673, 675, 689, 731,
733, 735, 737, 739, 815, 841, 847, 895, 909, 911.
28 weeks Pages: 589, 592, 593, 595, 598, 599, 601, 741, 743, 745, 747, 749, 818, 819, 821,
823, 825, 847, 867, 869, 871, 873, 875, 877, 879, 881, 899, 911.
32 weeks Pages: 604, 605, 607, 610, 611, 613, 615, 659, 677, 679, 681, 683, 685, 687, 751,
753, 755, 757, 759, 761, 841, 849, 901, 913.
36 weeks Pages: 617, 620, 621, 623, 625, 627, 689, 693, 695, 697, 699, 763, 765, 767, 769,
771, 785, 827, 829, 831, 851, 883, 885, 887, 903, 913, 915.
40 weeks Pages: 629, 632, 633, 701, 723, 773, 775, 777, 785, 788, 789, 792, 793, 851, 859, 917.
44 weeks Pages: 636, 637, 639, 641, 703, 705, 707, 709, 711, 713, 715, 723, 834, 835, 905, 917.
48 weeks Pages: 641, 644, 645, 647, 779, 781, 783, 796, 797, 800, 801, 841, 853, 895, 905, 919.
52 weeks Pages: 717, 720, 721, 723, 837, 839, 855, 889, 891, 893, 907, 921.
64 weeks Pages: 691
68 weeks Pages: 723
72 weeks Pages: 895
80 weeks Pages: 649, 652, 653, 656, 657, 857.
104 weeks Pages: 725, 803, 921.
CHAPTER IX
FUNCTIONAL SYLLABUS
IN the genetic analysis of infant behavior any observed behavior pattern or
behavior episode may be considered from three different points of view: (1) as
a response to a specific situation ; (2) as an indicator of a functional capacity ;
(3) as an ontogenetic behavior value characteristic of a certain level of maturity.
The preceding chapters have presented the normative values of behavior
classified by situations and maturity levels. The present chapter codifies the
behavior values in relation to functional fields or capacities. Behavior items
of similar import occurring in diverse situations are collated under more or less
general "functional*' categories. It is not assumed that even such a well
defined field of behavior as prehension is a separate entity in the infant's
make-up. However, for reasons both anatomical and functional, certain be-
haviors fall into natural developmental groupings.
The functional syllabus here presented was drawn up to facilitate analysis
and interpretation in those instances in which the behavior picture is markedly
irregular or atypical. Behavior items have been tabulated for seven different
functional categories, namely: (1) Specific Postural Activity, (a) head, (b) arm-
hand, (c) leg-foot, (d) foot; (2) Gross Postural Activity, (a) locomotion, (b) aris-
ing, (c) general activity; (3) Regard, (a) focus, (b) type, (c) extent; (4) Pre-
hension, (a) approach and handedness, (b) grasp, (c) retention and release;
(5) Manipulation; (6) Adaptation; (7) Language and Social Behavior, (a) ex-
pression, (b) comprehension.
The functional syllabus seriates the behavior items in the order of genetic
sequence and in relation to age. There are five columns opposite each item.
The middle or third column contains two figures: the first designates the criti-
cal age 1 for the item under consideration; the second, the quartile value 2 for
1 For increasing items the critical age is the first age at which an item reaches the fifty percentile; for de-
creasing items the critical age is the last age at which an item is still in the fifty percentile; for focal items the
critical age is the focal age.
2 1 first quartile, to 25 percentage value
2 second " , 25 to 50
3 third " , 50 to 75
4 fourth " ,75 through 100 percentage value
165
166
THE PSYCHOLOGY OF EARLY GROWTH
the critical age. The two following columns give the quartile values for
the two successive age levels; the two preceding columns give the quartile
values for the two preceding age levels. Thus, by glancing across the row,
one can tell the critical age of the behavior and its trend, i.e., whether the item
decreases, increases, or is focal. For example Section 1 (a) item SiP 1, Head
lags, is a decreasing item; it is frequent behavior from 8 through 16 weeks;
the critical age is 16 weeks; thereafter it decreases rapidly, showing second
quartile frequency at 20 weeks and only first quartile frequency at 24 weeks.
1. SPECIFIC POSTURAL ACTIVITY
CBITICAL AGE
Supine
Su3
Sul
Su2
Su4
Su7
Su5
Su8
(a) HEAD
Head in midppsition only momentarily
Head predominantly rotated . . .
Head predominantly rotated to same side.
Head maintains midposition . .
Rotates head from one side to the other .
Head predominantly in midposition
lifts head
Pulled-to-sitting
SiP 2 Head lags completely
SiP 7 Head lags initially only
SiP 4 Head lags markedly
SiP 3 Head lags completely or markedly
SiP 5 Head lags moderately, slightly, or only initially
SiP 6 Head lags moderately or slightly ....
SiPl Head lags
SiP 8 Head compensates or lags only initially .
SiP 9 Head compensates
Sitting in Chair
SiC 2 Head erect and steady
SiC3 Head turns freely
Sitting
Si 2
Sil
Si 3
Si 4
Si 5
Si 6
Prone
Pr2
Pr7
Prl
Pr4
Pr3
Pr5
Pr8
Pr9
Head only momentarily erect .
Head sags
Head bobbingly erect , . ,
Head set forward .
Head steadily erect . . .
Head erect when leans forward
(Placement) Head rotates ....
Head lifts to Zone 2
(Ventral suspension) Head compensates
Lifts head momentarily
(Placement) Head in midposition .
Holds head lifted sustainedly . .
Lifts head to Zone 3
Lifts head to Zone 4
4*
3*
2*
2
1
1
1*
2*
2*
1*
4
1
3*
2*
1*
1
1
4
4
2
2
1
2
1*
2
2
2
4
2
2
1
~ 2*
3* 3*
1* 2*
1* 2
3*
2*
1*
3*
2*
2*
2
2
4:2
12:4
12:4
12:3
16:3
16:3
40:3
4:2
4:2
8:2
12:2
12:3
12:2
16:4
16:3
20:3
20:3
24:3
6:2
8:3
8:3
12:2
16:3
20:3
6:3
6:4
6:3
8:3
8:3
8:3
16:3
28:3
1*
1
2
4
+
4-
1*
1*
1
1
3
2
2
4
4
4
1*
1
3
2
3
3
2*
4*
3*
1
4
3
4
3
2*
4
1*
1*
1
1
2
1
1
4
4
4-
o
1
1
4
3
1
4
4
1
4
3
4
* Two-week interval.
No data.
Behavior did not occur.
-f- Increasing trend.
FUNCTIONAL SYLLABUS
167
1. SPECIFIC POSTURAL ACTIVITY Continued
CRITICAL AGE
Standing
St3
(a) HEAD Continued
Head erect only momentarily
4-2
1*
1*
St2
Head extends
4-1
1*
1*
Stl
Head sags
_
3*
6'3
2*
1
St4
Head sags or erect only momentarily
^_
4*
6:3
2*
1
St6
Head bobbingly erect
7*
1*
8-2
1
o
St5
Head bobs or set forward
1*
ft*
8:3
2
2
St7
Head set forward ...
1*
7
12-2
2
o
St8
Head sp.t forward or steadily ftrect ......
1*
ft
12:4
4
+
St9
Head steadily erect
1
%
16-3
4-
4-
StlO
Head compensates when swayed
ft
ft
16:4
4-
J.
Supine
Su9
(b) ABM-HAND
Arms prominently in t-n-r position
4*
4
12:3
2
Su 12
Arms symmetrical .
?,*
ft
12-3
3
j_
Sul3
Arms prnminfiTjtly symmetrical ,
7
ft
16-3
4-
4-
Sul4
Su34
Arms extended laterally or flexed, forearm vertical
Hands in contact, arms flexed
2
7
2
?,
16:3
16-2
2
1
Sul7
Afros prftrjnminflnt.ly flexed T . ...
%
ft
16-3
2
2
Su24
Arm ex. at side of body or directly footward
?,
2
32-3
2
Su28
Hands predominantly closed
4*
4
12-3
2
Su29
Hand predominantly open
7*
1
12-3
3
4-
Su27
Hand predominantly closed
4
3
16-3
2
2
Su30
HfOHfta prp.H orpin J^Tvfvly Op^Ti .,,,.......
2
ft
20:3
4
JL.
Prone
Pr23
Rests on forearms ....
1*
1*
8-3
3
4
Prl2
Ajtns flexed, close to chest
4*
3
12:3
2
2
Pr 14
Lifts band
1
i
16-3
Prl3
Arms extended
1
i
20:3
3
3
Pr24
Rests on bands
1
ft
24-3
3
4
Prll
Anns flexed
4
3
28:3
]
1
Prl5
Lifts arm and hand
1
71
28-2
1
1
Prl6
Scratches platform
1
1
20:3
]
1
Pellet
P22
Approaches with index finger extended
3
ft
40:3
ft
7
Supine
Su47
(c) LEG-FOOT
One leg independently active
?,*
6:3
3*
3
Su43
Leg extends briefly
3*
4*
8:3
ft
2
Su52
Kicks
1*
ft*
8:3
3
ft
Su42
Legs flexed, outwardly rotated
4
4
24:3
ft
2
Su45
Legs extended and lifted more than briefly
1
?,
28:3
3
ft
Prone
Pr21
Pr 17
Legs extended or semi-extended
Legs flexed and adducted (kneels)
4*
2*
4*
6:3
8:3
3*
1
4
7
Pr36
Pr 19
Flexes legs in crawling movements
Legs flexed outwardly rotated
4*
1*
4*
ft
8:3
12:3
1
ft
1
ft
Pr 20
Legs flexed only at knees . . ...
1
1
16:3
3
3
Pr 37
Flexes leg drawing up knee
ft
ft
40:3
168
THE PSYCHOLOGY OF EARLY GROWTH
1. SPECIFIC POSTURAL ACTIVITY Continued
CRITICAL AGE
Standing
Stll
Stl6
Stl2
Stl7
Stl8
St32
Stl9
Stl3
St20
St21
Stl4
St33
Standing
St24
St22
St27
(c) LEG-FOOT Continued
Legs flexed, do not extend
3*
1*
1*
2
1
2
2
3
2
4*
1
1
4*
2*
3*
2*
2
1
2
2
2
3
2
4
1
2
4
6
6
8
8
12
20
20
28
32
36
48
12
16
36
CO Is3 CO CO CO CO CO CO CO CO CO CO CO CO CO
2*
2*
3*
2
3
3
2
4
4
2
2
1
1
2*
2
3
2
3
1
4
2
4
4
1
2
Legs extend briefly .
Oners very slight resistance
Supports a fraction of weight
Lifts foot without supporting entire weight
Supports a large fraction of weight
Le^s extend recurrently ....
Supports a large fraction of weight more than momentarily
Supports entire weight
Hips flex legs flex or extend
Lifts foot while supporting entire weight
(d) FOOT
Toes flex
One foot engages the other
Stands on toes
2. GROSS POSTURAL ACTIVITY
CRITICAL AGE
(a) LOCOMOTION
Prone
Pr 36 Flexes legs in crawling movements
4*
6-4
3*
1
Pr38 Pivots . .
9
9
32 -3
3
4
Pr 37 Flexes leg drawing up knee
?
2
40 3
3
4
Pr 39 Regresses
1
1
40 2
1
Q
Pr 40 Progresses .... .
1
2
44 3
4
4.
Pr 42 Creeps
2
2
48 3
Sitting
Si 35 Attains prone ....
1
2
40 3
Q
q
Si 37 Attains creeping or quadrupedal position
1
?,
48-3
3
2
Si 34 Pivots
2
2
48 3
Q
Q
Standing
St 34 Stepping movements not supporting weight
1*
1
12 2
2
1
St 32 Lifts foot without supporting entire weight
?
3
16 * 3
1
2
St 46 Cruises or walks using support
T
2
48 3
4
4
St 48 Walks only when both hands supported
1
1
48- 2
2
1
St 47 Walks using support
1
2
62 * 3
St 44 Attains standing independently (r)
1
9,
66 2
(b) ARISING
Pulled-to-sitting
SiPl Head lags
4
4
16 3
1
SiP12 Pulled easily
2
20 * 3
SiP 13 Assists Examiner by pulling self forward
1
2
28 * 3
FUNCTIONAL SYLLABUS
169
|2. GROSS POSTURAL ACTIVITY Continued
CRITICAL AGE
Supine
Su8
Su53
Su63
Prone
Prl
Pr25
Pr5
Pr26
Pr29
Pr31
Pr44
Sitting
Sil
Si 8
Si 9
Si 5
Si 10
Si 29
Si 28
Sill
Si 24
Si 32
Standing
Stll
Stl
Stl6
Stl7
Stl8
St9
Stl9
St21
Stl4
St39
St41
St43
St40
St44
(b) ARISING Continued
Lifts head
Lifts head and shoulders.
Rolls to prone or attains sitting
(Ventral suspension) Head compensates . .
Rests only on knees, abdomen, chest, head .
Holds head lifted sustainedly
Rests only on knees, abdomen, chest, forearms
Rests only on thighs, abdomen, chest, hands .
Assumes creeping position
Pushes upward and backward to sitting .
Head sags
Back rounded uniformly
Back lumbar curvature .
Head steadily erect ....
Body erect, supported .
Sits unsupported ....
Sits leaning forward ....
Body erect
Leans forward passively
Erects self from leaning forward
Legs flexed, do not extend
Head sags
Supports no weight
Offers very slight resistance
Supports a fraction of weight
Head steadily erect
Supports a large fraction of weight
Supports entire weight
Hips flex, legs flex or extend
Stands holding side rail
Attains standing with E.'s assistance or independently
Pulls to standing holding side rail or independently .
Stands independently (without support) ....
Attains standing independently (r)
GENERAL ACTIVITY
CC 54
B 74
Cp-C50
M 10
R-S 37
CM 64
F 62
Ct 5
Postural activity
Postural activity
Postural activity
Postural activity
Postural activity
Postural activity
Postural activity
Postural activity
1 2
1 1
2 2
1*
4* 3*
1* 2*
1* 2
3 3
1 2
1 2
3*
4*
2
1
2
1
3
2
3*
1*
1
2
2
3
1
2
2
1
1
3*
3
2
1
2
2
2
2
3
2
4*
3*
2*
2
2
2
3
2
2
2
2
2
40:3
40:3
40:3
6:3
8:3
8:3
12:3
40:3
44:3
44:3
8:3
12:3
16:3
16:3
20:3
24:3
28:3
28:3
32:3
36:4
4:3
4:3
6:3
8:3
8:3
16:
28:
32:
36:
40:
44:
48:3
56:3
56:3
40:3
44:3
52:
52:
52:
56:
56:
3*
1
3
1
2
3
4
1
1
4
3
4
2
3
2
2*
2*
2*
2
3
4
4
2
3
4
3
4
4
2
4
1
4
2*
2*
2
2
3
4
4
2
3
4
4
56:3
170
THE PSYCHOLOGY OF EARLY GROWTH
3. REGARD
CRITICAL AGE
(a) FOCUS
Supine
Su 64 Stares vacantly
1*
2*
3*
3*
2*
2
2
1
1
2
2
4
2
1
1*
3*
3*
1
4*
1*
1
1*
1
2*
2*
2*
2*
4
3
2
2
2
3
2
2
2
4
2
2
2
3
2
2
3
2
2
4*
2
4*
3*
2
2
4:3
6:3
6:4
6:3
6:3
12:3
4:3
6:3
6:3
12:3
6:3
12:3
12:3
12:3
16:3
20:4
12:2
16:3
16:4
16:3
36:3
12:3
12:3
16:3
16 : 3
16:3
20:4
36:3
40 : 3
40:4
44:3
44 : 3
48:3
4:3
6:3
12:3
8:3
8:3
16:4
20:3
1*
2*
3*
4
2
3*
3*
3
3*
2
2
4
3
4
1
2
4
3
3
2
2
2
1
4
4
2
4
4
3
3
4
1*
2*
1
2
2
2
2
0*
2
2
3
3
4
2
4
1
1
4
4
2
1
1
2
1
4
4
2
4
4
1
4
4
0*
2
1
2
2
1
I
Su 66 Stares at window or wall ....
Su 65 Fixates definitely . ...
Su 69 Facial expression attentive ....
Social
so 2 Visually pursues moving person
Personal
per 1 Regards hands
Dangling Ring
RD 6 Disregards in midplane
RD 7 Regards in midplane
RD 17 Follows past midplane
RD 20 Follows approximately 180 ...
Rattle
Ba 13 B^ga^s Tfcarnirifir
Ra 12 Regards surroundings
Ra 2 (If regards) regards only in line of vision or when shaken .
Ra 5 Regards in midplane (spontaneously or after shaken) ....
Ra 8 Regards spontaneously in midplane
Ra 15 Regards rattle in hand
Cubes
CC1 14 Regards Examiner's presenting hand
CC115 Regards hand
CC13 Regards cube
CC1 13 Regards predominantly ....
CM 12 Pursues visually to platform or floor
Pellet
P 13 Regards Examiner
P 15 Regards table top
P 14 Regards Examiner's hand ....
P16 Regards hand
P 1 Regards (s.m.p. or n.ra.p.) ....
P 2 Regards with definite fixation .
Pellet and bottle
P-Bo 19 Attends to bottle only
P-Bo 21 Regards pellet after dropped from bot
P-Bo 1 Regards pellet as dropped in bottle .
tie ...
P-Bo 3 Attends predominantly to bottle .
P-Bo 2 Regards pellet in bottle . . .
P-Bo 4 Attends predominantly to pellet .
(b) TYPE
Stares
Su 64 Stares vacantly ....
Su 66 Stares at window or wall
Ra 10 Regards starily
Regards momentarily
RD 3 Regards momentarily .
Ra 9 Regards only momentarily
CC1 6 Regards momentarily .
P 7 Regards momentarily .
FUNCTIONAL SYLLABUS
171
:3. REGARD Continued
CRITICAL AGE
(b) TYPE Cojitinued
Regards prolongedly
RD 4 Regards prolongedly .
2*
1
1
3*
2*
1
1
1
1
1
4*
3*
2
1
2*
2*
2
2
1
2
1
1
1
1
1
2
1
1
2
3
3
1
2
2
2
1
2
1
3*
2*
3
2
2
2
2
1*
2*
2*
1*
2
2
2
2
2
2
2
2
2
1
2
2
2
2
2
12:3
16:3
20:2
24:2
12:3
12:3
20:2
24:2
16:3
16:3
20:2
24:2
20:2
8:3
6:3
12:3
44:3
66:3
12:3
16:3
16:3
6:3
6:3
6:3
6:3
12:3
12:3
16:4
16:3
16:3
16:3
16:3
20:4
20:4
24:4
24:4
24:3
24:3
24:3
24:3
4
2
2
1
2
2
2
1
2
2
2
1
1
2
3*
2
3
3
1
2
+
3*
3*
3*
4
3
4
4
4
3
4
4
4
4
4
4
4
4
4
2
I
I
I
1
1
1
1
1
2
1
1
3
2
3
2
1
1
+
3
3
+
+
+
4
4
4
4
4
4
4
4
4
4
4
+
+
Cp 5 Regards prolongedly . ...
P 9 Regards prolongedly (increasing)
P 9 Regards prolongedly (decreasing)
Regards after delay
RD 1 Regards after delay
Ra 3 Regards after delay
P 4 Regards after delay (increasing)
P 4 Regards after delay (decreasing)
Regards recurrently
Cp 3 Regards recurrently
CC1 7 Regards recurrently ...
P 8 Regards recurrently (increasing)
P 8 Regards recurrently (decreasing)
Regards intermittently
CCl 8 Regards intermittently
Shifts regard to surroundings
Rd 13 Shifts regard to surroundings
Shifts regard to Examiner
RD 15 Shifts regard to Examiner (increasing)
RD 15 Shifts regard to Examiner (decreasing)
CC 4 Shifts regard to Examiner . . ...
Cp-Sp 5 Shifts regard to Examiner .
Regards hand
CCl 15 Regards hand
P 16 Regards hand . .
Shifts regard to hands
CC 5 Shifts regard to hand
(c) EXTENT
Su 65 Fixates definitely
so 2 Visually pursues moving person ...
Ra 5 Regards in midplane (spontaneously or after shaken)
RD 20 Follows approximately 180
CCl 3 Regards cube ...
Ra 8 Regards spontaneously in midplane
RD 2 Regards immediately
CCl 13 Regards predominantly
PI Regards (s.m.p. or n.m.p.)^
P 2 Regards with definite fixation
Ra 15 Regards rattle in hand
Sp 6 Regards consistsntly
B 8 Regards consistently
CM 11 Shifts regard from cube to cube
172
THE PSYCHOLOGY OF EARLY GROWTH
3. REGARD Continued
CRITIC
AL AGE
CC1 12
(c) EXTENT Continued
Regards consistently
?
24
:3
4
4
Ra48
If drops, regards after losing
1
?
24
:3
1
P6
Regards immediately
1
?,
24
: 3
3
4
P 10
Regards consistently ...
1
28
: 3
4
4
RD11
Regards string
1
V
28
: 3
-|-
_L
CM 12
R-S17
P-Bo 21
P-Bo2
B59
Pursues visually to platform or floor
Regards ring as approaches and pulls string
Regards pellet after dropped from bottle
Regards pellet as dropped in bottle
Regards clapper ... .
1
1
2
2
9,
2
2
2
2
1
36
36
40
40
40
:3
:3
:3
:4
: 3
3
4
4
4
3
2
4
4
4
4
P-Bo 2
Regards pellet in bottle
2
9
44
:3
%
4
P-Bo 20
CpG4
Perceives disappearing of pellet from bottle
Attends simultaneously to cup and cubes
2
?,
2
?,
48
48
:3
:3
3
3
4
4
P-Bo 4
Attends predominantly to pellet
I
2
48
:3
4
4
4. PREHENSION
CRITICAL AGE
(a) APPROACH AND HANDEDNESS
Response to contact
Ra 18 (Contact) hand opens
4 * 3
3*
A*
Ra 16 (Contact) hand clenches
3*
6 3
2*
9
Ra 17 (Contact) arm becomes active
3*
3*
8 3
2
][
Ra 19 (Contact) hand opens immediately
9*
9*
8 3
4
4
Approach
Cp 15 Approaches (n.m.p.) .
9
16 3
RD 23 Approaches
]
1
16 3
/t
+'
Ra 24 Approaches
1
2
20 4
4-
Cp 16 Approaches
1
2
20 3
1
A,
1
CC1 21 Directs approach .
1
2
20 3
4
1
4-
- Sp 11 Approaches
2
20 3
I
B 17 Approaches bell
I
20 3
4
CC2 5 Directs approach to second cube ....
1
9
24 4
4-
J_
P 18 Approaches
1
2
94. A
CM 2 Reaches for screen
1
24 3
^
CC 37 Directs approach to third cube ....
2
2
28 4
-L-
4-
Cp 21 Approaches handle first
2
2
28 3
Q
1
Prompt approach
Cp 17 Approaches promptly (n.m.p.) .
2
16 3
I
RD 25 Approaches promptly
2
9fl 3
1
Cp 18 Approaches promptly
]
2
94. - 4,
Sp 16 Approaches promptly
1
2
24 4
J m
r
Ra 26 Approaches promptly
2
24 H
n
"T
B 19 Approaches promptly . .
2
94. > 4,
P 19 Approaches promptly . . .
\
2
9ft %
Manner of approach
RD 30 Arms flexed
1
9
OA .
3"
FUNCTIONAL SYLLABUS
4. PREHENSION Continued
173
CRITICAL AGE
(a) APPROACH AND HANDEDNESS Continued
Both hands
RD 29 Approaches "with both hands
1
2
2
1
2
1
2
1
2
2
2
2
1
2
2
2*
1*
1
1
2
1
1
1
1
1
2
1
2
2
1
2
2
2
1
2
2
2
1
2
2
2
2
2
2
1
1
2
2
3*
2*
2*
1
2
1
2
2
2
1
2
2
2
2
2
2
2
2
1
2
1
2
2
2
2
2
2
2
16:3
20:3
28:3
24:3
24:3
28:3
28:3
32:3
24:3
32:3
36:3
44:3
44:3
24:3
28:3
28:2
28:3
40:3
40:3
6:3
6:3
8:3
12:3
16:3
20:3
24:3
24:3
32:3
62:3
20:3
24:4
24:4
24:4
24:3
24:4
24:4
24:3
24:3
24:3
32:3
32:3
36:3
36:3
40:3
48:3
56:3
16:3
20:4
4
3
3
3
3
4-
4-
4
2
3
2
3
3
4-
2
2
3
2
3
2*
3*
4
3
3
4
4
3
3
4
4
4
4
4
4
4
4
4
4
4
3
4
3
4
2
3
f
3
3
4
3
3
3
4
+
4-
4
2
3
3
3
3
-f
1
2
3
1
3
2
4
4
4
4
4
4
4
4-
4-
4
4
4
4
4
4
4
4
4
4
4
3
4
2
4
4-
3
2
Ra 27 Approaches with both hands . .
Cp 20 Approaches with both hands
One hand
B 21 Approaches with one hand
P 20 Approaches with one hand .
Ra 28 Approaches with one hand .
RD 28 Approaches with one hand
CC 8 Approaches with one hand
Right hand
Sp 12 Approaches with right hand
B 31 Grasps with right hand only
B 22 Approaches with right hand
CG 18 Grasps cube in right hand . . . .
P Approaches with right hand
Miscellaneous
Ra 49 If drops, strains toward lost rattle
CC 11 Reaches for cube beyond reach
CM 17 Reaches for cube out of reach
B 25 Inverts hand on approach
P 22 Approaches with index finger extended
CC 10 Approaches cube on T.T. with cube in hand on pres
(b) GRASP
Ra 16 (Contact) hand clenches
Ra 21 (In hand) holds actively
Ra 18 (Contact) hand opens .
per 4 Pulls at dress
CC1 26 (In hand) holds actively
Ra 20 Near hand grasps rattle
F 19 Holds block actively
F 37 Attempts secural of block
F 44 Removes block from hole
F 45 Removes block immediately .
Grasps
B 28 Grasps bell
Ra 32 Grasps rattle
CCl 25 Grasps cube
Sp 19 Grasps spoon .
CC3 9 Grasps third cube
F 50 Grasps block after removal
C3VI 3 Grasps screen .
Dislodges on contact
174
THE PSYCHOLOGY OF EARLY GROWTH
4. PREHENSION Continued
CRITICAL AGE
(b) GRASP Continued
Scratching movement
X 9 Scratches table top
1
1
1
1
1
1
1
2
1
1
1
1
2
2
3*
3
3
3
1
2
1
2
1
2
2
1
2
1
1
1
1
2
1
2
2
2
1
1
2
2
1
1
2
2
2
2*
3
4
4
3
4
4
3
3
3
2
2
3
2*
1
2
1
2
2
2
1
16:2
20:3
20:2
28:3
32:2
32:3
36:3
28:3
32:2
36:3
44:3
40:3
44:3
28:3
32:3
40:3
48:3
8:3
16:3
24:3
32:3
24:3
36:3
20:3
24:3
24:3
24:3
28:3
32:3
32:3
6:3
20:3
24:3
24:3
28:3
28:3
28:3
28:3
2
1
3
2
3
3
4
1
4
3
3
2
3
3
3
3
2
2
1
1
2
2
2
2
1
2
1
2
2
2*
4
4
4
+
+
4
2
2
1
2
1
3
4
4
2
4
3
3
2
3
3
3
3
1
2
1
2
2
2
2
1
2
2
2
4
4
4
4
+
4
4
CC 12 Scratches table top (T T )
P 28 Flexes fingers on or near pellet thumb not par
With fingers
Thumb participates
Thumb opposition
CC 21 Grasps with thumb opposing fingers
p 43 Grasps between thumb and index finger .
B 36 Grasps with thumb opposition
Thumb-index independently
P 45 Grasps with independent thumb-index finger flexion ....
B 38 Grasps top of handle
Removal of block from formbcard
F 41 Pushes at block in hole
F 43 Pulls at block in hole
F 46 Pushes block out from hole
F 48 Pulls or picks out block from hole
(c) RETENTION AND RELEASE
Drops immediately
Ra 46 Drops immediately
CGI 35 Drops immediately
CM 41 (If drops) drops immediately
P 52 (if drops) drops immediately
// grasps, drops
B 66 (If grasps) drops bell
P 51 (If grasps) drops . ...
Drops
RD 43 Drops ring
CC2 7 Drops first as second is presented
Ra 45 Drops rattle
CC3 5 Drops one cube as third is presented
CCS 6 Drops two cubes as third is presented
Sp 37 Drops spoon
Cp 46 Drops cup
Holds or retains
Ra 35 Retains entire period (placed in right or left hand) ....
CC1 30 Lifts cube
CC 19 Retains a cube in each hand
F 19 Holds block actively
Ra 36 Retains entire period (placed in left hand)
RD 37 Retains entire period
CC 28 Retains first as second is presented
CC 20 Holds one cube and grasps another
FUNCTIONAL SYLLABUS
175
4. PREHENSION Continued
CBITICAI, AGE
CM 29
Cp-Sp32
Cp-C 32
CM 21
P54
CM 26
Transfers
RD42
Sp34
eta 31
CC133
B53
Ra44
B43
CC216
Releases
F56
G4
Cp-C 17
Ba8
Ba9
F26
F57
G5
PfB28
Cp-C 41
BalO
F13
PfB36
BalO
P-Bo 30
Cp-C 43
(c) BETENTION AND RELEASE Continued
Holds two cubes
2
2
2
2
2
1
1
1
1
1
2
2
2
2
1
1
1
2
2
1
2
1
1
2
1
1
2
1
2
2
2
2
2
2
2
2
1
1
1
2
2
2
2
2
1
2
2
2
2
2
2
2
2
1
2
2
2
2
32
36
40
40
44
56
28
28
28
28
28
28
40
44
40
44
48
48
48
48
48
52
52
52
52
56
56
56
56
56
:3
:3
:3
:3
:3
:3
:3
:3
:3
:3
:3
:3
:3
:3
:3
:3
:2
:3
:3
:3
:3
:3
:3
:3
:3
:4
:3
:3
:3
:3
3
4
3
3
3
-f
+
3
4
3
3
-f
2
2
3
3
2
3
3
3
3
2
3
3
3
+
+
+
+
4
4
2
3
3
+
+
3
4
3
4
-f
2
2
4
4
1
4
3
4
2
+
+
+
+
+
+
+
+
Retains one, secures other
Holds two cubes, one in each band .
Holds one cube and grasps another
Retains pellet .......
Holds one cube, grasps one cube afte
Transfers Ting ,,...,,,
r another
Transfers spoon
Transfers cube .....
Transfers cube
Transfers bell
Transfers rattle
Transfers frequently
Transfers a cube
Releases block on formboard or table
Releases object ....
too
Casts cube
Throws or rolls ball
Throws or rolls ball to Examiner
Releases block on formboard .
Releases block on formboard after dei
Releases object in Examiner's hand .
nonstration
Brings rod to box and releases
Releases cube in cup
Throws ball
Releases f^rrnfooftrd ,
Releases rod in hole
Definite repetitive ball play .
Releases pellet over bottle
Releases more than one cube in cup
5. MANIPULATION
CxurncAL AGE
Brings to mo
Ra30
Ra38
RD40
CC27
B51
Sp32
Sp30
F21
F20
CC131
Cp39
B52
CM 36
Su38
nth
Hands to mouth
2
1
2
1
1
1
1
1
2
2
2
1
1
2
1
1
2
1
2
2
1
16
16
20
24
24
24
24
24
24
28
28
28
28
28
:2
:3
:3
:3
:3
:3
:3
:3
:3
:4
:3
:3
:3
:2
1
3
4
4
4
4
1
2
3
4
3
2
2
2
1
3
3
4
4
4
3
2
3
3
3
2
3
1
Brings rattle to mouth ....
Brings ring to mouth ....
Cube to mouth . ....
Brings bell to mouth
Brings spoon to mouth . >
Brings spoon first to f^out-h
Block to unouth uTMUftdift'tsly
Block to mouth
Mouths bell handle , . .
Brings cube to mouth ....
Pulls foot to mouth
176 THE PSYCHOLOGY OF EARLY GROWTH
5. MANIPULATION Continued
CRITICAL AGE
3
3
2
2
3
2
1
1
1
2
1
1
1
1
1
1
1
1
1
3
2
2
1
1
1
1
2
2
1
2
1
2
2
2
2
2
1
1
2
2
2
3
3
2
2
3
2
2
2
2
2
2
2
2
2
2
2
2
2
1
2
1
2
1
3
2
1
1
1
1
1
2
2
2
2
1
2
2
2
2
2
1
2
2
2
32:3
32:3
32:3
32:3
36:3
40:3
40:3
40:3
40:3
44:3
66:3
24:3
24:3
28:3
28:3
24:3
24:4
24:4
28:4
32:3
40:3
66:3
28:3
28:2
36:3
36:2
40:3
44:2
48:3
62:2
62:2
40:2
40:2
44:2
48:2
62:3
66:3
36:3
40:3
40:2
44:3
48:3
62:3
66:3
66:3
40:2
44:3
48:3
48:3
2
2
2
2
3
2
2
1
3
2
2
3
2
3
4
4
4
4
3
3
+
2
2
3
2
2
1
2
1
2
1
2
2
2
3
+
4
3
2
2
3
3
4-
+
1
3
3
3
2
1
1
2
2
2
1
2
1
2
2
2
3
3
4
4
4
4
3
3
+
3
2
3
2
2
1
1
1
2
2
2
-f
+
4
4
1
3
3
+
+
+
1
3
2
3
Manipulation on table top
Lifts
CM 35 Lifts a cube .
Sp 31 Lifts from table top
B 48 Lifts bell
Cp 37 Lifts cup
jr 9 Lifts formboard
Cp-C 23 Lifts cup
Hits or bangs
CC 26 Bangs cube on table top
Cp-Sp 12 Bangs cup or spoon on table top
CC 49 Hits cube on table top with cube in hand
Cp-Sp 13 Hits or bangs cup on table top
F 30 Hits block on formboard
Cp-Sp 12 Bangs cup or spoon on table top
B 50 Bangs on table top
Pa-Cr 8 Hits crayon on paper
Platform reference
F 11 Brings formboard to platform
R-S 28 Brings ring to platform
Cp-C 21 Casts or brings cube to platform
Cp-C 28 Brings cup to platform
CC 43 Brings cube to platform , ...
R-S 28 Brings ring to platform .
Combines (See exploitation and adaptation for elaboration of combining)
CC 46 Combines two cubes .
F 29 Brings block to formboard . .... ...
Cp-C 34 Combines cube and cube
CM 51 Combines cup and cube
rip-fl 35 ^o^bin^s ftvp and cub<? v .
Pa-Cr 7 Combines paper and crayon spontaneously
R-S-B 21 Combines ring and bell
P-Bo 25 Combines pellet and bottle
Pokes
P 36 Pokes pellet ... . .
B 60 Pokes clapper . ...
PfB 8 Pokes in holes
P-Bo 14 Pokes at pellet
FUNCTIONAL SYLLABUS
6. ADAPTATION
177
CRITTCAX AGE
Differential behavior
so 2 Visually pursues moving person
1
1
2
2
1
2
1
2
2
1
1
1
1
2
2
2
2
2
1
1
1
2
2
2
1
2
1
2
1
1
2
1
1
1
2
2
2
2
2
1
1
1
2
1
1
2
2
2
1*
1*
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
2
2
2
2
2
2
1
2
2
2
2
2
2
2
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
2
2
2
6:3
6:3
16:
16:3
16:3
24:3
28:3
32:3
36:4
36:3
36:3
36:3
40:3
40:3
44:3
44:3
44:3
44:3
48:3
48:3
48:3
48:3
48:3
48:3
48:3
48:3
48:3
52:3
52:3
62:3
52:3
66:3
56:3
56:3
56:3
56:3
56:3
66:3
56:3
32:3
40:3
48:3
62:3
52:3
52:3
56:3
56:3
56:3
56:3
66:3
40:2
44:2
52:3
52:3
52:3
3*
3*
+
4
3
3
3
4
4
4
4
3
3
4
3
3
3
3
3
3
3
2
3
3
3
3
1
4-
4
3
4-
4-
+
4-
4-
+
4-
4-
3
2
4
4
3
2
+
+
+
+
1
1
3
2
3
-h
-h
-f
4-
4
3
4
4
4
4
4
3
2
4
3
4
4
3
4
3
4
3
3
3
3
3
+
4-
+
4-
4-
4-
4-
4-
4-
4-
4-
3
3
4
-t-
+
4-
4-
4*
4-
+
1
2
4-
so 1 Responds tr> smiling ^n^ talking
per 11 Anticipates feeding on sight of food
so 4 Sobers at strangers ...
so 5 Turns head on sound of voice
F 37 Attempts secural of block
Cp 21 Approaches handle first
F 44 Removes block from hole
R-S 23 Secures ring using string
R-S-B 5 Pulls ring or bell within reach
so 8 Adjusts to words
B 56 Waves
B 57 Rings . . .
so 9 Responds to "bye-bye" . . . ...
Cp-Sp 35 Brings spoon over cup
so 10 Adjusts to commands
G 4 Releases object .
Cp-Sp 36 Places spoon in cup . . .
PfB 6 Prior manipulation of holes
P-Bo 20 Perceives disappearance of pellet from bottle
R-S 32 Dangles ring by string .
F 26 Releases block on formboard
R-S-B 19 Waves or rings bell
Ba 9 Throws or rolls bell to Examiner
PfB 17 Inserts rod in hole . .
Cp-G 39 Brings cube over cup
F 59 Brings block to formboard holes
so 11 Responds to inhibitory words .
M 7 Approaches image socially
P-Bo 17 Apparently adapts manipulation so pellet drops out ....
Cp-C 40 Places one or more cubes in cup
Pa-Cr 9 Marks on paper with crayon
Pa-Cr 12 Makes linear marks
F 34 Incipient insertion of block
PfB 15 Brings rod to middle hole
C-S-B 1 Responds to "shoe"
Cp-C 48 Removes cube from cup
Cp-C 43 Releases more than one cube in cup
CC 50 Places cube in hand on cube on table
Repeated behavior
CM 44 Drops one cube and grasps another
Cp-C 19 Drops cube, regrasps or grasps another
PfB 30 Brings rod to box on repeated demonstration
Pa-Cr 28 Marks on two or more sheets .
Cp-C 20 Picks up one cube after another
Cp-C 18 Releases and resecures cube
Cp-C 42 Places two or more cubes in cup
Ba 11 Definite repetitive ball play
CM 26 Holding one cube Tasps one cube after another
Cp-C 44 Places three or more cubes in cup
Imitation
Cp Sp 40 Combining improves after demonstration
178
THE PSYCHOLOGY OF EARLY GROWTH
6. ADAPTATION Continued
CRITICAL AGE
Response to d
B70
Pa-Cr 21
B71
Cp-Sp 38
Pa-Cr 27
Ctl
PfB33
F57
PfB28
P-Bo 29
PfB40
PfB35
Pa-Cr 30
PfB36
PfB38
Ct3
Pa-Cr 34
Cp-Sp 41
P-Bo 30
PfB37
P-Bo 26
emonstration
Waves bell .
9
2
1
2
o
2
1
1
1
1
1
1
2
1
2
2
1
1
2
2
2
2
2
2
2
2
2
2
2
O
2
2
2
2
2
2
2
2
2
32
40
40
40
44
48
48
48
52
52
52
52
52
56
56
56
56
56
56
56
56
:3
:3
:3
:3
:3
:4
:3
:3
:3
:3
:3
:3
:3
:3
:3
:4
:3
:3
:3
:3
:3
2
2
2
3
3
4
4
3
3
3
4
3
3
+
+
+
+
+
-f
+
+
4
1
3
4
3
4
4
2
+
-h
+
-h
+
-f
+
-h
+
4-
-h
+
-h
Manipulates paper .
Rings bell
Combines cup and spoon
Marks on one or more sheets
Approaches cube on table top with cube in hand
Inserts rod in hole
Releases block on formboard
Brings rod to box and releases
Holds pellet over bottle
Activity with middle hole
Inserts rod in middle hole ... ...
Draws crayon over paper ,
Releases rod in hole . ...
Releases rod into box
Places cube on cube .
Makes linear marks only
Hits or rattles spoon in cup . .
Releases pellet over top of bottle .
Releases rod in middle hole
Brings pellet to bottle
7. LANGUAGE AND SOCIAL BEHAVIOR
CRITICAL AGE
v5
(a) EXPRESSION
No vocalizations heard
4 2
2*
1*
v6
vl
Vocalizes small throaty noises
Face brightens
4*
2*
6:3
6 3
1*
1
v7
Vocalizes ah-uh-eh
9*
6 4
4*
4
v3
Smiles
j*
6 3
4*
4
v8
Coos .
1*
2
12 * 4
4
v9
Blows bubbles
1*
2
12 4
4
vlO
Gurgles .
1*
2
16 3
v4
Laughs
1
ft
16 4
4.
4-
v!2
Vocalizes ma or mu
1
ft
28 * 2
2
3
v!3
vll
Two syl., 2nd rep. first, ma-ma, da-da, etc.
Vocalizes da
1
1
2
1
32:3
33-3
3
3
4
3
M2
Smiles
40 * 3
3
3
v!9
Says one "word" or more
]
2
44 3
4
4
Cp-Sp 46
Vocalizes
2
2
44 * 3
2
2
CC59
Vocalizes
2
2
44 -4
Q
Q
v20
Says two "words" or more
2
2
52 3
4
4-
so 13
Elicits attention
2
2
62 3
q
4-
M3
Vocalizes
2
2
62 * 3
Q
1
-L
M7
Approaches image socially ...
2
2
62 3
3
r
v21
Says three "words" or more
ft
ft
66- 3
_L
-L
M8
Brings face to mirror .
1
2
66* 3
B64
Proffers bell to Examiner (or mother)
1
1
66 2
v22
Says four "words" or more
1
2
66' 2
4-
J-
CC52
Offers cube to Examiner (or mother)
1
1
66 2
FUNCTIONAL SYLLABUS
179
7. LANGUAGE AND SOCIAL BEHAVIOR Continued
CRITICAL AGE
(b) COMPREHENSION
Br 1 Postural activity ceases ........... 4:2 2*
Su64 Stares vacantly .............. - - 4:3 1*
Su 69 Facial expression attentive ........... 1* 6:3
v 1 Face brightens .............. - 2* 6:3 -
Br2 Postural activity diminishes ........... 3* 3* 8:3 2
so 5 Turns head on sound of voice .......... 2 2 16 : 3 4
Br5 Turns head ............... 2 2 20:3 4
Br 6 Turns head to bell ............. 2 2 24 : 4 +
so 8 Adjusts to words .............. 1 2 36 : 3 4
so 9 Responds to "bye-bye" ............ 2 40 : 3 3
so 10 Adjusts to commands ............ 2 2 44:3 3
G 4 Releases object .............. 2 44:3 3
G6 Releases object in Examiner's hand ......... 1 2 62:3 2
so 11 Responds to inhibitory words .......... 2 2 62 : 3 2
C-S-B 1 Responds to "shoe" ............. 1 2 66 : 3 +
+
-f
4
2
3
3
CHAPTER X
ANTHROPOMETRIG NORMS
THE statistics of the following chapter are derived from the ten direct
measurements and determinations described in Chapter VL They are as
follows:
SYMBOL
DETERMINATION DESIGNATION
1- Length from soles of feet to vertex (total length) L
2. Length from soles of feet to suprasternal notch B
3. Length from soles of feet to pubes S
4. Biacromial diameter D
5. Thorax diameter E
6. Bicristal diameter F
7. Head circumference G
8. Thorax circumference G
9. Weight W
10. Number erupted teeth
The subsequent tables (Tables 21, 22) list separately for the boys and girls
the average, the standard deviation, and the range for each measurement of
each age group. In addition there are included the norms for two derived
measurements:
1. Head-neck length or L-B and
2. Body length or B-S.
In Tables 23, 24, the statistics for fifteen indices are given in terms of age and
sex. These particular indices were selected as being indicative of body pro-
portions. A detailed analysis of the physical measurements and a discussion
of physical growth trends will be presented in another publication.
The regularity of the growth trends shown in Tables 21 and 22 is due to
three factors: (1) a large proportion of the subjects measured at a given age
were also measured at the previous age; (2) the group was homogeneous with
respect to age, environment, and parental standard of child care and nationality
of parents; and (3) the measurements were made with great care.
The normative use of the tables and the interpretation of deviations are
briefly suggested in Chapter VL However, it should be pointed out again
180
ANTHROPOMETRIG NORMS 181
that the anthropometric averages here presented pertain only TO the racial
groups and to the socio-economic conditions specified in Chapter III. Al-
though these averages do not in themselves characterize other groups, they
may be used for comparative analysis and evaluation. It should also be
emphasized that for valid comparison the measurement procedure specified in
Chapter VI should be followed in detail. The tables present the measurements
in centimeters and kilograms.
The fifteen indices above mentioned are designated symbolically in the
tables in the following manner and order:
W/L Weight -r- total length
W/L 2 Weight -r- total length squared
W/L 3 Weight -=- total length cubed
B-S/L Body length -^ total length
S/L Lower limb length -f- total length
L-B/L Head-neck length -r- total length
D/L Biacromial diameter -r- total length
G/L Head circumference -r- total length
C/L Thorax circumference -r- total length
E/B-S Thorax diameter -f- body length
D/B-S Biacromial diameter -r- body length
D/E Biacromial diameter -r- thorax diameter
D/F Biacromial diameter -f- bicristal diameter
G/C Head circumference -*- thorax circumference
G/L-B Head circumference -r- head-neck length
182
THE PSYCHOLOGY OF EARLY GROWTH
Bicristal:
Average .
Standard De
Maximum
Minimum
DIAMETER
H" S" QJ JD
JJ9J
V f
Biacromial:
Average .
Standard Da
Maximum
Minimum
UENG1
!. $ ^
rn FROM SOL
^^C/3t>>
^ PS, f+ ^ S^
I B'p'cS ^"
6 S g o a
BBS a.
W- +y
. . 3. $
Vertex: (cm.)
Average . .
Standard De^
Maximum .
m Minimum
H
O
' ' 2.*
Z5. J"
2.
2.
. . ^- g:
H-.
*
r
. . 5*.
S3
I-
?
t-
I"'
M
CO O VO
MM M
O tO M
M M I 1
Mtfr- CO
ta to to
i 1 en M to
o cn to
en ON en
en M> H- 1 co
M
cn Ifr <l
OMCO
ON tO tfr- ON
O en to M
ON~4 O
o to co
co ON M ^4
cnoco o
tfr en en -4
OOONCn
to en co M
oenvo tfr
CO
M M
VO M O
MM M
MCO tO
MM M
Men co
to to to
M ON M" tfr
fe^M^
enoN ON
COifr. tO M
1
o co ON en
ooovo
to to ON to
oocnco
sgg
tfr CO CO O
eno vo -a
cnoco bo
o oooo
cncn ii tfr.
K>
VO M O
MM M 1
MCO tO
MM M
eo en tfr
g^ g
tfrCn (fr.
tfr- O M 1 *4
ON ON ON
M -4 M 1 CO
to
M
K
co -a en ON
OOMCO
i '-4-4 co
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to co -4 eo
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vo ONVO M
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CO VO tfr- O
cn otfr- M
CO tfr ON tfr
OOO CO
en
ON
i
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h
K3 N3 l\3
en ON ON
OM 1
toco to
cocn tfr.
eocoMcn
H-> h^M CO
vo co M en
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co to *4 o
ocnoNcn
-4
2
H-i M M
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MCO tO
tfr ON en
toto to
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ifr. en tfr.
CO tO MVO
ON "-3 ON
*. (-a M -4
M
r
CO ON ON tfr-
ootocn
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ovo o
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oo to tfr.
o vo to vo
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OOen-4
ON
H
*4
r
OCO M
Mfr- CO
tfr-ON en
enco -3
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tfr-VOM-4
M
to
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ootoco
3;g
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->1 -*4 CO M
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CO M MO
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ON
ON
MM" M
M tO M
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toco to
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sO-J| M M
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MOOVO
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o
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MM M
MCO tO
MM M
cocn tfr.
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en-J ON
toco eo
-4 CO MO
cn en en
VO-4 tO CO
tfr.
MCO en i
OOtfr-1
en en ON co
ooencN
3S
vo-4 en tfr.
o en en H-
to vo co tfr
VO H-* O
ovo en
-4
!fr.
MCO tO
MM M
COON tfr
MM M
enco 4
to co co
cocn MM
cn en en
ovotoS
tfr.
en tfr en eo
OO-4 -41
ON CO CO -J
OOtO M
gSg
o eo to
ocneo
<i tfr oooo
o oeo co
CO
00
MCO tO
Ml* >
tO ONM tfr.
MM M
cnoo <i
tOCO OO
CocnH-n
SON en
MM ON
^4 CO ->4
tOM to en
1
cn
Stfr.Jfr.CO
OCO VO
S2S2
ggss
ggfe^S
ifr- OCO CO
Cnoo-4
ooovo
VO
to
B
en ON en
MM M
g^MeS
cn co to oo
COCO tO -41
en
S8S1S
50^
fcO<I~4 i
OOCnt'
sssls
c^SSS
SSSc^
cn
ON
ANTHROPOMETRIC NORMS
183
it
e
Avage no
Maxmum
Minimum
teeth
ody
Ave
Sta
M
Leng
erage
ndard De
gth
e
d
tion
ead-Neck L
Average
Standard
Maximum
Minimum
th: (c
iation
...
WEIGHT
i : i KC"QM FJhJR'ElN'CrB
:
Average .....
Standard Deviation
Maximum ....
Min
H
O
P
M to to
VO tO O
SkjgH*
CO CO
en o t > 3
CO -4 O>
en ocai i
tO
o
to to to
pCO^ M
o cnvoco
cno ONO
co*
ON t
O co tn \o
O OOCO
i '-4 en co
ovo ONH-
ON tOCO to
oovo co
co to s o
vo o> vo en
f ' tO tO
VO CO ( *
caoco os
en -4 f ON
eo co
t> t
rf^ji 1
^ en co i
o o to o
H-itO tO
C0t* M tO
co to ON vo
OOtO CO
enco^ <i
to bo^4 o
Co en ON ON
CO rfx t
co en to to
rfa-Ot
O O
g
IS
CO 1^. CO
O>->4 CO
ONVO^ ^41
vo Co ON vo
i i en en vo
*. to -a co
o oco to
-^vovocn
to t
i tb H-
pNCO^
rf*. tS3 C. __
OOO ON
9 s
O CO ON M
vo o to en
eo en o
OOto J
eoen^ px
to bo COM
OOMON
g
co--4 Men
<i ON'OM
oot 'en
CO
to
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to to to
M ^ CO
bo vo ^-4 to
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cocoH-en
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to t
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^ en
to i ' HJ
tO Cn
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MCO
co eno vo
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8
to to to
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^ ^ o to
OOVO-4
S
184
THE PSYCHOLOGY OF EARLY GROWTH
Bicristal:
Average .
Standard De
Maximum
Minimum
DIAMETER
g
Biacromial:
Average .
Standard De
Maximum
Minimum
i Pubes;
Q Average ,
Standard De
Maximum .
Minimum
TH FROM SOI
^ES TO
fo
<;.
3* ?f
2.
HJ. "
P*
".
" "-''
S*.
fl". ^
S".
P
g-
3
CO O VO
M H->
vo to M
l_-i |> M
O *. tO
to to to
oeo M to
eo >^> (^
V.O *> H- ' 1 '
en ON en
>. tO C7N
H- 1
^ Cn
OVO CO
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o -a -a
oxOvo en
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-3 tO M
en co vo
o eo en ON
oo en o
o -^ eo -^
o en -4 en
to
CO
1 ' M M
OtO O
M M 1
VO M I 1
M H- M
to to to
to en MCO
CO >-
VO ON to CO
en ON en
en to to vo
H- '
> O\ ^ O
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tO O-3 -4
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0-4 en
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ocnto
eo en^ *
MVOCOCO
ootoeo
M^ VO ON
O O CO CO
O ft* M tO
co ON en eo
CO vo to ON
en ovo
o >. en
M p bo en
O O ON CO
co
en
si ra
Q to
5 tO
ANTHROPOMETRIG NORMS
185
Dentition:
Average no. of teeth
Maximum ....
Minimum
Slfsrl
S.g B 8 M
BS O- C3 Cb
^ P OS
Bi*r*
o
- . SO*.
St.
: : :
Head-Neck Length: (cm.}
Average
Standard Deviation
Maximum ....
Minimum
WEIGHT
^
SgSP^I-
ES.|?
iBg-.e^
g S 2 o>
B B ^ f 2
*"^ l-^ ''
o*
.-
::l:
p Thorax (at nipples):
b Average .....
g Standard Deviation
Maximum ....
Minimum ....
Head: (cm.)
Average
Standard Deviation
| Maximum ....
| Minimum ....
3
&
%
CO
: : :
Ino ( j
-4 i ' vo
tih.Coh.
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H- 1 1 i 1 i
CO CNH- 1-
^J hB^> OVd
O cao> ca
co ca ^
Sfe^g
CO CO CO
bo vo H-" ON
&h to bvca
O O vo O
CO CO CO
CAVO ^ CO
caca vo O
O O CO Ca
H- 1
bO
CO
: : :
i 'to to
sj H-J l_i o
bo^j to bo
oo o to
i i H-4 H- >
co <y\ f ca
J^ 0^3 o
OhP^CO
hf- ON^ ca
bO I i ca bO
ca o t co
CO CO CO
ca vo H- '-1
Sgiss
CO ^ CO
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bO CAO O
CAO CA CO
H- 1
Co
1 *
to
. . .
H-ibO tO
oo to t-j i i
1 ' 1 H-*
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ca-<i ON
CO ^ ^
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CO ** ^
co bo HJ o
to
t 1
CO ON I* O
CAO H-*CO
vo to o\^o
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bO H-i ON 1 *
bo cobo bo
O\H-> fc^-i^
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co -4 o ca
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CO
ON
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bobo to
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h- 1 ( 1 h- 1
ca -4 CTN
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1
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ca o co t
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o o ca -4
VO
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to to to
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ca -4 o\
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bo
to
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bo to bo
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en
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o o o ca
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oo to to
->4 CA~4 O
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COCO CO bO
OOCO bO
vo co o ca
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H-*
MOCA
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M bO bO
ca p ^
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H- 'bO h- 1
pj p CO
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r 3 ^
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rf^^
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ca
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bo ca
caCo i!^
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r 1 P. ?
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^^
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M
CO
en
ON
186
THE PSYCHOLOGY OF EARLY GROWTH
S'n'friS i
f|a<n
o^S
1 jps
GO
B-S/L - 10-2
Average .
Standard D
Maximum
Minimum
W/L 3 - 10~ 7
Average .
Standard D
Maximum
Minimum
W/L 2 - IO- 5
Average . .
Standard D<
Maximum .
Minimum .
m^
S.B 8
a c* ci< Q3 L_I
Uss?
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s
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55*
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a
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vo to vo to
CO ^ CO
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co ^ eo o
COCO CO
gto bo
vo bo en
cn vo . en
Ml 1 M
-J VO CO
en en os os
CO
enotobo
cn to coco
as cn en co
osvo co -a
COCO On?
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MtO tO
CO MtO
VO MCO M
bO bO tO
co -a en
CO O CO vo
co co
CO OS tO bO
coco co
to -a M ^
toto to
i i vo t i en
CA CO VO M
M M i 1 '
CO --5 M en
H- J
COO vo
co en -4 *
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to
co Mcnos
O CO CO CO
tO M VO OS
cnco . -q
COCA cnvo
Ml> OCO
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to to to
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to to bo
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CO fc CO
CO tO vo
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COCO CO
M 1 OS M i^*
to to bo
to co t i en
co to en bo
MM M 1
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M M
CO M O
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M 1
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MM^bO
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M-J VO VO
cnbo^eo
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co-* to vo
MCOhE^cn
tObO bO
M^ bO
tO MCOVO
to co bo
co o os
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CO - CO
CO M M VO
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coco co
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co en -a co
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to to to
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as -4 co o
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bo to bo
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10 to to
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cn OM ~J
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CO
MMOOOO
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M CO CO CO
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to to en os
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McnMco
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fc
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cn to cn eo
CO CO OS bO
^ VO CO CO
voco vo vo
tO^-5bO
CO^J MO
toto bo
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bO OCOVO
to bo to
co os en
ps co -a p
M VO M tO
CO ^ -
voeo M M
CO VO p VO
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bs bs M o
toco bo
co to co m^
co bo en en
MtO M
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1 i M MI
M en M co
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CO\O MCO
CO
to to to
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CO OS M vo
<1 CO COM
M CO OS CO
VO CO M tO
px VO M M
bsenenbs.
coco co
p en M to
rf^ vo ^ bo
to to to
OVO MCO
tf to voen
MtO M
cn M ' M >~j
ps to to co
MM M
M cn Co
VOCO VOCA
i^- vo too
cn
bO
to to to
M CO
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to to to
co cn &>.
os vo osvo
O 1^ M bO
co -4 Men
coco co
ocn Mto
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o cn vo vo
MM M
cnvo M~J
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coco ^ co
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b H H* Q
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to
O co
ANTHROPOMETRIC NORMS
187
G/L-B - 10-2
Average . .
Standard D(
Maximum .
Minimum .
O
S-S.1 ^ *
B 5*&-P M
g B pos o
S d'
D/F 10-2
Average .
Standard D
Maximum .
Minimum .
D/E 10-2
Average .
Standard D
Maximum
Minimum
D/B-S lO- 8
Average .
Standard D
Maximum
Minimum
E/B-S 10-2
Average .
Standard D
Maximum
Minimum
C/L - 10-8
Average .
Standard D
Maximum
Minimum
G/L 10-3
Average .
Standard D
Maximum
Minimum
<!,
. . 3..
2
5
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CO O O ON
M M
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MM M
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to vo en ON
ON-4 ON
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CO
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voo^en
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vo oto to
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tO OONON
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188
THE PSYCHOLOGY OF EARLY GROWTH
P?
g 3 P OQ O
s o"
|i|I
|V|| ^
B-S/L 10-2
Average .
Standard D
Maximum
Minimum
W/L 3 10~ 7
Average .
Standard D
Maximum
Minimum
W/L 2 - 10-5
Average .
Standard D<
Maximum
Minimum
W/L - 10-3
Average , .
Standard D
Maximum
Minimum .
* ' S *
5
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3
<
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to to to
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PART THREE
ANALYTIC APPRAISAL OF GROWTH STATUS
CHAPTER XI
THE PRINCIPLES OF GENETIC ANALYSIS
ALL ordered analysis whether qualitative or quantitative is in essence a
form of measurement, because measurement always is comparison. Consider
how completely our language depends upon observation of measurements:
When we say, "The sky is blue," we unconsciously measure by comparing the
color sensation experienced when looking at the sky with that experienced
when looking at a certain section of a color chart; when we say, "The child is
hungry," we identify his behavior with that characteristic of an individual who
is satisfied by eating. Words as well as numbers may involve measurement.
Thus, as Weiss 1 points out, terminology may be appropriately considered a
manifestation of measurement.
However, in a more limited scientific sense, measurement is the quantitative
evaluation of a single defined attribute by comparison with a standard scale.
A scale is a one dimensional magnitude calibrated according to our number
system. To devise a scale one must discover a linear relationship between
some trait of the attribute to be measured and some other measurable aspect
of the attribute. If the zero of a scale is identified with complete absence of
the attribute, and a one-to-one correspondence is established between the
scale division and our number system, the measurements obtained by using the
scale may be subjected to all of the various mathematical manipulations applic-
able to numbers. At this point a false sense of security is introduced by the
precision of mathematics. The measurements, no matter how refined, are
dependent for their meaning and exactitude on the accuracy and validity of
the concepts for which they stand. Every statistic'must be referred to and
interpreted in terms of the assumptions involved in the measures themselves.
Thus, until concepts can be clearly and explicitly defined, it is well to use the
simplest and most easily understood measuring technique available.
Frequently there is an unfortunate tendency to judge the scientific value of
scales by their degree of absoluteness and by the constancy and refinement of
i Weiss, A. P.: "The Measurement of Infant Behavior." Psychol Rev., 1929, 36, 453^171.
193
194 THE PSYCHOLOGY OF EARLY GROWTH
their unit of measure, with too little regard for appropriateness. Just as it is
unscientific to compute a quotient to five decimal places when the divisor is
reliable to only one, so it is unscientific to refine scales which measure we know
not what. The history of measurement shows clearly that progress is achieved
only when the definition and elaboration of the standard is based on knowledge
of that which is being measured. 2 The units of measurement for length,
weight, and time have as their basis observations of phenomena which were
disclosed by tools which were less exact but scientifically no less appropriate
than the meter stick, the balance beam, and the chronograph. No scientist
scorns the employment of ways of measurement however primitive when such
specification yields knowledge of relationships hitherto not realized. Simple
comparison, classification, and definition have played an important role in the
advancement of science.
Mathematical techniques forclealing with values, not expressible in quanti-
tative terms or perhaps not even seriated, are few and relatively undeveloped.
It is true that to date those sciences which have made greatest progress are
those which have most fully perfected their formulation of quantitatively
expressible phenomena. But it does not follow that biological science will find
its optimal progress in the same way. More probably, significant future ad-
vances in the field of genetic science will utilize concepts better suited to the
peculiar nature of the processes of growth. 3
It is important then to review the characteristics of growth in order to
suggest an approach appropriate for its appraisal and analysis.
1. THE NATURE OF GROWTH
There has been considerable controversy about the use of the word growth.
Some have maintained that its meaning should be restricted to changes in size,
while others have employed it to denote all of the changes which an organism
manifests in its progress with age. A discussion of the pros and cons is rather
futile since usage will be, after all, the final arbiter. There is ample precedent
for defining growth as the progress of an organism toward a mature state and it
is in this sense that the term is used in this publication.
* Kelley, Truman: Scientific Method. Columbus, Ohio: The Ohio State University Press, 1929. Pp. vii
+ 195. (See pp. 84-113.)
Indeed Lewin has already formulated concretely the way in which the mathematical concepts of topology
may be utilized in studying the problems of behavior : Lewin, Kurt : Principles of Topological Psychology, Transl.
by Heider, F. and Heider, G.: New York and London: McGraw-Hill Book Company, 1936. Pp. xv + 231,
THE PRINCIPLES OF GENETIC ANALYSIS 195
The most obvious evidence of physical growth is that of quantitative in-
crease of the total organism or some defined segment of it, and it is this aspect
which can be most precisely measured. Accordingly, the literature is abundant
with data on dimensional and ponderal growth changes. Mathematical func-
tions expressive of the observed changes have been suggested, but as yet there
is no agreement that any one mathematical function typifies the course of aug-
mentation for physical growth. It is agreed, however, that from birth through
the first few years growth is rapid. Following this is a period of slow constant
growth and subsequently an adolescent spurt which diminishes after a few
years when mature size and stature are reached. Thus physical growth is
said to be rythmic in character rather than constant.
The course of behavior growth has been less well charted. Lacking a
measuring device such as the meter stick or the balance beam, behavior has
been studied in relation to time, but without revealing a generally acknowl-
edged behavior unit. Consequently the behavior of a certain stated percentage
of the population at successive ages has been used as a standard. The varia-
bility of individuals in terms of arbitrary test scores (composed of items
selected because they showed increasing frequency with age) is considered to
be a proper base of reference for an individual's status, and the course of indi-
vidual behavior growth has been plotted accordingly. It is obvious that by
selecting for observation only those behaviors which increase with age, an
incomplete study of behavior development is made. It is equally obvious that
behavior measured in terms of age will show a linear relationship with age. As
a recognition of this latter distortion, behavior age has frequently been trans-
muted into units theoretically appropriate to ponderal and dimensional
growth. But behavior growth does not necessarily follow the same course as
physical growth and such correlation of the two cannot be entirely justified. 4
It would seem as though changes of variability with age 5 might afford a
relationship of great value for growth measurement; but is this relationship
a true or a spurious one? Variability may be a function of the test items and
of scoring procedure. It is quite possible to devise a test which, applied to a
group of newborns and adults, would show the newborns to be the more vari-
able. The method of absolute scaling which has been suggested is also limited
* This seems to us a limitation in Courtis' suggestion of transmuting behavior measurements into isochrone
units which are based on the Gompertz curve of growth. Courtis, S. A.: The Measurements of Growth. Ann
Arbor, Mich.: Brumfield and Brumfield, 1932. Pp. ii + 165. m
6 Thurstone, L. L.: "A Method of Scaling Psychological and Educational Tests." Jour. Educ. PsychoL,
1925, 15, 433-451. (See pp. 86-87.)
196 THE PSYCHOLOGY OF EARLY GROWTH
in that It necessarily includes only those items which increase in frequency with
advancing age. This selective factor, as we pointed out above, surely over-
simplifies the facts of growth.
To investigate decisively the relationship of variability to age necessitates
a so-called absolute scale. Analyzing data from the Galton Laboratory,
Ruger 6 finds that the scedastic curves are of different types for different traits.
For instance, variability in weight is least in childhood; whereas variability
in perceptual judgment is greatest in childhood. It is obvious therefore that
as yet our knowledge of behavior growth is inadequate for refined and precise
measurement by statistical methods.
The most outstanding characteristic of behavior development is that it is
intimately and coherently related to time and age. This point has been em-
phasized so fully in earlier publications 7 that it hardly needs further discussion.
Time is readily measurable. Even though the individual's chronological
zero age cannot be precisely determined, a conventional or arbitrary zero
furnishes a more tenable basis of reference than a less well-defined trait, such
as variability.
The accompanying graph (Fig. 20) will enable us to consider in concrete
terms some of the problems involved in the analysis and interpretation of
behavior growth. This graph pictures the growth trends of several repre-
sentative behavior characters displayed by a group of normative infants in the
supine situation from 4 through 36 weeks of age. Ages are reckoned from
birth, and the percentage of infants displaying a given behavior is shown at
each age level. The percentage changes are properly expressive of the growth
changes shown by the group as a whole. As Davenport 8 has clearly pointed
out, the curve of group statistics may express the variability of individuals in
displaying a trait more than it does the true course of growth. Therefore, the
following trends must be verified by studying the course of development in
individuals. This has been done clinically and we may say that the per-
centages represent closely the frequency with which, a child displays the various
behaviors at the ages indicated. The examination procedure was not designed
to determine successes and failures to preconceived ability tests, but was
6 Ruger, Henry A.: "On the Growth Curves of Certain Characteristics in Man (Males)." Ann. of
Eugenics, 1927, 2 (Parts I and II), 76-100.
7 Gesell, A.: Infancy and Human Growth. Gesell, A., and Thompson, H., assisted by Amatruda, C. S.:
Infant Behavior: Its Genesis and Growth,
(See p. 204.)
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198 THE PSYCHOLOGY OF EARLY GROWTH
planned to elicit natural behavior at all the age levels. In the present illus-
trative instance, the infant was simply placed on his back and his spontaneous
behavior was noted.
Consider the several behavior Items which are indicated below in italics.
It should be remembered that the graph purports to show what the normative
infant actually does, not what he can do. It shows that head predominantly
in midplane (Su 5) was not observed until 6 weeks, but thereafter was seen with
increasing frequency; the curve for this behavior item rises sharply between
12 and 16 weeks until it indicates a frequency so common that the presence of
the behavior in a given individual is to be taken for granted. On the other
hand, at the early ages the head is predominantly rotated (Su 1) and this turned
position of the head furnishes the stimulus for a tonic-neck-reflex (t.n.r.)
posture. This t.n.r. posture and head rotation, although related, are not
interdependent at all ages. The prominent tonic-neck-reflex posture of the arms
(Su 9) is seen early with great frequency but it disappears by 20 weeks. This
happens not because the head is no longer turned to the side, but because when
the head is turned to the side, the infant either maintains a symmetric attitude
of arms and legs or he rolls to the side (Su 60). Rolling to the side at 4 weeks is
brought about by the rounded back of the infant, and also his frequent abrupt
movements which bring the projection of his center of gravity beyond the small
area of his contact with the supporting surface; the infant consequently rolls
to the side. As his back becomes less rounded and his movements less abrupt,
rolling to the side (Su 60) decreases. Later this item increases again but in a
different pattern: The infant rolls to the side on swinging the legs and rotating
the head. As the head assumes the midposition (Su 5), the arms become
prominently symmetrical (Su 13), and as they extend somewhat at the elbows,
the hands come together. Mutual fingering (Su 35) results; this activity drops
out when, as the arms are further extended, the infant reaches down and
grasps his foot (Su 37) which by extending and lifting the leg (Su 45) has been
brought into his line of vision. 9
The complexity of behavior growth is at once apparent when the trends of
its component behavior items are studied in the foregoing manner. Moreover,
one behavior pattern is seen to merge with the next in a surprisingly ordered
way. Other investigations of the development of animals, as well as of
9 Adapted from Thompson, Helen: "The Measurement of Infant Behavior." Journ, Exper. Educ.* 1935,
3, 230-232.
THE PRINCIPLES OF GENETIC ANALYSIS 199
humans, likewise suggest that behavior development is lawful. The rela-
tively close agreement concerning the time of appearance of behavior traits
among investigators as widely separated as California, Minnesota, and New
Haven is ample proof that the stages of growth are ordered. It is therefore
quite in accord with fact to hypothesize a normal sequence of behavior patterns
through which a child of normal inheritance and in a given environment passes.
The fact that no child is actually observed to follow exactly this course of
development is explained by individual variations in growth potentialities,
plus deviations in internal and external environment, plus the discontinuity
of our observations. 10 If the "normal" sequence of development is determined
in relation to age, as we have done in this study, a normative schedule for
measuring development is thereby established. This schedule has a sound
basis and will not confuse us with numbers which might mislead because of
their remoteness from the actual observations.
2. BEHAVIOR PATTERN AND BEHAVIOR ITEM
It is important to consider just what is meant by the terms behavior pattern
and behavior item before we may discuss them. A pattern of behavior is a
configured response which can be described specifically in terms of a given
situation. A pattern, as pattern, is not a circumscribed entity in nature. It
always has a context which, if analyzed, can in turn be reduced to constituent
patterns. But since this context also has contexts, it follows that the only
pattern which has full integral status is the organismic pattern which is the
individual himself. Pattern categories, therefore, can be arranged in a gradient
from minute differentiated areas of behavior (like the reflex wink) to complex
co-ordinations (like prehension) and to yet more inclusive patterns which
correspond to the entire personality or large sectors of it. A behavior item
differs from a behavior pattern in that the item designates some aspect of the
behavior pattern. In the glossary, a behavior item is defined as "any specific
more or less separate aspect of activity." While emphasizing specificity, this
definition purposely permits wide latitude in its designation "more or less
separate." The items are not pieces of behavior in the jigsaw puzzle sense;
10 A dissertation by Louise B. Ames, Yale Clinic of Child Development, entitled "Prone Progression in the
Human Infant," indicates that there are fewer deviations from the normal sequence of development than has
been supposed. An infant may pass through a stage of development very rapidly and therefore, unless a child is
observed almost continuously, he may pass through that stage unnoticed by the investigator. Genet. Psychol.
Monog,, 1937, 19, 409-460.
200 THE PSYCHOLOGY OF EARLY GROWTH
rather, they are natural aspects of behavior patterns which are sufficiently
distinguishable to be useful in describing a total pattern. Certain constella-
tions of behavior items therefore are characteristic of certain degrees of ma-
turity. Thus the development of behavior patterns may be studied in terms
of the statistical trends of individual behavior items.
3. GROWTH TBENDS OF BEHAVIOR ITEMS
Returning to a consideration of Figure 20, it is seen that the behavior items
follow diverse trends with age. These trends are for convenience designated
as follows:
An item of behavior is said to show a decreasing trend if, at ascending age
levels, there is a progressive decrease in the percentage of infants showing
that behavior.
An item is said to show a focal trend if, at consecutive age levels, there is
an increase, followed by a decrease in the percentage showing that behavior.
The age or age range showing the highest percentage value is the focus of the
item.
An item is said to show a fluctuating trend if, during the age range studied,
there is more than one focus.
An item is said to show an increasing trend if, at ascending age levels, there
is a progressive increase in the percentage showing that behavior.
An item is said to show a constant trend if there is no significant change from
age to age in the percentage showing the behavior.
An item is said to show a partially decreasing trend if there is a constant
trend of less than 75 per cent followed by a decreasing trend.
An item is said to show a partially increasing trend if there is an initial
tendency for the item to increase and then to remain at a level of less than
75 per cent.
In specifying the trend of an item, it is necessary to define the age range
under consideration. In terms of the total life span, all items are focal or
fluctuating. Practically, however, we are usually concerned not with the
total life cycle, but with merely a small segment of it.
In general, a decreasing and a partially decreasing trend represent obsolescing
behavior which has diminishing importance in the economy of the organism.
An increasing trend usually signifies behavior fundamental to further develop-
ment; a partially increasing trend may denote behavior, a minor habit, or some
THE PRINCIPLES OF GENETIC ANALYSIS 201
individualistic forms of behavior. A focal trend is characteristic of behavior
which serves as a temporary scaffolding for a maturing action system, which is
discarded when it is no longer useful. Items of fluctuating trend are probably
in the last analysis a combination of two or more focal items which have not
been distinguished in analysis. The appearance of a new behavior item as
part of the given pattern represents either the emergence of specific behavior
from the total mass or the integration of behaviors formerly unrelated.
Unlike statural growth which as measured appears to be so largely a matter
of accumulation or aggrandizement, behavior growth is a process of discarding,
replacing, reorganizing and systematizing, as well as extending, behavior.
That physical development likewise has these characteristics is of course recog-
nized, but their measurement has been neglected except as they enter into
changes in size. By recognizing all classes of behavior items, rather than those
of increasing trend alone, opportunity is given for an actual analysis of be-
havior growth. Furthermore, some of the theoretical and practical difficulties
experienced when behavior growth is regarded from merely the accumulative
point of view will be avoided.
If we pay heed only to the progressive aspects of growing behavior, we miss
the diagnostic value of other indicators of growth status. Consult again
Figure 20. A measuring scale based solely on increasing items would make use
only of the two following: Su 5 and Su 13. It should be recognized that
increasing items simply certify to the lower limit of the possible maturity
range of the behavior in question. A focal item, however, such as Su 35,
Hands active in mutual fingering, or Su 37, Grasps foot, delimits the behavior
maturity with respect to both an upper and lower age limit. Focal items
therefore have a high degree of indicativeness and furnish useful evidence as
to the infant's most probable developmental age.
In clinical application, we cannot attach adverse significance to the absence
of a focal behavior item, but when it is present it deserves considerable weight-
ing. Focal items afford valuable clinical clues and should be incorporated in
any comprehensive system of analysis and appraisal. Decreasing items like-
wise are of value, particularly at early stages of growth, because they define an
upper age limit. The task of appraising the maturity level is much facilitated
in a clinical situation if we are able to observe an increasing item and a de-
creasing item, determining respectively a lower and an upper age limit. It is
obvious that we need to devise a method of analysis by which items with
202 THE PSYCHOLOGY OF EARLY GROWTH
varying growth trends can be fully utilized in estimating behavior age. But
there is another aspect of behavior growth which must be considered before
we may attempt to estimate growth attainments.
4. CATEGORIES OR FUNCTIONS OF BEHAVIOR
The individual grows as a whole, but he does not grow synchronously with
respect to all his varied fields of behavior. He may be lagging in one field and
accelerated in another. Language and locomotion usually do not proceed
abreast. A child whose gross motor behavior has been seriously retarded by
injury or illness may yet display mature manual behavior. A child may
comprehend without being able to articulate.
The behavior status of any child can scarcely be expressed in general terms
unless his development has been extremely symmetrical. Each field of be-
havior calls for separate appraisal. This principle was applied in the system
of developmental diagnosis described in The Mental Growth of the Preschool
Child. 11 Motor behavior, Language, Adaptive and Personal-Social behavior
were set up as distinguishable categories which could be separately evaluated.
The data of the present investigation have led to a similar classification of
the fields of behavior, revised as follows:
I. Postural Behavior
1. Postural orientations when (a) supine, (b) prone, (c) sitting, and (d)
standing. 2. Postural activity in these positions such as bouncing, kicking,
rolling, creeping, walking, and other forms of locomotion or bodily translo-
cation.
It will be noted that this category includes both prelocomotor and locomotor
behavior.
II. Prehensory Behavior
1. Contact responses of the hand. 2. The incidence, manner, and skill
involved in (a) approach, (b) grasp, and (c) release. This category includes a
motor adjustment for the appropriation of objects by hand (and mouth).
The items of manipulation are included when the neuro-anatomical maturity
of the response rather than exploitation or adaptation is considered. In older
children this category would include items of motor skill and manual dexterity.
n Gesell, Arnold; The Mental Growth of the Preschool Child.
THE PRINCIPLES OF GENETIC ANALYSIS 203
III. Perceptual Behavior
1. Visual fixation. 2. Ajiticipatory and selective regard.
Although tactile and auditory perception might logically be included in
this category, it has been more convenient to list the items relating to tactile
stimulation and kinesthesia under prehension. Likewise, the items relating to
auditory perception have been listed under social and language behavior be-
cause of the close relationship between hearing and speech. The chief emphasis
in this category of perceptual behavior is given to*observable items of ocular
adjustment which are indicative of visual perception. At early ages the ocular
fixation including focus, extent, duration, and shifts of regard precede
manual approach and furnish important indications of behavior maturity.
IV. Adaptive Behavior
1. Exploitation and manipulation. 2. Self-initiated combining and ex-
ploitation. 3. Induced behavior. 4. Autonomous learning.
This category includes items which denote discriminative or anticipatory
adjustment to immediate and imminent situations. It also includes behavioral
evidences of capacity to profit by current or recent experience.
V. Language-Social Behavior
1. Reactions to persons. 2. Responsiveness to gestures and speech.
3. Socialized learning and habituation. 4. Language behavior.
Language behavior is here interpreted to include all forms of vocalization,
vocal signs, words, and gestures.
5. THE RELATIONSHIP OF BEHAVIOR ITEMS TO BEHAVIORAL CATEGORIES
In accepting the above categories, it must be remembered that they are not
mutually exclusive functions but are merely empirical distinctions to assist in
the analysis of growth status. It is important to recognize that any one be-
havior may have a functional significance in more than one behavior category.
For example, the item Pr 16, Scratches platform, may have prehensory, loco-
motor, or adaptive connotation. However, generally it has greater significance
as an indicator of prehensory behavior. Accordingly, we classify it in that
category. Moreover, a given item may take on different categorical value at
different ages. An item may have varying functional significance even when
displayed by children of the same age. For such reasons discriminative
204 THE PSYCHOLOGY OF EARLY GROWTH
interpretation must safeguard the application of behavior items in the appraisal
of growth.
The plotting of the course of development of a behavior item has the same
justification as plotting the growth of crown-heel length, or any other bodily
dimension which is a variable composite of different tissues. At different ages,
and also in different children of the same age, the relative amounts of various
tissues are different; and, just as certain statural measures are affected more
by one segment than another, so certain behavior items are more affected by
one aspect of behavior than another. Moreover, just as in the study of physi-
cal growth the isolation of living tissues from the whole is impossible, so the
isolation of particular behavior characters from the whole is impossible.
Nevertheless, in the same way that a change in a single bodily dimension is
important for the study of bodily changes as a whole, so the developmental
change of an item of behavior has significance for the interpretation of the total
behavior status. The trend of development of a behavior item retains real
meaning, even though at one age it may be grouped with one category and at
another age with another category.
These same considerations apply to the estimation of "intelligence." We
have used the word sparingly, because its conventional connotations trans-
ferred to the age period of infancy might be misleading. There is no doubt
that the genetic counterparts and precursors of "intelligence" manifest them-
selves in the functional fields of perceptual and of adaptive behavior. But
the intellectual abilities of the infant and preschool child are less individuated,
less specialized than at a later age. The young child functions more as a whole
and the evidences of his intellectual potentialities must be sought in the total
tide and broad configurations of his behavior as well as in delimited problem
solving successes.
The intellectual talents of the older child express themselves more de-
tachedly because they are more completely individuated. Perseverance of
attention (ability to adopt and maintain an objective) may mean less in infancy
than it does in later childhood. There is no point by point correspondence be-
tween the attentional patterns of intelligent behavior in the infant as compared
with the pre-adolescent. Intelligence does not grow in magnitude; it changes
in form as the child matures.
In summary then, the following points must be borne in mind when we
measure behavior growth:
THE PRINCIPLES OF GENETIC ANALYSIS 205
1. Measurement always involves comparison. Comparisons may be stated
in descriptive formulations or in precise quantitative terms.
2. The appropriate measuring instrument is the one which is based on the
properties of that which is being measured.
3. The growth of behavior is influenced by time factors, and most funda-
mentally by age.
4. Behavior growth is a changing complex which tends to follow an ontoge-
netic sequence characteristic of the species.
5. Levels of maturity are manifested in patterns of behavior.
6. These patterns can be analyzed in terms of component behavior items.
7. Behavior growth is not a process of augmentation nor is it merely a
process of progressive differentiation.
8. Behavior growth evidences itself in behavior items showing focal, de-
creasing, and fluctuating trends, as well as in items showing increasing trends.
9. Although at any one time the child behaves as a whole, behavior growth
is not uniform; certain aspects or categories of behavior develop with varying
degrees of temporal and dynamic independence.
10. Distinguishable categories or fields of behavior therefore should be
appraised separately to define behavior status and to evaluate levels of ma-
turity.
CHAPTER XII
ANALYTIC DEVELOPMENTAL SCHEDULE
ON the basis of the principles formulated in the preceding chapter, several
methods of utilizing the norms for the measurement of maturity were devised.
The developmental schedule and scoring system presented here are considered
most appropriate for research purposes, and most safe for clinical use. The
schedule may be abbreviated by omitting items which are indicated by a pre-
fixed period (.). The brief version is for limited and special uses in experienced
hands. The following discussion considers the full schedule which embraces
388 items for 15 age levels from 4 through 56 weeks. This schedule is repro-
duced in its entirety in Appendix D and in part in the present chapter.
1. CONSTRUCTION OF THE SCHEDULE
For practical use and filing convenience, the developmental schedule is
printed on five separate sheets of standard letter-size (8}^ x 11 inches) paper.
In this way provision is made for appraising separately the five basic behavior
fields or categories, namely, Postural, Prehensory, Perceptive, Adaptive, and
Language-Social Behavior. (See Appendix D.) For each category Increasing,
Decreasing, and Focal items are listed in separate columns. 1 The first column
carries the Increasing items; the middle column, the Decreasing items; and the
right-hand column, the Focal items. The items of each column are arranged in
age level groups so that by reading down the columns, the age order in which
these different items of behavior occur may be traced. By reading across the col-
umns, the behavior items characteristic of each age level are made apparent.
The age p lacement of items. The increasing and decreasing items are allocated
to the appropriate age levels on the basis of the median or fifty percentile fre-
quency. This standard is equivalent to the norms of physical growth which
are customarily stated in terms of a central tendency statistic. Furthermore,
the fifty percentile criterion has greater reliability in terms of sampling than
i The items for the Language-Social field are grouped in a single column because, with a few exceptions
which are indicated, the items are of the increasing type.
206
ANALYTIC DEVELOPMENTAL SCHEDULE 207
any other percentile. 2 Accordingly the increasing items have been allocated to
the lunar month age when they first appear with fifty per cent frequency, and the
decreasing items to that age at which they last appear in fifty per cent of the
cases. For convenience we designated the lunar month age to which an item
is allocated, the critical age. The exact calculated age at which the item is pre-
sumed to attain its fifty percentile has been determined by interpolation. This
interpolated age also is listed. It does not enter into actual computation but
may be used as a normative aid in the final appraisal of maturity level.
The focal items are allocated to the lunar month age at which they are most
frequently observed. When the focal item does not come to a sharp peak or has
two peaks, the ages of approximate focal frequency are given in parentheses
following the item and have the same reference value as the interpolated age.
The selection of items. Not all of the items available from the normative
data have been included in the schedule. We first selected the items showing
the most decisive trend from age to age. When these items were tabulated
according to behavior category, age placement, and situation, it appeared that
some situations were richer than others in the number of significant items
afforded. The less productive situations were discarded in favor of those more
productive. In this way the length of the examination was reduced without
serious sacrifice of indicative items.
In constructing the schedule it was found that the distribution of usable
items was uneven with respect both to types of items and to the number avail-
able at different ages. At the younger ages there was a large number of de-
creasing items; at the older ages, increasing items were relatively more plenti-
ful. The incidence of focal items was uneven. From a logical standpoint it
might seem desirable to have the same number of each type of item at each age
level. The inequalities may be due in part to the mode of observation, but
they also reflect the nature of the growth process itself. The method of scoring
presently described is based on a principle of genetic indicativeness and is not
dependent upon an absolute number or a symmetric allocation of items.
The method of scoring. The procedures for conducting a developmental
examination are outlined in Appendix D which reproduces the various record
forms that may be used either for clinical or research purposes. Among these
2 Yule, G. Undy: "The influence of fluctuations of sampling on the several percentiles increases as we
depart from the median: the standard error of the quartiles is nearly one-tenth greater than that of the median
and the standard of the first or ninth deciles more than one-third greater." See p. 338 of ATI Introduction to
the Theory of Statistics. London: Griffin Co., 1922. Pp. xv + 415.
208
THE PSYCHOLOGY OF EARLY GROWTH
is a simple form (page 253) for the primary record of the behavior observations.
During or immediately after the examination, entries are made in jottings,
phrases, or narrative sentences. On the basis of the recorded and remembered
behavior, the individual items on the developmental schedule are checked with a
plus sign (+) when the item is present ; with the minus sign ( - ) when the item
is absent; doubtful items may be indicated by a question mark (?). Pertinent
items of tests not administered or not observed may be indicated with a zero (0) .
When desired, supplementary items and incidental observations may be incor-
porated into the record in a blank column provided for this purpose (page 258).
The examiner will naturally use his judgment in determining the span of
ages checked. This will vary according to the range of scattering of the child's
behavior. The import of failures or successes widely divergent from the child's
general level of behavior deserves special consideration.
A separate determination of the maturity level must be made for each of
the five fields of behavior. In scoring it is advisable generally to proceed in
the following order: (1) postural behavior, (2) prehensory behavior, (3) per-
ceptual behavior, (4) adaptive behavior, (5) language-social behavior.
After the plus and minus signs have been entered on the schedule form,
the approximate maturity level for any given field of behavior can be deter-
mined by inspection. If, in a normative sense, a child has attained complete
MATURITY
LEVEL
INCREASING
DECREASING
FOCAL
24
weeks
Increasing item
Increasing item
Increasing item
Increasing item
+
Decreasing item
Decreasing item
Decreasing item
Decreasing item
-
Focal item
Focal item
Focal item
Focal item
_
28
weeks
Increasing item
Increasing item
Increasing item
Increasing item
+
Decreasing item
Decreasing item
Decreasing item
Decreasing item
+
Focal item
Focal item
Focal item
Focal item
-f-
4-
H-
32
weeks
Increasing item
Increasing item
Increasing item
Increasing item
-
Decreasing item
Decreasing item
Decreasing item
Decreasing item
-H-++
Focal item
Focal item
Focal item
Focal item
_
FIGURE 21 CHART SHOWING NORMATIVELY IDEAL DISTRIBUTION
and symmetric behavior development at any given age, he will show a corre-
spondingly symmetric distribution of behavior items on the developmental
schedule. The diagrammatic chart above pictures a normatively ideal distribution
of scored behavior items in a 28 weeks old infant of perfectly symmetrical maturity.
ANALYTIC DEVELOPMENTAL SCHEDULE
209
This normatively symmetric infant of 28 weeks old maturity will have in
his behavior equipment all of the items (increasing, decreasing, and focal)
appropriate to 28 weeks. He will also have in his behavior equipment all
the increasing items prior to the age of 28 weeks but none of the increasing
items beyond that age. However, since the decreasing items have a converse
genetic significance, he will have no decreasing items of levels younger than
28 weeks, but he will have items found at ages beyond 28 weeks. Since focal
items are limited to a narrow range, he will typically have no such items in his
behavior equipment below or above his chronological age level of 28 weeks.
Such a normative paragon would have a perfectly balanced score sheet.
2. INSTRUCTION FOR USE OF THE SCHEDULE
An illustrative case. The principle which underlies the method of scoring
has been outlined in terms of a normatively symmetric subject. In actual life,
however, no infant ever embodies such perfect symmetry. Let us, therefore,
turn to actual life and illustrate the method of scoring maturity levels of the
postural behavior of Infant G 44 at the age of 28 weeks. Our primary obser-
vation record of this postural behavior supplies us with the following data:
OBSERVATION RECORD OF BEHAVIOR
Name: Infant G 44 Age: 28 weeks Date: 12/3
Exam, place: CCD photographic Began: 2:08 Ended: 2:36 p.m. Obser-
dome
ver: CS
CCD No.
Exam-
iner: AG
Pre-examination behavior and adjustments: Examination began at 1:33 and child reacted
until 1:40 when she started to fuss. Bottle (2 oz.) given at 1:55.
SITUATION
BEHAVIOR
Postural Behavior
SUPINE . . .
PULLED TO SITTING
SITTING
Child lies with legs drawn up, right heel on left ankle, legs outwardly rotated.
Extends legs suddenly, then draws them up and rolls to right side, then com-
pletely prone.
Replaced supine, object placed at left side: Rolls left but not completely prone
left arm prevents it. As she rolls to supine, she moves downward in crib.
Head is lifted, arms flexed, legs slightly flexed, head held in line with body.
Easily pulled.
STANDING
PRONE
Sits alone momentarily but not erect; lumbar slump. Leans forward, arms
extended, hands on platform between legs, legs slightly flexed. Maintains
balance momentarily, then trembles. Reported to fall to right.
Momentarily supports weight, then both legs flex and child sits.
Arms extended, hands on platform, shoulders lifted about 2.5 inches from plat-
form but head is not raised to vertical. Arms are drawn backward, child
maintains raised position of the head by hyperextension of the trunk.
210 THE PSYCHOLOGY OF EARLY GROWTH
When the behavior items explicit and implicit in the foregoing record are
entered on the developmental schedule, we arrive at a somewhat asymmetric
distribution of increasing, decreasing, and focal items. The actual distribu-
tion of these observed items as recorded for Infant G 44 is shown on the
section of the Developmental Schedule reproduced on page 211 (Fig. 22).
On the basis of the plus and minus signs of this record, it is now possible to
analyze the maturity status of the postural behavior of this 28 weeks old infant. 3
Analysis of maturity status. The procedures for such an analysis include
the following steps.
(1) INSPECTION to determine two distinctive and adjacent age levels from
which to reckon deviations.
(2) LISTING of the number of items showing deviations of (L) less maturity
and (M) more maturity than the two basic reckoning ages.
(3) DERIVING a composite maturity age based on the ascertained devia-
tions.
(4) SPECIFICATION of the more significant deviations by descriptive no-
tation.
(5) SUMMARIZING appraisal of the maturity status in five behavior fields.
The detail in which the above steps are carried out will naturally vary with
the demands of a given case and with the objectives, whether clinical or re-
search. Persons of limited clinical experience with the method should gen-
erally make the full calculation of the composite age, even though the apparent
precision of this age needs interpretive qualification.
For the sake of brevity and clarity, successive steps will now be formulated
as direct instructions printed in italics.
1. INSPECTION to determine two distinctive and adjacent age levels
from which to reckon deviations.
Scan the column of increasing items from the top down and determine the lunar
age level where the aggregate plus signs gives way to a preponderance of minus
signs.
This is quite clearly the age of 28 weeks.
3 The behavior of this infant has been abundantly illustrated in Volume One of An Atlas of Infant Behavior,
loc. cit. See particularly p. 219 ff.
56 St 40 Stands independent, withe
Si 41 Attains standing independ
Stc 4 Surmounts fourth tread .
52 St 47 Walks using support . .
48 St 46 Cruises or walks using sup
.Pr 42 Creeps
Si 38 Pulls to standing .
St 45 Lowers self using support.
44 Pr 31 Assumes creeping position
Pr 44 Pushes upward and backv\
Pr 40 Progresses ....
St 33 Lifts foot while supporting
40 Si 19 Sits for indefinite period
Si 33 Turns to side and maintai
Su 63 Rolls to prone or attains s
.Pr 37 Flexes leg, drawing up kn(
36 Si 32 Erects self from leaning fo
.Si 13 Body erect one minute or
Si 18 Sits for ten minutes or mo
Su 62 Rolls prone, or attains sit'
32 St 21 Supports entire weight
Si 17 Sits one minute or more
Pr38 Pivots
28 Pr 9 Lifts head to Zone 4 .
Si 11 Body erect ....
St 20 Supports large frac. of wt.
.SiP 13 Assists Ex. by pulling self
24 Pr 24 Rests on hands. . .
Si 29 Sits unsupported .
.SiC 6 Body erect
20 SiC 2 Head erect and steady
.Ra 51 Rolls to side . . .
Si 6 Head erect when leans for
.Pr 13 Arms extended
16 .Su 13 Arms prominently symine
Su 5 Head predominantly in m
Pr 14 Lifts hand ....
Si 5 Head steadily erect
12 .St 8 Head set forward or erect
Su 12 Arms symmetrical
Pr 8 Lifts head to Zone 3 .
8 Pr 5 Holds head lifted sustaine
6 Pr 7 Lifts head to Zone 2 .
Pr 1 (Ventral suspension) Head
.per 6 Kicks off blankets .
I INCREASING ITEI
Sg.
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in
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1 1 1 1
l + l 1
+ 1 1 1
1 1 +
+-H 1
++
+ +
++
1 +
+
+
Sfi
1
S3
to
r
B
5 s
3
5
1
2.
.Pr 11 Arma flexed , . .
.SiC 4 Body slumps to side
.Su 42 Legs flexed, outwardly
,Su 39 Legs predominantly fles
,Su 16 Arms flexed .
Si 21 Falls forward . .
EE
M
1
Si 8 Back uniformly rounde<
Su 9 Arms prominently in t-
.Su 1 Head predominantly ro
Pr 18 Hipa raised .
Si 1 Head saga . . .
Su 43 Legs extend briefly .
.Su 51 Legs flexed, lifts & lowe
.Su 22 One arm extended .
Pr 2 Head rotates (placemen
St 1 Head sags . . .
.St 4 Head saga, erect only n
.St 16 Supports no weight
St 11 Legs flexed, not extend
1
a
B
I
&a
S>7 H-
3
i ^
&
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i
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en en
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Mil
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ill!
I
.R-S 36 Turns or pivots .
St 23 Feet apart 4 inches or m
.CC 55 Pivots
.P-Bo 28 Turns to side, pivots, o
St 48 Walks only when both h
8
i
e-
.St 37 (Hands supported) Balai
Pr 39 Regresses ....
.Pr 30 Rests only on thighs, low
Si 27 Sits unsteadily . .
.St 27 Stands on toes
.St 15 Hips flexed, legs held ext
Si 23 Falls backward . .
.Su 38 Pulls foot to mouth (r)
.Si 12 Body erect momentarily
one minute .
Si 28 Sits leaning forward .
.St 35 Bounces ....
.Su 57 Arches back .
.Su 58 Bounces hips .
Si 15 Sits only moment, leanin
Pr 33 Rolls to side or supine
.Su 36 Hands engage at distance
.RD 48 Rolls to side . . .
Pr 28 Rests only moment, on a
.Si 14 Head set forward. . .
.Su 34 Hands in contact, arms J
.Pr 26 Rests only on knees, abd.,
.Su 59 Progresses backward (r)
.Pr 19 Legs flexed, outwardly re
Si 3 Head bobbmgly erect
r
c?
S 1
o *
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tf.
. 8
1- 1
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1 1 1 1
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211
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212 THE PSYCHOLOGY OF EARLY GROWTH
Similarly scan the column of decreasing items and determine the lunar age
level where the aggregate of minus signs give way to a predominance of plus signs.
This proves to be the age of 24 weeks.
Similarly scan the column of focal items and determine at what age level plus
signs predominate.
They are equally present at 20, 24, and 28 weeks.
On the basis of this inspection we have already arrived at an age zone
which broadly characterizes the maturity level of the postural behavior,
namely, the 24-28 weeks zone.
This is an approximate, but valid characterization of maturity status.
Indeed it formulates what greets the eye on inspection. The checked schedule
sheet itself is virtually a scatter diagram, which automatically graphs the
genetic placement of the various items of observed behavior.
In the second step of scoring we merely give numerical expression to the
scatter of the items in relation to the two reckoning ages which have already
been selected, at least provisionally, by inspection.
The indicators of more maturity will be presently listed with a plus sign.
The indicators of less maturity will be listed with a minus sign. Occasionally
inspection may fail to select on the first trial the two successive ages where
the score values change from plus to minus. A second trial then suffices to
determine these reckoning ages.
2. LISTING the number of items showing deviations of (L) less maturity
and (M) more maturity than the two basic reckoning ages.
At this point it is well to recall the perfectly balanced distribution of scores
which diagrammatically represents a normatively symmetric infant (page 208).
For we are about to count up the deviations from such an ideal symmetry,
first on the basis of an imputed level of 24 weeks; and then on the basis of an
imputed level of 28 weeks. These two tallies are recorded on the analytic
scoring sheet (see page 259), a portion of which is reproduced on the fol-
lowing page.
Look first for all items which indicate a maturity of LESS than 24 weeks.
(a) Scan the column of increasing items up through 24 weeks and count all
that are scored minus. (There is 1 such item: Pr 8, at 12 weeks.)
(b) Scan the decreasing items up to 24 weeks and count all that are scored plus
up to 24 weeks. (There is no such item.)
ANALYTIC DEVELOPMENTAL SCHEDULE
213
(c) Scan the focal items up to 24 weeks and count all that are definitely plus.
(There is no such item. The item Pr 28 is also characteristic of 28 weeks and
should therefore be disregarded.)
Add up these indicators of Less maturity. Enter the total number (1) in the
column designated L on the scoring sheet, against the reckoning age of 24 weeks.
Age:
ANALYTIC SCORING SHEET
Reckoning
Ages
Items
L
M
Sum
POSTURAL BEHAVIOR
X</*Ao.
I
d
f
Totals
1
/
/
Less mature behavior
S-^rr f^f^f fT*?v tft/rti<^t_ &t*iffy*^f ferwti-rf ('?-+*{;
More mature behavior
-i
+7
-H*
^QUr/z^ f
i
d
f
Totals-
3
3
I
S^Tt^s^ fVy> QA+fiJa-W^Q JL+ZjLmJS, <**4*&/t*~+- f \- sZsJ
Q *0 ft 1 * /^* jL A ^^ * f 3 &> }
-C*
+*
~?~
^1 l* 1 ^ "-Q ^ J ^ fa f r fL *9U\~S>*J>j L Dv J
/
Reckoning
Ages
Items
L
M
Sum
PREHENSORY BEHAVIOR
i
f
Less mature behavior
totals
FIGURE 22
Section of scoring sheet showing tabulation of items in the field of postural behavior. A maturity level
of 28 weeks is derived. Noteworthy items of postural behavior less mature than 28 weeks and more mature
than 28 weeks are recorded.
Look next for all items which indicate a maturity of MORE than 24 weeks.
(a) Scan the increasing items beyond 24 weeks and count all that are scored
plus. (There are 5 such items: St 20; SiP 13; St 21; Su 62; Su 63.)
(b) Scan the decreasing items at and beyond 24 weeks. Count all that are
scored minus. (There is 1 such item: Pr 11.)
(c) Scan the focal items beyond 24 weeks and count all scored plus. (There is
1 such item: Si 28.)
214 THE PSYCHOLOGY OF EARLY GROWTH
Add up these indicators of More maturity. Enter the total number (7) in the
column marked M on the scoring sheet.
Now shift to the next reckoning age (namely 28 weeks') and repeat the above
procedures in terms of 28 weeks.
Look first JOT all items which indicate a maturity of LESS than 28 weeks.
(a) Scan the column of increasing items up through 28 weeks and count all
that are scored minus. (There are 3 such items: Pr 8; Pr 9; Si 11.)
(b) Scan the decreasing items up to 28 weeks and count all that are scored plus.
(There are 2 such items: Su42; Su 39.)
(c) Scan the focal items up to 28 weeks and count all that are plus. (There
is 1 such item: Si 15.)
Add up these indicators of Less maturity. Enter the total number (6) in the
column designated L on the scoring sheet, against the reckoning age of 28 weeks.
Look next for all items that indicate a maturity of more than 28 weeks.
(a) Scan the increasing items beyond 28 weeks and count all that are scored
plus. (There are 3 such items: St 21; Su 62; Su 63.)
(b) Scan the decreasing items at and beyond 28 weeks. Count all that are
scored minus. (There is 1 such item: Pr 11.)
(c) Scan the focal items beyond 28 weeks. Count all scored plus. (There
is none.)
Add up these indicators of More maturity. Enter the total number (4) in the
column designated M on the scoring sheet, against the reckoning age of 28 weeks.
3. DERIVING a composite maturity age based on the ascertained devia-
tions.
We now have before us a box score of the number of items which deviate
from the two reckoning ages. At the age of 24 weeks there is 1 minus devia-
tion (L column) versus 7 plus deviations (M column). 4 In other words there
are 6 more indications of greater maturity than of less maturity and the alge-
braic sum +6 is recorded in the adjoining column.
At the age of 28 weeks there are 6 minus deviations versus 4 plus deviations.
That is, there are two more indications of less maturity than of greater ma-
turity, and the algebraic sum 2 is recorded in the appropriate column.
* Occasionally an increasing item will also appear on the schedule as a decreasing item negatively formu-
lated. In these exceptional instances, only one of the equivalent items should be reckoned in the tabulation
of the final scores.
ANALYTIC DEVELOPMENTAL SCHEDULE 215
From the foregoing composite and comparative determinations it is evident
that the postural behavior of this child is in general more mature than 24 weeks
and less mature than 28 weeks. The scores also disclose that the level is
nearer 28 weeks than 24 weeks. On the basis of a gradient of 24 weeks,
24 weeks plus, 28 weeks minus, 28 weeks, 28 weeks plus, we shall designate
the general maturity level (for postural behavior) as 28 weeks minus
(28 weeks). For the age period from 4 weeks through 56 weeks there are 45
available gradations.
A maturity level may always be expressed in terms of a plus or minus
shading of a lunar month interval. Such a shading is sufficiently refined for
clinical purposes. If a more refined though actually not more valid designa-
tion is desired, the maturity level may be expressed in terms of weeks by
interpolating between the limiting lunar months. The mathematical proce-
dure for interpolation is described in a footnote. 5 Even when such interpolated
values are utilized for quantitative or statistical purposes, the normative limi-
tations of composite maturity ages must be acknowledged.
Occasionally the number of minus indicators (Less maturity) will be equal
to the number of plus indicators (More maturity). The interpolated value
then lies exactly midway between the two reckoning ages and needs no calcu-
lation.
4. SPECIFICATION of the more significant deviations by descriptive
notation.
Having derived a composite maturity age for its simplifying convenience,
it is important to note any behavior which is definitely at variance with that
age. At best a single formula of maturity level is misleading unless qualified
by critical interpretation.
5 FORMULA FOR INTERPOLATING TO FIND AGE OF ZERO SCORE. If &i and B.Z are the consecutive (reckoning)
ages for the period when the score values change from plus to minus, and if
ai = age 1 a 2 = age 2,
Si = score, age 1 82 = score, age 2 and
ax = age zero score,
then,
, Si (a2 ai)
age zero score, ax = ai H ^ 5 -
0102
Referring to example, page 213, the score changes from plus to minus between 24 and 28 weeks. Then:
24 (age in weeks),
Therefore
i- +6
2 = 28
2 = -2
score value at 24 weeks),
age in weeks), and
score value for 28 weeks)
216 THE PSYCHOLOGY OF EARLY GROWTH
Scrutinize the developmental schedule and select any items which show marked
divergence from the derived age level In brief phrases record these items on the
analytic scoring sheet indicating in parentheses the critical age of each such item.
Record separately the items indicating less mature behavior and items indicating
more mature behavior.
For example, in the illustrative case of G 44 ; the following items might be
noted and entered in the summary scoring sheet, as shown on page 213.
Less mature behavior
Sits only momentarily, leaning forward.
Prone, head raised only to Zone 2.
More mature behavior
Standing supports entire weight.
Rolls supine to prone.
5. SUMMARIZING appraisal of the maturity status in five different fields
of behavior.
Proceed in the above manner for each of the four remaining fields of behavior.
Make all the entries on the analytic scoring sheet (Appendix D) as previously
indicated.
These entries, which have now been assembled on the analytic scoring
sheet, serve as an epitome of the analytic determinations. If necessary the
various scores may be transferred to a biogram on a summary face sheet, as
suggested in Appendix D. But the summarizing score sheet compactly con-
veys the essential findings. The findings can be further combined and criti-
cally appraised in terms of specific clinical or research requirements. The
degree to which the maturity ages are generalized will also depend on these
requirements.
Assume that in the illustrative case before us, maturity ages were finally
assigned as follows:
Postural behavior 28 weeks
Prehensory behavior 28+ weeks
Perceptual behavior 28 weeks
Adaptive behavior 28 weeks
Language behavior 32 weeks
It is never desirable to average these disparate ages. This would lead to
oversimplification. In the task of genetic analysis it is hazardous to resort
to short-cut devices because the data are innately so complex and our methods
too inadequate for such complexity.
ANALYTIC DEVELOPMENTAL SCHEDULE 217
In clinical situations, it is, therefore, wiser to be content with a summarizing
statement which succinctly reports the separate determinations for each field
of behavior and comments on the symmetry and the deviations in the total
behavior picture.
The detail of such comment again will vary with the exigencies of the case.
For example, with respect to the postural behavior of G 44, we may choose to
comment on the idiosyncrasies of the prone behavior. Are the idiosyncrasies
benign and negligible? They may have import for genetic study, if not for
appraisal of normality of maturity status.
Here is a child (G 44) who is muscularly well developed; but in the prone
position, at the age of 28 weeks, she does not rear her head beyond Zone 2 ;
whereas the normative 16 weeks old infant lifts it to Zone 3.
Does this mean an abnormal retardation in head control? Probably not,
because when sitting in a chair she holds her head erect and steady (20 weeks).
Moreover some of her postural behavior in the supine and standing situations
is actually advanced. She can even roll from supine to prone. Is it possible
that this very advance in supine behavior has inflicted a somewhat unusual
distortion on the pattern of head control? We shall not overlook her " failure "
to lift her head to Zone 3 ; but we shall not unduly penalize her for this dis-
crepancy. Certainly we shall not naively rate this failure as equivalent to the
immaturity of head control of a 12 weeks old infant. In computing a maturity
age level we may, however, classify the failure as an indicator of immaturity.
This particular deviation is too definite and interesting to be ignored; it de-
serves consideration. We use it here as an example of the need of supple-
mentary interpretation. To the uninitiated this example may also serve as a
caution. Discrepant deviations whether in the direction of less maturity or
more maturity should not be uncritically regarded as infallible symptoms of
subnormality or " superiority" as the case may be.
Systematic discussion of the significance of asymmetrical behavior items,
would take us too far beyond the scope of the present volume. A general
outline of clinical procedures (with additional precautions) is offered in the
final chapter and the Appendix. The present chapter may properly conclude
with a general statement on the validity, accuracy and limitations of the
analytic developmental schedule.
218 THE PSYCHOLOGY OF EARLY GROWTH
3. THE VALIDITY, ACCURACY, AND LIMITATIONS OF THE ANALYTIC
DEVELOPMENTAL SCHEDULE
There are three questions which those who contemplate using the schedules
will wish answered: (1) Does the schedule measure what it purports to
measure? (2) How accurate is the measurement which it yields? (3) How
accurately does this measurement predict subsequent behavior?
The first question, that of validity, assumes a criterion with which the
measurements of maturity levels may be compared. We have no such cri-
terion. The criteria frequently employed, namely the judgments of an ex-
perienced person, or measurements on a comparable scale, are not altogether
adequate. Agreement of measurements made on two different scales might
merely mean that both scales had used similar methods and were subject to
similar errors. Agreement between the judgments of an experienced person
and the measurements arrived at by the use of the schedule would, however,
have more value. We should seriously question any schedule which gave
determinations at marked variance with clinical judgments based on close
knowledge of the infant's maturity. 6
Fundamentally the validity of the schedule here offered depends on the
validity of the norms, the legitimacy of the category classifications, the appro-
priateness of each item for the category to which it is allocated, the soundness
of the concept of maturity level, and the justness of using a sample of the child's
behavior to indicate that level. These issues have been discussed in previous
chapters. Our conclusions regarding them go beyond experimental data and
are based on years of clinical experience. We are justified in claiming their
general soundness and practical applicability until contrary evidence is revealed.
The second question, that of accuracy, has no meaning unless the schedule
is valid. For purposes of discussion we must therefore assume that the
schedule really does render standardized evaluations of the postural, prehen-
sory, perceptual, adaptive, and language-social behavior of the child.
Inaccuracies of measurement arise from three sources: (1) systematic
errors such as imperfections of the scale, personal errors of the examiner, and
other irregularities of method; (2) mistakes, blunders, and all gross errors;
(3) accidental or chance errors. The statistical theory of errors applies only
6 We have investigated the degree of correspondence between the ratings on the analytic developmental
schedule and the judgments of the examiner. In Appendix A the results of this comparison are shown by graphs
in the case of an infant who was examined at frequent intervals.
ANALYTIC DEVELOPMENTAL SCHEDULE 219
to the third source of error. Frequently researchers appear to consider this
third source of error exclusively, whereas in the field of mental tests par-
ticularly, systematic errors are of far greater moment. Thus, quoting from
Scarborough 7 "If the systematic error should happen to be large, a precise
measurement might be very inaccurate. The accuracy of a measurement can
be increased by using more refined instruments and methods whereas the pre-
cision 8 can be increased only by using more care in making the measurement."
It is the systematic error which we have tried to reduce by basing the
schedule on a carefully planned and controlled study of infant behavior. The
extent to which we have succeeded will not be demonstrated by ascertaining
reliability as tested by any one of the three correlations, 9 or by computing
standard errors, however important these statistics may be for quite other
purposes. Instead, the accuracy of the schedule resolves in last analysis to
the question of the accuracy of each item of the norms. The accuracy of the
percentages derived from the normative study has already been discussed.
We concluded that a difference of less than 10 per cent in a percentage value
was of questionable import. Thus an item with percentages of 41, 50 and
60 at successive age levels might be placed 4 weeks too early or 4 weeks too
late. The chance errors of a maturity level determined by the passing or
failing of several items are inversely proportional to the square root of the num-
ber of items involved, assuming that in a genetic sense these items are on a par
with respect to developmental indicativeness. Thus, the maturity level of an
infant's postural behavior can be more accurately determined than the maturity
level of bis social behavior, because of the greater number of items with refer-
ence to posture.
It is not possible to calculate to what extent chance errors will distort the
measurement of maturity level, since the various items of behavior are by no
means uncorrelated and since we do not know what relationships are involved.
At the present time, therefore, a common sense estimate of the errors involved
in each particular instance is preferable to any general formula of reliability
which might be adopted.
Ultimately, the values of the schedule will depend not only on its validity
7 Scarborough James B.: Numerical Mathematical Analysis. Baltimore: Johns Hopkins Press, 1930.
Pp. 317.
sh = F= (author)*
0-/12
9 Thurstone, L. L.: The Reliability and Validity of Tests. Ann Arbor, Mich.: Edwards Bros., 1932.
220 THE PSYCHOLOGY OF EARLY GROWTH
and precision, but also on the clinical usefulness of the schedule for the orderly
characterization, systematic interpretation, and prediction of behavior. These
values cannot be demonstrated in this volume but will be considered in a later
publication. A study now in progress relates the analysis of behavior in in-
fancy to the behavior of the same individuals at the 5 and 10 year age levels.
It is only by such long-time, longitudinal studies of behavior that the real merits
of a system for the genetic analysis of infant behavior can be more fully defined.
The clinical possibilities and limitations of developmental prediction will be
indicated in the concluding chapter.
CHAPTER XIII
CLINICAL APPRAISAL OF BEHAVIOR STATUS
1. PROCEDURES FOR DEVELOPMENTAL DIAGNOSIS
THE clinical appraisal of the behavior status of an infant is always a rela-
tive task. The procedures used will naturally vary with the complexity of the
problem and the circumstances of the examination, to say nothing of the acu-
men of the examiner. Sometimes he may be able to tell at a glance whether the
infant presents a normal or a defective behavior picture; other times it may
take him hours to make a discriminative or a differential diagnosis, and even
then he may have to make a diagnosis provisional and contingent upon follow-
up examinations.
No attempt will be made in this chapter to describe a single standard
procedure for conducting an examination. The clinical uses of (1) the Ana-
lytic Developmental Schedule, (2) the Maturity Level Summaries, and (3) the
Functional Syllabus have been outlined in previous chapters. Record forms
which have been used in the clinical and research work of the Yale Clinic of
Child Development are reproduced in the Appendix as follows:
*la. Introductory Report
Ib. Medical Report
*2. Supplementary Behavior Interview
*3. Observation Record of Behavior
*4. Analytic Developmental Schedule
5. Analytic Scoring Sheet
6. Record of Behavior Individuality
7. Anthropometric Record
*8. Summary Face Sheet
9. Follow-up Report
10. File Folder
Asterisks indicate those forms which are considered a minimum essential
for a diagnostic record. In actual application these forms may be used in a
flexible manner and may be adapted to varying requirements of thoroughness
and detail. Appendix D supplies general and specific directions for the uses of
the different forms.
221
222 THE PSYCHOLOGY OF EARLY GROWTH
2. DIAGNOSIS AND PROGNOSIS
Elsewhere 1 we have summarized the numerous complications which place
limitations upon the developmental diagnosis of infant behavior. Part of the
task of the examiner is to recognize these limitations and to evaluate them.
Clinical appraisal is always a relative task and can take due account of the
short-comings of method and the obscurity of symptoms whenever necessary.
Diagnosis does not demand a hard and fast categorical classification. It calls
for interpretive characterization. This characterization may be so difficult in
some instances that it must be built up in a cumulative manner by a series of
examinations. The examiner who boasted that he never made a false diag-
nosis, but that he often added to a previous one, offers a good practical hint,
even though he was not a perfect model of infallibility.
The behavior status of the infant is too complex to be observed in one
sweeping glance or to be generalized in a single formula. A developmental
diagnosis, therefore, should attempt to specify the significant forms of behavior
of which the infant is capable. Graded norms enable us to identify these forms
and to assign to them an approximate maturity value. The norms constitute
a frame of reference against which the observed data can be projected. In
this way we gain a sense of the maturity status at any one age. A similar sur-
vey of the infant's behavior at a subsequent age gives additional evidence as to
the progression of the complex of growth. One diagnosis thus becomes a check
upon the other; and both together may define a given sector of growth. In
the very nature of things, attained growth is an indicator of past growth proc-
esses and a foreteller of growth yet to be achieved.
The integrative character of growth and its inherent lawfulness theoretically
make the scope of diagnosis and prediction extremely wide. Clinical experi-
ence can do much to make up for present limitations in method. Or, more
positively stated, clinical experience greatly enhances the usefulness and the
trustworthiness of diagnostic criteria. This is true of all fields of diagnosis,
even where precise quantitative techniques are available. It must be doubly
true with respect to the diagnosis of developmental status.
The diagnostic utilization of norms of behavior not only requires clinical
caution but a judicious respect for medical conditions which may complicate
i Gesell, A., and Thompson, BL assisted by Ajnatruda, C. S.: Infant Behavior: Its Genesis and Growth.
New York: McGraw-Hill. 1934. Pp. viii + 343. (See Chap. VI, pp. 326-333.)
CLINICAL APPRAISAL OF BEHAVIOR STATUS 223
or determine a behavior picture. For this reason the most fundamental diag-
nostic procedures in the field of behavior can be undertaken only in close
co-ordination with other forms of clinical medicine. The normative appraisal
of behavior status then becomes an extension of clinical neurology.
No attempt will here be made to discuss the pediatric aspects of behavior
diagnosis. 2 Such a discussion, if carried to its conclusions, would expand into
a treatise on the behavior symptomatology of disease, developmental defects,
and a long list of clinical entities. To a large extent this behavior symptoma-
tology remains uncharted and ill defined because the behavior characteristics
of infants are not yet systematically recorded as part of medical procedure.
We may be certain that a more careful study of infant behavior, both in health
and disease, will prove that patterns of behavior are sensitive indicators of the
biological assets and liabilities of the individual. For this reason the normative
appraisal of behavior status, in conjunction with other biometric techniques,
must finally come into the province of clinical pediatrics.
A mere enumeration of the complications which must be considered in
various forms of atypical or abnormal growth will serve to point the need of
clinical wariness. In young infants the true, postconception age may be
indeterminable. Is the infant full term, premature, immature (subnormal in
weight), or postmature? Does race or diet have a significant effect upon the
gestation cycle, and indeed on the postnatal cycle? How does the complex of
behavior growth adjust to the adversities of premature birth, to prolonged
malnutrition, to specific starvations, to allergies, to infections, to dehydration,
to disturbances of acid-base balance, to mineral and vitamin deficiencies?
Are all fields of behavior equally and symmetrically affected by any given
abnormality? Does postural or adaptive behavior suffer? Does the infant
present specific lags and accelerations among the components of his behavior
equipment? Are his behavior peculiarities attributable to faulty correlations
and excessive fluctuations? Does he suffer from anxiety due to trauma, to
insufficient attention, to hospitalization, to institutionalization, or to sheer
nutritional impairment? Does some unnoted sensory defect or abnormality
disturb the course of natural growth and the constellation of his behavior
2 The relationship of behavior diagnosis to the supervision of infant feeding is discussed concretely in a
separate volume: Gesell, Arnold, and Ilg, Frances: Feeding Behavior of Infants: A Pediatric Approach to the
Mental Hygiene of Early Life. Philadelphia: Lippincott. 1937. Pp. ix + 201. The data and procedures
in this volume are based on periodic surveys supplemented by cinema records. The growth of feeding
behavior is delineated in 132 action photographs Diagnostic indicators of the maturity of feeding behavior
are outlined for successive ages from the neonatal period through the second year.
224 THE PSYCHOLOGY OF EARLY GROWTH
characteristics? Perhaps some temporary fatigue, discomfort, or some recent
unpleasant experience colors his behavior. Or do deep seated constitutional
factors account for his hyperactivity, his extensor tendencies, his lethargy?
Is he by chance suffering from a birth injury? He may suffer from such
injury, even if he has not gone into convulsions and presents no signs of pa-
ralysis or even of neurologic deviation. The varieties of birth injury are legion.
A mystifying failure of development may be due to some local deficiency of
blood supply or some deficient aeration of the blood, associated with prolonged
labor. The wide expanse of the cortex (it is said to have a hundred histo
logically distinguishable types of structure) and of the basal ganglia alone offer
innumerable sites of possible damage. Such damage may be permanent.
Sometimes it may be overcome. The residuals of selective brain injury may
then distort the behavior picture for months, but a corrective or compensatory
growth process steadily restores the child toward normality. The tendency
toward improvement is fortunately more frequently observed than a tendency
toward deterioration. The tendency toward balance and toward optimum is
greater than the reverse, because the regulation of the total growth complex is
protected by factors of morphogenetic insurance, which work toward an optimal
realization even of impaired potentialities.
Neurological complications and endocrine disturbances are of particular
importance. The former influence the integrity of behavior patterns and of
behavior mechanisms. The latter affect the rate of development and the
mobilization of energy. The two types of complications of course may be
closely related. This is illustrated with classical clearness in cretinism.
The cretinous infant develops slowly; he reacts slowly. He responds to thy-
roid therapy which supplies him with missing metabolic and growth regulators.
But his response to treatment is an individual matter, apparently dependent on
the residual capacity and the remaining growth potency of his neuro-endocrine
system. Accordingly, one infant responds favorably to treatment; another
responds meagerly. If he responds promptly he is likely to respond fully, for
this is a token of his developmental reserves. As in cretinism, so in all atypical
growth conditions, we are dealing with a dynamic complex which is sensitive
to environmental influences, but which is fundamentally regulated by intrinsic
determiners.
A normative-analytic approach to this living complex recognizes the
intricacy and the fluidity of the growth process. Diagnostic prudence is re-
CLINICAL APPRAISAL OF BEHAVIOR STATUS 225
quired at every turn. But prudence need not be carried to an agnostic extreme
because the complex of growth is governed by inherent maturational mech-
anisms which carry every infant toward an optimal. These mechanisms are
lawful. Herein lie the possibilities of prognosis as well as of diagnosis; for
where there is lawfulness there is potential prediction.
APPENDICES
A. A COMPARISON OF EVALUATIONS OF BEHAVIOR MATURITY BY DIFFERENT
METHODS
B. BIBLIOGRAPHY OF YALE FILMS OF CHILD DEVELOPMENT
C. INCLUSIVE ROUTE SCHEDULE OF BEHAVIOR SITUATIONS
D. CLINICAL AND RESEARCH RECORD FORMS
E. NORMATIVE SUMMARIES OF PRESCHOOL DEVELOPMENT
F. GLOSSARY
APPENDIX A
A COMPARISON OF EVALUATIONS OF BEHAVIOR MATURITY
BY DIFFERENT METHODS
THE Analytic Developmental Schedule described in Chapter XI was adopted as the most
desirable after two other forms had been tried out. A more elaborate device, which used a
method of weighted scoring, failed to yield any marked increase of reliability and was too cum-
bersome for ordinary applications. For the reader's information, this method of weighting
scores will be presently outlined. The abbreviated version of the Analytic Schedule, on the
other hand, sometimes gave values which were at appreciable variance with the examiner's
judgment and with those rendered by the more complete schedule.
Comparisons of evaluations of the behavior maturity were made on a selected group of
normative infants who had been examined and photographically recorded at frequent intervals.
For illustration we present graphs of Infant X whose maturity level was determined at fifteen
age periods from 4 through 56 weeks. A separate graph for each of the five behavior fields
(Figs. 23-27) shows the determinations of maturity level in terms of (a) the standard analytic
developmental schedule, 1 (6) the abbreviated version of this schedule, (c) the standard schedule
with weighted scoring, and also (d) the examiner's estimates based upon normative examina-
tions. To increase the objectivity of the comparison of methods, the determinations on the
three schedules were made by a person not conversant with infant behavior, but schooled in
the definition of the recorded behavior items from the dictated protocols of the examiner.
It is obvious from inspection of the graphs that the determinations made by the abbrevi-
ated schedule at some ages deviate as much as a month from those made by the other two
schedules. The determinations made by the standard schedule conform very closely to those
made by the tedious method of weighted scoring.
The principles and procedures of this method are herewith summarized for those who may
be interested. The Analytic Developmental Schedule makes use of the critical age and the
trend of each behavior item. The method of weighted scoring utilizes these same items, but
weights the value of every individual item in accordance with the percentage of children at
each age who display the item. Such weighting aims at a more discriminating utilization of
the original normative data. The percentage frequencies give us not only the critical age and
1 The standard Analytic Developmental Schedule is reproduced on pages 254-8 in Appendix D. The abbre-
viated version of this schedule is also indicated. Each item on the schedule is specified by number which also
identifies the item as presented in the normative tables of Chapter VII. A dot (.) preceding an item means
that in the abbreviated version this item was omitted.
229
230
THE PSYCHOLOGY OF EARLY GROWTH
POSTURAL BEHAVIOR.
MATURITY
LEVEL.
10
20 30
CHRONOLOGICAL AGE
40
WEEKS.
50
COMPARATIVE GRAPH SHOWING DETERMINATIONS OF
MATURITY LEVELS BY DIFFERENT METHODS.
ANALYTIC DEVELOPMENTAL SCHEDULE.
~ ABBREVIATED DEVELOPMENTAL SCHEDULE.
*< DEVELOPMENTAL SCHEDULE SCORED BY WEIGHTING.
r~ EXAMINERS ES TIM A TE.
FlGUBB 23
60
APPENDIX A
231
PREHENSORY BEHAVIOR.
MATURITY
LEVEL
WEEKS.
20
10
10
20 30 40
CHRONOLOGICAL AGE WEEKS.
60
COMPARATIVE GRAPH SHOWING DETERMINATIONS OF
MA TURI T Y LEVELS BY DIFFERENT ME THODS.
ANALYTIC DEVELOPMENTAL SCHEDULE
ABBREVIATED DEVELOPMENTAL SCHEDULE
DEVELOPMENTAL SCHEDULE SCORED BY WEIGHTING
EXAMINERS ES TIM A TE
PlGUBB 24
232
THE PSYCHOLOGY OF EARLY GROWTH
PER CEP TUAL BEHAVIOR
MATURITY
LEVEL
WEEKS
20 30 40
CHRONOLOGICAL AGE WEEKS.
50
60
COMPARATIVE GRAPH SHOWING DETERMINATIONS OF
MATURITY LEVELS BY DIFFER EN T METHODS.
- ANALYTIC DEVELOPMENTAL SCHEDULE
'- ABBREVIATED DEVELOPMENTAL SCHEDULE
DEVELOPMENTAL SCHEDULE SCORED BY WEIGHTING
EX A MINERS $ TIM A T
FIGURE 25
APPENDIX A
233
ADAPTIVE BE HA VI OR.
MATURITY
LEVEL
WEEKS.
10
10
20 30
CHRONOLOGICAL AGE
40
WEEKS.
COMPARATIVE GRAPH SHOWING DETERMINATIONS OF
MATURITY LEVELS BY DIFFERENT METHODS.
ANALYTIC DEVELOPMENTAL SCHEDULE
ABBREVIATED DEVELOPMENTAL SCHEDULE
DEVELOPMENTAL SCHEDULE SCORED BY WEIGHTING
EX A MINERS ES TIM A TE
FIGURE 26
234
THE PSYCHOLOGY OF EARLY GROWTH
LANGUAGE-SOCIAL BEHAVIOR
MATURITY
LEVEL.
WEEKS.
20 30 40
CHRONOLOGICAL ACE WEEKS.
50
60
COMPARATIVE GRAPH SHOWING DETERMINATIONS OF
MATURITY LEVELS BY DIFFERENT METHODS.
ANALYTIC DEVELOPMENTAL SCHEDULE
DEVELOPMENTAL SCHEDULE SCORED BY WEIGHTING.
EXAMINERS ES TIM A TE
27
APPENDIX A
235
the general trend of the item but they also specify the trend in greater detail. Compare the
two items:
Age level in weeks:
20
24
28
32
36
40
44
Si 32 Erects self from leaning forward
6
18
36
40
80
94
100
Si 18 Sits for ten minutes (approximately) ....
21
57
80
97
On the Analytic Developmental Schedule these items are placed at the same age and are treated
as being equally important in evaluating 36 weeks old behavior. It is obvious, however, that
Si 32 appears earlier and is thus more immature behavior and develops more slowly than Si 18.
In order to incorporate this information in a scoring scheme, score values were assigned
to the items proportionate to the percentage values as follows: 2
SCORE VALUES
PERCENTAGE
INCREASING
ITEMS
DECREASING
ITEMS
PERCENTAGE
INCREASING
ITEMS
DECREASING
ITEMS
93-97
-9
+9
43-47
+ 1
7
88-92
-8
+8
38-42
+2
-2
83-87
-7
+7
33-37
+3
-3
78-82
-6
+6
28-32
+4
-4
73-77
-5
+5
23-27
+5
-5
68-72
-4
+4
18-22
+6
-6
63-67
-3
+3
13-17
-f-7
-7
58-62
-2
+2
8-12
4-8
-8
53-57
-1
+1
3- 7
+9
-9
48-52
FOCAL ITEMS
PERCENTAGE
DIFFERENCE
SCORE
VALUE*
PERCENTAGE
DIFFERENCE
SCORE
VALUE*
0- 4
30-34
6
5- 9
1
35-39
7
10-14
2
40-44
8
15-19
3
45^9
9
20-24
4
50-54
10
25-29
5
55-60
11
* A plus score is used for the percentages at ages prior to the focal age, a minus score at ages older than
the focal age.
Zero was assigned to the fifty percentile since that percentile has been considered as the
critical age. For increasing items, behavior occurring at ages younger than the critical age is
2 It is natural to evaluate an item in terms of the percentage of children who display that behavior. The
inequality of percentile units in the absolute sense has been emphasized by many; but it should be remembered
that there is no such thing as absolute equality. A simple example mil make this clear. The difference between
2 and 4 is equal to the difference between 6 and 8 in the sense that the same number 2 is added in each case,
but the difference between 2 and 4 is also equal to the difference between 6 and 12 in the sense that the same
proportion is added in each instance. Absolute equality except as complete identity does not exist even in the
abstractions of mathematics. Percentile units are equal with reference to proportions of the population and
jn that sense their use is justified,
236
THE PSYCHOLOGY OF EARLY GROWTH
a sign of advanced development, while behavior not developing until after the critical age is a
sign of retardation in that particular respect. Consequently, for these increasing items the
score values corresponding to percentages lower than fifty have been assigned plus values;
and to percentages greater than fifty, minus values. The decreasing items have reversed
values: for percentages greater than fifty, the score values are plus; for those less than fifty,
minus.
The score values for the focal items are in terms of the difference between the percentage
at a given age and the percentage at focus, the value at focus being zero. 3 Since focal items
which develop before the age of focus indicate advanced behavior growth, the score values are
plus at ages prior to focus; and since focal items developing after the focal age denote slower
than average growth, they are scored minus at ages older than the focal age.
Thus, for any type of item a plus score indicates that a child is more mature than the score
age; and a minus score, that a child is more immature than the score age.
The score values are used in the following way to determine a child's developmental
level.
Decreasing items. When a child displays a decreasing behavior item no score is given to
ages at which the behavior has been observed in more than 50 per cent of the cases, but the
appropriate minus score is given to ages older than this age. Consider for example the fol-
lowing item:
Si 8 Back uniformly rounded
Age in weeks ....
6
8
12
16
20
24
28
Percentage ....
92
91
71
57
13
17
8
Score value ....
8
8
4
1
-7
-7
-8
According to the percentages this behavior is to be expected through the age of 16 weeks but
after that age it is uncommon. If this particular behavior is observed in a child's behavior
pattern, we are justified in saying that his development in this respect may be at the 16 weeks
level or at any younger age, but that his development is not up to the 20 weeks level; a nega-
tive score is therefore appropriate for ages 20 weeks and older, as an indicator that the child is
younger than these ages with respect to this particular behavior. The degree of incompati-
bility of his behavior with those ages is indicated by the deviation of the percentages from the
fifty percentile as shown by the score value.
However, if a child's back is not uniformly rounded, his posture is more mature than at the
16 weeks level. To indicate this fact a plus score is appropriate at 16 weeks and younger. No
score is given to the ages above 16 weeks because this item does not indicate how much older
he might be. Other items relating to back posture will give further indication of his develop-
mental age.
Increasing items. These items are scored similarly to the scoring of decreasing items. If
a child displays an increasing item, the plus values for the ages prior to the critical age are used;
no score is given to older ages. If a child fails to exhibit an increasing item, no score is given to
8 For the few focal items whose percentages at focus exceed 50 per cent, the score value Is determined by
the deviation from the fifty percentile. This procedure corresponds to that for increasing and decreasing
items.
APPENDIX A
237
ages younger than the critical age while the appropriate minus score is given to the older age.
For instance, consider the following score values for St 40 Stands independently.
St 40 Stands independently -
r Age in weeks
40
44
48
52
56
Percentage
9
10
22
33
68
k Score value
8
8
6
3
-4
If a child does stand independently he is more mature in this respect than 40, 44, 48 and
52 weeks. Plus scores are appropriate at these ages to indicate this fact; hut although we
know he is older than 52 weeks, we do not know how much older. No score is therefore
given to 56 weeks. On the other hand, if a child does not stand independently, this item
would not be significant at the ages 52 weeks and younger, when he would not be expected to
stand. At 56 weeks, however, the fact that he did not stand would indicate retardation in
motor development, and a minus score would be appropriate.
Focal items. If a child displays a focal item, all score values are used for their appropriate
ages; if the child does not display that behavior item, no values are used.
When each item of a child's behavior has been scored for the age range for which score
values are available, there remains the problem of deriving a composite score for each age hi
order to locate the age of zero score or maturity level of the behavior. It must be emphasized
that because of the nature of the growth process a composite score cannot be logically justified.
In final analysis, we must resort to clinical insight. However, as a point of departure for in-
terpretive analysis, we may use the simplest combination of score values, or one which gives
equal weight to the scores of each item. The total score for each age will give an indication of
the deviation of the child's maturity level from that age norm. By locating the age of zero
deviation, the maturity level may be found.
APPENDIX B
BIBLIOGRAPHY OF YALE FILMS OF CHILD DEVELOPMENT
THROUGH a co-operative arrangement with Yale University, a series of films dealing
with the life and growth of the human infant has been published and is distributed by Erpi
Picture Consultants, Inc. (250 West 57th Street, New York City). The films represent spe-
cially edited units derived from the cinema research records in the photographic library of the
Yale Clinic of Child Development. The films, listed below, are available in both 16 mm. and
35 mm. sizes and in both silent and sound versions. The sound versions carry a spoken ex-
planatory commentary by Dr. Gesell.
The following descriptive bibliography of the films is based upon abstracts which have
appeared in the Psychological Abstracts, July, 1935, Vol. 9, No. 7, pp. 389-90.
The Study of Infant Behavior. (2 reek: 2000 feet.)
An inclusive, introductory view of the clinical and research activities of the Yale Clinic
of Child Development. Depicts the general course of a normative examination: the arrival
of the mother and the infant, the behavior test situations, the physical measurements, and the
operation of recording and observation in the photographic dome. The test materials, the
examination crib, and infant's chair, and the properties of the one- way- vision screen are demon-
strated. Specimens of behavior in reaction to the cubes, pellet, spoon, cup and spoon, form-
hoard, are shown at 16 and at 44 weeks. Ring and string behavior characteristics at 28 weeks,
at 36 weeks, and at 44 weeks are compared by the method of coincident projection in which two
distinct ages are simultaneously screened. The techniques of cinematography and the cine-
manalysis of behavior patterns are outlined.
A second reel portrays the procedures of the service division of the clinic and of the guid-
ance nursery. A series of dissolve-diagrams suggests the rapidity and complexity of mental
growth in the first year of life.
The Growth of Infant Behavior: Early Stages. (1 reel: 1000 feet.)
This film deals with the concept of behavior pattern. By comparative devices the early
stages of growth patterning are portrayed. The behavior of Boy D at 8 weeks and his behavior
at 52 weeks are brought into contrast. The postural responses of Boy E at 12, 16 and 20 weeks
are shown in close succession in the pulled- to-sitting and supported-sitting situations. His
cube behavior at these same ages is comparatively analyzed by means of slow-motion coinci-
dent projection. Animated diagrams are used to illustrate the meaning of the term behavior
pattern. The reel concludes with a glimpse of cube behavior at one year, " These progressive
changes in the patterning of cube behavior give us a true indication of how the mind of the
infant matures."
The Growth of Infant Behavior: Later Stages, (i reel: 1000 feet.)
An introductory animated diagram depicts the growth of the foetal hand. The neonatal
hand is pictured. The film then continues a portrayal of further stages in the patterning of
cube behavior at 24, 28, 40, and 52 weeks. The method of coincident projection is used to de-
fine the developmental differentiations in visual regard, grasp, manipulation, and exploitation.
238
APPENDIX B 239
The behavior at 24 and at 28 weeks is dissected into stilled pattern phases. The behavior at
40 weeks is portrayed in detail to delineate the pre-eminence of the index finger in the patterns
of manual behavior. A concluding summary suggests further stages of growth up to 5 years
of age.
Posture and Locomotion. (1 reel: 1000 feet.)
Delineates typical postural behavior in one infant, Boy D, at 13 successive age levels;
namely 8, 12, 16, 20 24, 28, 32, 36, 40, 44, 48, 52, and 80 weeks. Advance in prone posture
is shown at 8, 12, 16, and 20 weeks; stepping movements in the supported standing position,
rolling, the preliminary creep attitude, pivoting, and rudimentary creeping at later ages.
Cruising and well-defined quadrupedal locomotion are shown at 40 weeks. Combinations of
prehensory, exploitive, and postural behavior at 44 weeks. Standing, equilibrium, and early
walking at 48 and 52 weeks; running at 80 weeks. A series of rapid dissolves summarizes the
ontogenetic sequence, and gives a concentrated unifying view of the trends of behavior pat-
terning through thirteen consecutive stages.
From Creeping to Walking (1 reel: 1000 feet.)
This film is supplementary to that on Posture and Locomotion. It delineates in naturalistic
situations the later stages of prone and upright progression in an infant girl (Girl B) at 7 age
levels: namely 36, 40, 44, 48, 52, 68, and 80 weeks. Flash backs are used to make comparisons
with the developmental stages of locomotion in Boy D. Temperamental as well as motor
differences are made apparent. Forty-eight weeks behavior is depicted in detail to show asso-
ciated patterns of kneeling, standing, lowering, cruising, rolling, creeping, pivoting, and assisted
walking. " Growth is a process of progressive organization in which patterns of behavior are
constantly correlated and combined as you see them here." Advanced walking and stair
climbing are shown at 68 and 80 weeks.
A Baby's Day at 12 weeks. (1 reel: 1000 feet)
This film is designed to give a compressed summary of a day's cycle of behavior at the age
of twelve weeks. With the aid of an animated clock dial the routine of the infant's domestic
day is pictured. The following situations are shown in sequence: sleeping, yawning, stretch-
ing, waking, breast feeding, nap, undressing, bath, sunning, dressing, bottle feeding, sleep,
feeding, play, outdoor nap, floor play, feeding, sleep, and night nursing. The psychological
and hygienic implications of the child-care situations are indicated in the spoken commentary.
The record of the behavior day of this infant (Boy A) at 12 weeks furnishes a basis for compari-
sons at later age levels.
A Thirty-six Weeks Behavior Day. (1 reel: 1000 feet)
The infant (Boy A) whose behavior day at 12 weeks was charted in the previous reel, is
now 36 weeks old. He has made striking progress in the interval. Changes in his behavior
are apparent in his bath behavior, feeding, and play. A long continuous sequence of play with
a water toy reveals marked persistence of attention. The portrayal of the infant's spontane-
ous play activities includes a unique record of his very first successful creeping. At one meal
his mother feeds him; at another his father. Differences in the infant's responses to these
feedings are made evident. The social aspects of his behavior receive incidental comment in
the narration.
A Behavior Day at Forty-eight Weeks. (1 reel: 1000 feet.)
The effects of increasing maturity on the cycle of daily behavior are delineated in an infant
girl (Girl B). The behavior in the bath reveals maturer patterns of play. A prolonged epi-
sode of repetitive and exploitive play with a water toy demonstrates characteristics of learn-
ing and of experimentation. The feeding situations show developing capacities of self-help.
240 THE PSYCHOLOGY OF EARLY GROWTH
The narration places emphasis on the psychological import and the educational significance of
the infant's everyday experience. These films, which chart specimen behavior days at advanc-
ing age levels, serve to reveal persisting traits of individuality as well as developmental progres-
sions. The films also indicate the psychological aspects of child care.
Behavior at One Year. (1 reel: 1000 feel)
The characteristic behavior patterns of a normative one-year-old infant (Girl B) are demon-
strated by means of standardized developmental tests. Continuous-run records show the full
sequence of reactions in the following situations: consecutive cubes, massed cubes, cup and
spoon, cup and cubes, pellet, pellet and bottle, bell, ring and string, ring-string and bell, paper
and crayon, performance box, and formboard. Fundamental modalities of response and dis-
tinctive dynamic characteristics appear repeatedly and consistently in the flow of behavior.
The significance of maturity level and of individuality is cumulatively conveyed.
Learning and Growth. (1 reel: 1000 feet.)
The relationships between maturity and learning are delineated in a comparative manner
at varied age levels. Naturalistic and normative test situations are used to set forth the possi-
bilities and more particularly the limitations of training. Responses to nursery game " teach-
ing" are shown at 28 weeks (Boy B), 32 weeks (Girl A), 36 weeks and 40 weeks (Girl B), and
48 weeks (Boy A and Girl B). The influences of goal, lure, imitation and demonstration are
shown in postural and problem solving situations (Boy B, 40 weeks). The solution of a ring
and string problem on the floor is depicted in detail in this same infant at advancing stages of
postural maturity at 36, 40, and 48 weeks. The comment deals especially with the factors of
maturation.
Early Social Behavior. (Ireel: 1000 feet.)
Ten different children from 8 weeks to 7 years of age are depicted in a variety of social
situations. These situations include response to social approach in infants at 8, 12, and 16
weeks. Emotional characteristics of Boy D are pictured at length at advancing age levels from
20 weeks to one year. A long sequence renders interesting "social" reactions to his mirror
image. Six infants are shown in comparative series to emphasize individual differences.
Household situations are portrayed to exhibit social interactions between infant and adult and
toward older brothers and sisters. The developmental as well as conditioning aspects of early
social behavior are suggested in the comment.
* * #
A special series of films has been prepared in 16 mm. silent version to illustrate the de-
velopmental sequence in 25 behavior situations delineated in An Atlas of Infant Behavior. An
additional film illustrating the examination procedures in the normative situations is in prepara-
tion. Other subjects in preparation include a series of films on the feeding behavior of infants,
a film on prone progression, and another on thumb opposition.
Special films depicting atypical behavior development are available as follows: A Behavior
Study of Motor Disability from Cerebral Birth Injury (Gesell, A. and Zimmerman, H. Cor-
relations of Behavior and Neuropathology in a Case of Cerebral Palsy from Birth Injury.
American Journal of Psychiatry, 1938). The Effect of Thyroid Therapy on the Mental and
Physical Growth of Cretinous Infants. (Gesell, A., Amatruda, C. S., Culotta, C. S. American
Journal of Diseases of Children, Vol. 52, pp. 1117-1138.)
APPENDIX C
ROUTE SCHEDULE FOR CLINICAL EXAMINATIONS
THE subjoined diagram indicates graphically the sequence and scope of the behavior
situations as used in the standard clinical examination.
ROUTE SCHEDULE FOR CLINICAL EXAMINATIONS.
READ ACROSS TO ASCERTAIN THE AGES AT WHICH A GIVEN SITUATION WAS USED
READ DOWN FROM THE TOP OF ANY GIVEN AGE COLUMN TO ASCERTAIN THE
SEQUENCE OF SITUATIONS AT THAT AGE.
AGE:
4
WKS.
6
a
12
16
20
24
28
32
36
40
44
48
52
56
S
UPINE
RATTLE
DANGLING RING
BELL RINGING
PULLED -TO- SITTING
\
SI T 77/W
CHAIR
CUBES
,\
ONE CUBE
CON
SECU
TIVE
PELLET
1
STANL
PELLET AND BOTTLE
BELL
BC
W
RING AND STRING
-)ING
PERFORMANC
BALL
\
GIVE-I T-TO-ME \
\
PRONE
REPORT).
r/> BE/-
1AV1OR
: POS
TURAL
, PR EH
ENSOl
?K, PL
POSTURE AND
LOCOMOTION
'RCEP
TIVE, >
tDAPTl
STAIR
CASE
i ~
'VE, LANGUAGE- SOCIAL
\
FIGURE 28
241
242
THE PSYCHOLOGY OF EARLY GROWTH
TABLE 25
INCLUSIVE ROUTE SCHEDULE OF BEHAVIOR SITUATIONS
The following table lists all the situations for which normative data are available. Those
situations which were not included in the Analytic Developmental Schedule but which may be
used for supplementary observation are indicated by an asterisk.
SITUATIONS IN THE ORDER
OF OBSERVATION
AGE RANGES (INCLUSIVE) AT WHICH
SITUATION WAS GIVEN
Supine
Rattle
Dangling Ring . . .
Bell Ringing ....
Pulled-to-Sitting . .
Sitting
Chair
*TableTop . . . .
One Cube (First) . .
Consecutive Cubes . .
*Massed Cubes . . .
*Tower Building . . .
*Spoon
*Cup
*Cup and Cubes . . .
*Cup and Spoon . . .
Pellet
Pellet and Bottle . .
Bell
Ring and String . . .
*Ring, String and Bell .
*Paper and Crayon . .
*Formboard ....
Performance Box . .
*Cup-Shoe-Box . . .
Ball
Give it to me . . .
*Mirror
Standing
Prone
Posture and Locomotion
Staircase
4-40 weeks
4-28 weeks
4-28 weeks
4-24 weeks
4-28 weeks
4-56 weeks
12-40 weeks
12-56 weeks
12-56 weeks
12-56 weeks
16-56 weeks
40-56 weeks
16-36 weeks
12-36 weeks
32-56 weeks
32-56 weeks
12-56 weeks
32-56 weeks
28-56 weeks
28-56 weeks'
32-56 weeks
36-56 weeks
20-56 weeks
40-56 weeks
48-56 weeks
40-56 weeks
40-56 weeks
40-56 weeks
4-56 weeks
4-56 weeks
32-56 weeks
40-56 weeks
APPENDIX D
CLINICAL AND RESEARCH RECORD FORMS
FOR convenience of reference this Appendix assembles various forms used for clinical and
research records. As already indicated in Chapter XIII, these forms are flexible and may be
adapted to varying degrees of emphasis and detail. Those forms which are considered essential
for diagnostic purposes are designated by an asterisk.
With brief comment and practical suggestions the forms are discussed in the following
order:
* la. Introductory Report
Ib. Medical Report
* 2. Supplementary Behavior Interview
* 3. Observation Record of Behavior
* 4. Analytic Developmental Schedule
5. Analytic Scoring Sheet
6. Record of Behavior Individuality
7. Anthropometric Record
* 8. Summary Face Sheet
9. Follow-up Report
10. File Folder
la. Introductory Report. This report carries basic introductory information concerning
the family, the birth, health, and developmental history of the infant to be examined. The
form may be filled out by a representative of a social agency, or by the parent or by a referring
physician. In spite of its apparent simplicity the report needs careful attention. Errors and
omissions with respect to names and birth date readily occur. The birth date may assume
considerable importance and should be verified whenever possible. It is often helpful to
know the name of the hospital where the child was born, so that the physician in charge may
supply details concerning the birth history when it cannot be accurately secured from parent
or social worker.
This introductory form carries a section for stating the reasons why the infant is referred
for examination. If the child presents a developmental or behavior problem, it is desirable
to have a brief written statement of the problem. The very manner in which the problem is
formulated by parent or social worker often proves revealing.
Depending upon the circumstances, the form may be sent in advance as an aid in defining
an appointment. In any event, the report should be in the examiner's hands prior to the
examination. The report gives convenient initial orientation.
It is often desirable to check up on the accuracy of that part of the report which deals with
the developmental history. Such a check-up will serve to make both parent and social worker
conscious of the importance of the developmental items on which information is requested.
This review of the developmental history also makes a natural transition to the preliminary
behavior interview.
243
244 THE PSYCHOLOGY OF EARLY GROWTH
Ib. Medical Report. When a clinic does not undertake a physical examination of the
child, a medical report may be secured from the family physician or elsewhere. In certain
problem situations such a report is an indispensable part of the diagnostic investigation. The
medical examination record form shown on page 250 suggests a simple method for summa-
rizing more elaborate and detailed medical findings. The medical data concerning sensory,
nutritional, endocrine, and neurological factors are particularly important to consider in the
behavior study of developmental conditions.
2. Supplementary Behavior Interview. The behavior interview represents an important
subdivision of the total diagnostic survey. It may be used to supplement the information
supplied on the Introductory Report form, but its chief value lies in the opportunity which it
affords for securing a more intimate familiarity with the daily routine and home life of the
infant.
When the Introductory Report form has not supplied adequate data in regard to birth,
useful facts may sometimes be secured from the parent. In connection with the interview,
it is also possible to secure significant information concerning physical peculiarities, suscepti-
bilities, and personality traits of mother and father. These may be noted under the heading
Special characteristics, when they have some potential bearing on the interpretation of the
infant's behavior. For similar reasons it is often desirable to secure a restatement of the
problem which brings the infant to the clinic. This restatement may be rendered verbatim
in the record as a reflection of the mother's attitude and an estimate of her problem. Under
the item Race available facts concerning the racial strain"and nationality of parents and grand-
parents should be included.
The record of the infant's Behavior Day is of considerable importance. With practice
and planning, the examiner may develop special skill in securing an informative recital from the
mother. Of course the interview must be kept in bounds. It should center upon an outline
of the important child-care events in the daily routine. 1 1 would be useless to define a standard
procedure, because variations must always be made to suit the informant. Incidentally,
through the interview, valuable data concerning the child's appetite, habits, play activities,
and emotional behavior can be secured. The number of hours awake, the longest period awake,
the number of sleeping periods, and the longest sleeping period may be computed at the
examiner's convenience. When the hours have been calculated in this manner, they may be
compared to the normative data relating to sleep and activity. This information and other
information gathered in connection with the interview may prove to be of practical importance
in defining recommendations for the guidance of the parent and the social agency. Reminders
of such recommendations may be jotted in the section Comment as they naturally occur to the
examiner during the course of the interview. Other details concerning the conduct of the
Behavior Day Interview may he found in Chapter II, which indicates the interview method
used in gathering the normative data.
If the mother has difficulty in responding to general questions concerning the clock hours
and events of the day, she may be asked to reconstruct from memory the actual behavior events
of the infant's yesterday. When the chronicle of a representative day has been completed, it
will still be necessary to secure a concrete record of the behavior characteristics and capacities
of the child with respect to the following fields of behavior: motor, language, play, social,
feeding and individual traits, and habit training. Here again the examiner must exercise
economy and selective skill in securing significant and objective facts. The information may
APPENDIX D 245
be entered in appropriate spaces on a blank form or may be more informally recorded under
general headings.
3. Observation Record. The form for recording the behavior of the infant during the
normative examination has designedly been made simple. The form consists essentially of
two columns, one for a designation of the situation and the second for a running account of the
reactions of the infant. It would be undesirable, if not impossible, to limit the record to plus
and minus entries indicating success and failure. The purpose of the form is to provide a
running account of the sequence and flow of behavior. A complete account is feasible only
with stenographic assistance. However, after experience and self-training, it is possible for
the examiner to make immediate notations of the responses. Brief notations and hints can be
amplified later, for recording in partial outline the actual course of the original behavior.
It will not be necessary to keep the record on one uniform level of detail. For example,
if the child shows highly characteristic or significant behavior in some one situation (say, the
pellet and bottle situation), it will be desirable to give an especially detailed report of the reac-
tions in this particular situation, contenting oneself with a slighter record of the other situations.
One situation reported in detail in this way will prove valuable in conjuring up a vivid, concrete
image of the general behavior picture and of the child's distinctive dynamic traits. In fact,
a paragraph of such narrative may depict the individuality of an infant more effectively than
an equal amount of description.
In making notations, the examiner will naturally bear in mind those items or aspects of
behavior which must be later identified in analyzing the behavior status. If the examiner is
not conversant with the behavior items represented in the normative schedule, he should con-
sult a list of these items in connection with the examination.
4. Analytic Developmental Schedule. The construction and utilization of this schedule
have been discussed at length in Chapter XII. It will be noted that the schedule as here
reproduced is planned for a letter size format (8^ X 11 inches) to facilitate filing. A sepa-
rate sheet for each behavior field increases the convenience and flexibility of recording and
scoring. It will also be noted that each sheet carries for each subdivision three vertical
columns for the plus and minus entries. One column serves for a single examination. This
arrangement will make it possible to record at least three consecutive examinations on a single
form. The juxtaposition of these consecutive records favors easy comparison of consecutive
examinations.
The items on the schedule are arranged by lunar month intervals. For each item the
precise critical age or maturity value as determined by interpolation is also indicated. The
items omitted in the abbreviation of the standard version are designated by a prefixed
dot (.).
5. Analytic Scoring Sheet. This form likewise has been amply described in Chapter XII.
It provides the most compact and discriminating recapitulation of the results of the behavior
examination. This sheet specifies not only the central-trend maturity age, but it indicates the
deviations from this age. In practice this sheet serves as a preliminary summary and may be
made the basis for extended interpretive characterization in connection with the summary
face sheet (9) or with statement of findings and recommendations communicated by letter to
the referring social agency.
6. Record of Behavior Individuality. The purpose of this record is to furnish a picture of
the dynamic traits of energy, mood, emotion, and sociability which distinguish the infant's
246 THE PSYCHOLOGY OF EARLY GROWTH
behavior and give it individuality. There is no simple device for recording or identifying
these traits. They must be arrived at through interview, but the examiner should also
capitalize the normative examination to make observations of dynamic personality traits.
The very fact that this examination occurs under conditions relatively controlled and uniform
from child to child gives the examiner an opportunity to note individual differences in general
adjustment ; in the reactions to failure, success and difficulty; in the prevailing mood; in experi-
mental behavior; in perseverance; in stability of attention; etc. These reactions, if interpreted
with due clinical caution, furnish an objective basis for a notation of traits of behavior indi-
viduality. Indeed, on occasion the examiner may even prolong or adapt some portion of the
examination to elicit characteristic reactions for the record.
Pertinent data must also be secured through questions about the child's everyday life,
his play, his habituations, and the parent-child relationship. It is especially important to
inquire into the emotional reactions to the daily routines, including his adjustments to feeding,
sleep, and elimination.
The record form carries 8 behavior categories which may be used in a flexible manner for
developing a somewhat systematic record of significant individuality traits as revealed by his
life at home. It is assumed that the examiner will use the items under these headings in a tact-
ful manner to explore a very extensive field. It would be possible to make a list of key ques-
tions appropriate to these various categories, but even such questions would have to vary
from age to age and would need constant reformulation to adapt them to the intelligence of the
informants. For this reason the examiner is obliged to rely on his clinical skill, using the out-
line simply as a point of departure for developing questions suited to each particular case.
Abbreviated notations may be made during the interview. Here, as elsewhere, the method
must be selective, and directed toward the goal which is a summarizing characterization.
7. Anthropometric Record. The procedures for securing the physical measurements have
been sufficiently detailed in Chapter VI- The measurements should be so managed that they
will not unduly interfere with the behavior observations. The child's reactions to the process
of measuring will throw incidental light on his behavior characteristics. The physical measure-
ments become most useful when they are made periodically in relation to a series of examina-
tions. The sample form illustrates the method of recording a single examination and a series
of examinations.
Indices and derived measures will naturally be computed in connection with the detailed
analysis of the examination data. Any observed physical deviations, however, should be re-
corded immediately in the course of the examination under Comment, concerning appearance
and type. Certain deviations, including asymmetries, may require two or more separate
measurements to define them. Identification marks or peculiarities should go into the record.
The anthropometric summary may formulate a critical, comparative statement concerning
body type, deviations, growth increments, etc.
8. Summary Face Sheet. The face sheet carries for summary purposes a brief indication
of characteristic or maximum behavior, concretely expressed in relation to specific test situa-
tions in various behavior fields. This record also formalizes the diagnostic classification and
calls attention to complications or deviations which should be noted at subsequent examina-
tions. The comparative possibilities of the follow-up examinations are greatly enhanced if
each face sheet carries a paragraphic characterization of the child. It is not necessary for
this characterization to be inclusive and balanced, It may be formulated as a thumb-
APPENDIX D 247
nail sketch, designed to recall vividly the distinctive characteristics of r the child under
examination.
The summary face sheet assumes added importance if the child is examined at repeated
intervals. The infant presently becomes of nursery school, kindergarten, and elementary
school age. The developmental diagnosis of behavior in infancy should be kept in close con-
tinuity with the psychological examinations made at later ages. The summary face sheet is,
therefore, planned to be equally serviceable for older children. A developmental biogram is
incorporated in the face sheet and designed to give a compact graphic summary of the findings
at any age. The biogram provides for determinations of maturity level in both behavior and
physical measurements. The blank spaces may be used to graph specially selected aspects or
fields of behavior. In drawing up the biogram, the recorder assigns appropriate age values to
the vertical lines of the grid. By recognizing the continuity of the child's developmental
career, the analysis of the infant's behavior growth may be brought into more vital relation-
ships with the clinical diagnoses at the more advanced ages.
The face sheet embodies a brief statement of the recommendations made. These recom-
mendations should be checked up on subsequent examinations, and should take due account
of the original reasons which brought the child to the clinic. The advice given should be
concretely summarized so that the status of the recommendations and the course of the child's
adjustment can be more intelligently and closely followed.
9. Follow-up Report. As a further check upon the recommendations and the develop-
mental career of the child, it is advisable to call for follow-up reports. These can be secured
through correspondence or they may come through interviews with the parents and social
workers. The Follow-up Report takes the place of an Introductory Report prior to a re-
examination. Re-examinations may be made either at the request of the responsible social
agency, of the parent, or on the suggestion of the clinic.
10. File Folder. The file folder may be used to inventory a series of follow-up examina-
tions. It provides a convenient over-view of the clinical contacts of any case which is receiving
repeated attention.
We have found it convenient and an aid to ready reference to distinguish the foregoing
forms by differential colors as follows: Form la, russet; Ib, white; 2, blue; 3, primrose;
4, caf6; 5, white; 6, goldenrod; 7, buff; 8, gray; 9, russet; 10, gray.
248 THE PSYCHOLOGY OF EARLY GROWTH
INTRODUCTORY REPORT by Social Agency
The Clinic of Child Development, Ib Davenport Ave., New Haven, Conn.
Name : Age : yrs wks. No.
(please print)
Name of Agency: Date of admission
Social Worker: or of supervision:
Agencies interested:
Reason:
Probable or proposed disposition:
BIRTH HISTORY: Date: Verified? Place (hospital):
Weight: Term: premature wks.; postmature wks.; full
Complications during pregnancy:
Delivery (normal, precipitate, difficult, instrumental, version, etc.) Physician:
Condition at birth (cried immediately, cyanotic, resuscitated, etc.) :
Condition during first month (feeding difficulties, convulsions, crying, etc.) :
HEALTH HISTORY: (Hospital record No )
(Date of last physical examination, summary of examination. List illnesses with dates.)
DEVELOPMENTAL HISTORY:
Sat unsupported at mo. Walked alone at mo. Began to name objects (ball, etc,)
at mo. Trained to toilet at mo. Held own cup at mo. Fed self with spoon
at mo.
Further details:
FAMILY HISTORY: Address:
Nanie Rixth date Nat'l Occupation Education
Father
Mother
Siblings School grade Development
(Continued on next page)
APPENDIX D 249
Note any exceptional or significant facts in regard to home conditions, parents, or relatives:
Has child been in foster home? In an institution? (Give details, including names and dates.)
SOCIAL HISTORY:
(Home and foster home conditions, treatment of child, opportunities for play with other
children same age, etc.)
Report on Child's Behavior (by mother or foster mother) : (Include her description of child's
outstanding personality traits, any problems presented with regard to feeding, sleep, play
etc.)
REASON FOR REFERRING TO CLINIC:
Submitted by..
Date
246 THE PSYCHOLOGY OF EARLY GROWTH
behavior and give it individuality. There is no simple device for recording or identifying
these traits. They must be arrived at through interview, but the examiner should also
capitalize the normative examination to make observations of dynamic personality traits.
The very fact that this examination occurs under conditions relatively controlled and uniform
from child to child gives the examiner an opportunity to note individual differences in general
adjustment; in the reactions to failure, success and difficulty; in the prevailing mood; in experi-
mental behavior; in perseverance; in stability of attention; etc. These reactions, if interpreted
with due clinical caution, furnish an objective basis for a notation of traits of behavior indi-
viduality. Indeed, on occasion the examiner may even prolong or adapt some portion of the
examination to elicit characteristic reactions for the record.
Pertinent data must also be secured through questions about the child's everyday life,
his play, his habitations, and the parent-child relationship. It is especially important to
inquire into the emotional reactions to the daily routines, including his adjustments to feeding,
sleep, and elimination.
The record form carries 8 behavior categories which may be used in a flexible manner for
developing a somewhat systematic record of significant individuality traits as revealed by his
life at home. It is assumed that the examiner will use the items under these headings in a tact-
ful manner to explore a very extensive field. It would be possible to make a list of key ques-
tions appropriate to these various categories, but even such questions would have to vary
from age to age and would need constant reformulation to adapt them to the intelligence of the
informants. For this reason the examiner is obliged to rely on his clinical skill, using the out-
line simply as a point of departure for developing questions suited to each particular case.
Abbreviated notations may be made during the interview. Here, as elsewhere, the method
must be selective, and directed toward the goal which is a summarizing characterization.
7. Anthropometric Record. The procedures for securing the physical measurements have
been sufficiently detailed in Chapter VI. The measurements should be so managed that they
will not unduly interfere with the behavior observations. The child's reactions to the process
of measuring will throw incidental light on his behavior characteristics. The physical measure-
ments become most useful when they are made periodically in relation to a series of examina-
tions. The sample form illustrates the method of recording a single examination and a series
of examinations.
Indices and derived measures will naturally be computed in connection with the detailed
analysis of the examination data. Any observed physical deviations, however, should be re-
corded immediately in the course of the examination under Comment, concerning appearance
and type. Certain deviations, including asymmetries, may require two or more separate
measurements to define them. Identification marks or peculiarities should go into the record.
The anthropometric summary may formulate a critical, comparative statement concerning
body type, deviations, growth increments, etc.
8. Summary Face Sheet. The face sheet carries for summary purposes a brief indication
of characteristic or maximum behavior, concretely expressed in relation to specific test situa-
tions in various behavior fields* This record also formalizes the diagnostic classification and
calls attention to complications or deviations which should be noted at subsequent examina-
tions. The comparative possibilities of the follow-up examinations are greatly enhanced if
each face sheet carries a paragraphic characterization of the child. It is not necessary for
this characterization to be inclusive and balanced* It may be formulated as a thumb-
APPENDIX D 247
nail sketch designed to recall vividly the distinctive characteristics of P the child under
examination.
The summary face sheet assumes added importance if the child is examined at repeated
intervals. The infant presently becomes of nursery school, kindergarten, and elementary
school age. The developmental diagnosis of behavior in infancy should be kept in close con-
tinuity with the psychological examinations made at later ages. The summary face sheet is,
therefore, planned to be equally serviceable for older children. A developmental biogram is
incorporated in the face sheet and designed to give a compact graphic summary of the findings
at any age. The biogram provides for determinations of maturity level in both behavior and
physical measurements. The blank spaces may be used to graph specially selected aspects or
fields of behavior. In drawing up the biogram, the recorder assigns appropriate age values to
the vertical lines of the grid. By recognizing the continuity of the child's developmental
career, the analysis of the infant's behavior growth may be brought into more vital relation-
ships with the clinical diagnoses at the more advanced ages.
The face sheet embodies a brief statement of the recommendations made. These recom-
mendations should be checked up on subsequent examinations, and should take due account
of the original reasons which brought the child to the clinic. The advice given should be
concretely summarized so that the status of the recommendations and the course of the child's
adjustment can be more intelligently and closely followed.
9. Follow-up Report. As a further check upon the recommendations and the develop-
mental career of the child, it is advisable to call for follow-up reports. These can be secured
through correspondence or they may come through interviews with the parents and social
workers. The Follow-up Report takes the place of an Introductory Report prior to a re-
examination. Re-examinations may be made either at the request of the responsible social
agency, of the parent, or on the suggestion of the clinic.
10. File Folder. The file folder may be used to inventory a series of follow-up examina-
tions. It provides a convenient over-view of the clinical contacts of any case which is receiving
repeated attention.
We have found it convenient and an aid to ready reference to distinguish the foregoing
forms by differential colors as follows: Form la, russet; Ib, white; 2, blue; 3, primrose;
4, caf6; 5, white; 6, goldenrod; 7, buff; 8, gray; 9, russet; 10, gray.
248 THE PSYCHOLOGY OF EARLY GROWTH
INTRODUCTORY REPORT by Social Agency
The Clinic of Child Development, Ib Davenport Aw., New Haven, Conn.
Name: Age: yrs wks. No.
(please print)
Name of Agency: Date of admission
Social Worker: or of supervision:
Agencies interested:
Reason:
Probable or proposed disposition:
BIRTH HISTORY: Date: Verified? Place (hospital) :
Weight: Term: premature wks.; postmature wks,; full
Complications during pregnancy:
Delivery (normal, precipitate, difficult, instrumental, version, etc.) Physician:
Condition at birth (cried immediately, cyanotic, resuscitated, etc.) :
Condition during first month (feeding difficulties, convulsions, crying, etc.) :
HEALTH HISTORY: (Hospital record No )
(Date of last physical examination, summary of examination. List illnesses with dates.)
DEVELOPMENTAL HISTORY:
Sat unsupported at mo. Walked alone at mo. Began to name objects (ball, etc.)
at mo. Trained to toilet at mo. Held own cup at mo. Fed self with spoon
at mo.
Further details:
FAMILY HISTORY: Address:
Name Birth date Nat'l Occupation Education
Father
Mother
Siblings School grade Development
(Continued on next page)
APPENDIX D 249
Note any exceptional or significant facts in regard to home conditions, parents, or relatives:
Has child been in foster home? In an institution? (Give details, including names and dates.)
SOCIAL HISTORY:
(Home and foster home conditions, treatment of child, opportunities for play with other
children same age, etc.)
Report on Child's Behavior (by mother or foster mother) : (Include her description of child's
outstanding personality traits, any problems presented with regard to feeding, sleep, play
etc.)
REASON FOR REFERRING TO CLINIC:
Submitted by..
Date
250 THE PSYCHOLOGY OF EARLY GROWTH
MEDICAL REPORT
In Case of. Age Date No..
(1) What is condition of child's
(a) Skin Hair
(b) Eyes Vision Corrected?
(c) Ears Hearing
(d) Teeth
(e) Nose .
(f) Tonsils Glands
cervical
axillary .
epilrochlear
inguinal..
(g) Thyroid
(h) Heart -
(i) Lungs ,
(j) Abdomen
(k) Genitals
(1) Extremities
(m) Reflexes , ,
(n) Posture
(o) Nutrition
(2) Tests
(a) Wassermann (e) Vaginal smear
(b) Tuberculin (f) Nose and throat culture..
(c) Schick
(d) Urinalysis (g) Vaccination
(3) Disease history (specify) :......
(4) Does child need immediate medical or surgical attention for any reason? (Specify)
(5) Does child show any evidence of physical defect, disorder, or disease? (Include any
deformities or disfigurements) ... ,
(6) Remarks:
Examining Physician .
Clinic
Date Address..,.,
APPENDIX D 251
SUPPLEMENTARY BEHAVIOR INTERVIEW
Name Age Date. No
Informant:
Mother: Age Height Weight Race
Health and special characteristics
Father: Age Height Weight Race
Health and special characteristics
Relatives and Siblings (Note any significant deviations, mental or physical)
BIRTH: Weight Place Physician
Term Labor
Post-birth behavior and vigor
Early feeding behavior
Motor development (include handedness and manner of manipulation of objects)
Language (include gestures)
Play interests (include toys)
Habits (self-help in feeding, dressing, toilet)
Emotions (personal attachments, fears, general sensitivity)
Parental factors (including statement of problem)
(Continued on next page)
252
THE PSYCHOLOGY OF EARLY GROWTH
BEHAVIOR DAY OF Age Date No
Informant:
Computa-
tion
Time
Event
Details and notes on appetite, habits, play, rest
Hours awake: No* of sleeping periods:
Longest period awake: Longest period asleep:
COMMENT:
APPENDIX D
OBSERVATION RECORD OF BEHAVIOR
Name Age _ Date.
253
No..
Exam, place Began Ended. Observ- Exam-
ers . iner
Pre-examination behavior and adjustments:
Situation
Behavior
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258
Name:
ANALYTIC SCORING SHEET
Age:
Date:...
Reckoning Ages
Items
L
&
Sum
POSTURAL BEHAVIOR Level:
i
Less mature behavior
d
f
Total
i
More mature behavior
d
f
Total
Reckoning Agm
I tfllttB
L
Sura
PREHENSORY BEHAVIOR Level:
i
Less mature behavior
d
f
Total
i
More mature behavior
d
f
To Uil
Reckoning AKOH
Itoma
L
A
Sum
PKRCEPTUAX. BEHAVIOR Level:
i n
IJOHS mature behavior
d
f
To till
i
More mature behavior
d
f
Totftl
HookoninK AtfftH
H<im
L
A
Sum
ADAPTIVE: BEHAVIOR Level:
i
IXIHS mature behavior
d
T~~"
.,
,._
Total
i
Mora mature behavior
d
f
Totitl
BookomnK A gnu
ttms
L
A
Sum
J.ANGUAOE-SOCIAI- BEHAVIOR Level:
I
I^ass mature behavior
d
f
Total
5
More mature behavior
4
f
Total
259
260 THE PSYCHOLOGY OF EARLY GROWTH
RECORD OF BEHAVIOR INDIVIDUALITY
Name Age Date No
Informant:
Special items for record of personality and emotional characteristics:
1. OUTPUT OF ENERGY great, always on go; average; underactive; fatiguable
2. GENERAL DEMEANOR (Postural and motor) tense, relaxed, poised, steady,
variable
3. SELF-ASSERTIVENESS
Submissive
Aggressive
Dependent
Follower
Leader
Independent
Self-reliant
Demands attention
Tends to show off
Caution
Complaining
4. SOCIABILITY (response to adults, older children, younger children, children of same
age)
Sensitivity
Sympathy (affected by others, indifferent)
Affection and attachment to family group
Jealousy
Communicativeness (eagerness)
Obedience
Reactions to solitude
5. INTELLECTUAL TRAITS
Inquisitive
Experimental
Originality
Imitative
Decisiveness
Sense of humor
6. EMOTIONAL EXPRESSION
Reactions to fatigue, hunger, and discomfort
Reactions to success
Reactions to failure and disappointment
Reactions to novelty and surprise
Crying behavior
Smiling and laughter
Speech (volume, flow, inflection)
7. FAVORITE PASTIME OR ACTIVITY
8. SPECIFIC BEHAVIOR DEVIATIONS f thumb sucking; nail biting jenuresis; speech
defects; tantrums; faulty habits in feeding,
sleep, sex or play behavior)
APPENDIX D
261
Name.....
Time of day:
ANTHROPOMETRIC RECORD
Age Date No-
Last feeding: Examiner:
Observations
Age
Norm
Indices-Measurements
Relative to:
Age
Norm
Lengths solos lo :
Vertex
Suprastcrnal notch
Pubcs
Acromion
lladialo
Stylion
Dactyiion
Derived measures:
Vortex-suprast.
VorUix-Pubos
Buprast.-Pubos
Aoroinjott-Radjalo
Acromioift-Stylion
Acrornion-Dactylion
Uadialo-Stylkm
Diamotors:
Biacromiul
Chest (nipples)
Biennial
(births:
Head
Chest (nipplos)
Other mouKuroH:
length
breadth
Span
Woight
Tooth
Hair color
l^yo color
Skin color
Length soles to vertex
Head girth
Chest girth
Biacromial diam.
Bicristal diam.
Head height
Head-body height
Body length
Span
Body length
Chest girth
Bioristal^diam.
Biacromial diam.
Pubes height
Other indices:
Complications; relaxed ,
tense, .; crying ; active ; cooperative
Comment concerning appearance and type:
SUMMARY;
262 THE PSYCHOLOGY OF EARLY GROWTH
SUMMARY FACE SHEET
Name Birth date..
Age Date
No. of visit Case No..
Seen by Medical No..
Maturity Level:
Maturity Level:
A. Postural
B. Prehensory
C. Perceptual
D. Adaptive
E. Lang.-Social
Height
Weight
Physical characteristics or deviations:
Special factors or complications:
Laterality:
File items:
Classification:
Follow-up :
Maximum (or characteristic) behavior:
A.
B.
C.
D.
E.
CHARACTERIZATION AND RECOMMENDATIONS:
APPENDIX D 263
FOLLOW-UP REPORT
Yale Clinic of Child Development, lb Davenport Ave., New Haven, Conn.
Name Age. Date
Change in social problem since last report:
Health (include minor illnesses since last report) :
Environmental changes (foster homes, hospitalization or institutional care, or change in
home conditions or care) :
Present adjustment (fears, shyness, dependency, or general emotional and social ad-
justment) :
Present reported habits (eating, sleeping, play, self-help, and general progress) :
Further pertinent comment:
Reason for re-examination:
Submitted by..
Agency
Date
264
THE PSYCHOLOGY OF EARLY GROWTH
FILE FOLDER
Yale Clinic of Child Development
Name
M.F. Age Date,.
Case No
Medical No.
Race: Where born:..
Father's name:
Referred by:... .
Classification: ..
File Items:
Research:
Address:..
Problem:
...Date of birth:
Verified?
Telephone:.
No. of
Visit
Place
Date
Age
D.L.
Classi-
fication
Service
Special Comments
Photo-
graphs
Referred
by
Seen
by
BIRTH HISTORY: Term:
Complications:
DEVELOPMENTAL HISTORY: Sat up at , mo.;
walked at , mo,; said words at
SCHOOL HISTORY: Grade Age Grade Age
Pro-school
Kdg. V
I VI
ii vn
III VIII
IV HS I II III IV
mo.; fed self with spoon at mo.
Teeth:
FAMILY HISTORY:
DISEASE HISTORY:
General quality of school work :
SOCIAL HISTORY (summarize by visit) :
APPENDIX E
NORMATIVE SUMMARIES OF PRESCHOOL DEVELOPMENT
THIS schedule of normative summaries is offered in outline form for convenience of refer-
ence and as an aid to the observation and estimate of behavior in children from one to five years
of age. The schedule is based upon the "System of Developmental Diagnosis" first presented
in The Menial Growth of the Preschool Child. This volume is now out of print and a revised
handbook of procedures and norms is in preparation. Pending the publication of such a hand-
book, the procedures formulated in the original volume may be followed.
The present schedule in a provisional way has selected serviceable diagnostic items of be-
havior and has classified them with respect to the same five behavior fields represented in the
Analytic Developmental Schedule for the first year of life. This similarity of arrangement is
intended to emphasize the continuity between the early and later age levels. The principles
ami procedures of genetic analysis set forth in the present volume are applicable to the entire
period of infancy and preschool childhood.
We believe that the same methods of analysis and interpretive characterization which in-
fant behavior requires must be used with older children to avoid the dangers of oversimplifica-
tion. In order to illustrate and to advance this point of view, the summaries of preschool
development are herewith presented in a preliminary form for tentative use. The individual
items are designated by letters and numbers, corresponding to those used in the syllabus of
normative items described in Chapter 7 of The Mental Growth of the Preschool Child (Gesell),
1. NORMATIVE SUMMARY FOR FIFTEEN MONTHS LEVEL
Postural Behavior, (a) M26 Walks independently; (6) St42 Attains standing independ-
ently*
Manual (Prehensory) Behavior. (<$ M40 Scribbles spontaneously; (6) A23 Builds tower
of 2 blocks; (c) M36 Throws ball into box; (d) P21 Uses spoon.
Perceptual Behavior, (a) A52 Adapts round block to formboard; (6) A33 Pours pellet
from bottle.
Adaptive Behavior, (a) A23 Builds tower of 2 blocks; (6) M35 Takes third cube.
Language Behavior, (a) Lll Says four words; (b) Expressive jargon.
Social Behavior, (a) P30 Asks for things by pointing; (6) P21 Uses spoon; (c) P23-24
Bowel and bladder regulated; (d) Co-operates in dressing.
2. NORMATIVE SUMMARY FOR EIGHTEEN MONTHS LEVEL
Postural Behavior, (a) Runs; (6) Seats self in chair; (c) Climbs stairs; (d) Walks pulling
toy.
Manual (Prehensory) Behavior, (a) A23 Builds tower of 3 or more blocks ; (6) Turns pages
of book; (0) M42 Imitates vertical stroke; (d) P21 Uses spoon with good control
265
266 THE PSYCHOLOGY OF EARLY GROWTH
Perceptual Behavior, (a) Looks at pictures; (b) Points to pictures of car or dog.
Adaptive Behavior, (a) A23 Builds tower of 3 or more blocks; (6) Accepts four or more
cubes; (c) A41 Puts cube on cup or plate; (d) M42 Imitates stroke.
Language Behavior, (a) Lll Says five or more words; (6) Conversational jargon; (c) P51
Points to nose, eye, hair.
Social Behavior, (a) P21 Uses spoon with good control; (b) P14 Says "Thank you" ; (c)
P16 Habitually inhibits forbidden acts; (d) P32 Knows where he wants to go.
3. NORMATIVE SUMMARY FOR TWENTY-ONE MONTHS LEVEL
Postural Behavior, (d) Walks backward (imitatively) : (6) Walks up stairs.
Manual (Prehensory) Behavior, (a) A51 Puts square in performance box; (6) P33 Tries
to turn door knob; (c) A27 Folds paper once imitatively.
Perceptual Behavior, (a) A24 Differentiates tower and bridge; (b) L12 Names one picture.
Adaptive Behavior, (a) A24 Differentiates tower and bridge; (6) A51 Places square in
performance box; (c) A27 Folds paper once imitatively.
Language Behavior, (a) L14 Joins two words; (6) L12 Names one picture; (c) Repeats
things said.
Social Behavior, (a) Asks for drink, toilet, or food; (6) P23 Bowel control established;
(c) Takes off shoes; (d) Pulls people to show.
4. NORMATIVE SUMMARY FOR TWENTY-FOUR MONTHS LEVEL
Postural Behavior, (d) Kicks a ball; (6) Goes up and down stairs alone; (c) Maintains
balance while hurrying.
Manual (Prehensory} Behavior, (a) A23 Builds tower of 6 blocks; (6) Imitates blocks in
row (train) ; (c) M42 Imitates circle.
Perceptual Behavior, (a) A52 Solves formboard in 4 trials; (6) L21 Points to 5 pictures;
(c) P44 Likes stories with pictures.
Adaptive Behavior, (a) A41 Places cube in cup, box, plate; (6) Imitates blocks in row for
train; (c) A52 Solves formboard in five trials.
Language Behavior, (a) L14 Uses words in combination (sentences); (6) Uses "you"
and "me" correctly; (c) L13 Names three of five objects.
Social Behavior, (a) P17 Tells experiences; (6) P15 Shows affection; (c) P45 Plays with
mimicry.
5. NORMATIVE SUMMARY FOR THIRTY MONTHS LEVEL
Postural Behavior, (d) Tries to stand on one foot.
Manual (Prehensory) [Behavior, (a) A23 Builds tower of 8 blocks; (6) M42 Imitates both
horizontal and vertical strokes; (c) M42 Marks twice for cross.
Perceptual Behavior, (a) Places one color form; (6) L21 Points to 8 pictures; (c) A52
Adapts blocks to formboard after initial error; (d) Adds chimney to train*
Adaptive Behavior, (a) A24 Builds bridge; (6) A52 Adapts block to formboard after in-
itial error; (c) M42 Marks twice for cross; (d) A70 Gives "Just one,"
Language Behavior, (a) LSI Names 5 pictures; (b) Detroit A 5 correct; (c) A70 Gives
"Just one."
Social Behavior, (d) PS3 Gives full name; (b) Helps put things away.
APPENDIX E 267
6. NORMATIVE SUMMARY FOR THIRTY-SIX MONTHS LEVEL
Postural Behavior, (a) Alternates feet going upstairs; (6) Stands on one foot.
Manual (Prehensory) Behavior, (a) A23 Builds tower of 8 blocks; (6) M43 Copies circle;
(c) M42 Imitates cross.
Perceptual Behavior, (a) Matches 3 color forms; (6) A24 Builds bridge from model.
Adaptive Behavior, (a) A24 Builds bridge from model; (6) Matches 3 color forms; (c)
M42 Imitates cross; (d) M43 Copies circle.
Language Behavior, (a) LSI Names 8 pictures; (6) Detroit B 6 correct; (c) Names one
color.
Social Behavior, (a) P20 Puts on shoes; (6) P26 Puts toys away; (c) P36 Can be trusted
with breakables; (d) P45 Advanced dramatic play; (c) P50 Asks questions of elders.
7. NORMATIVE SUMMARY FOR FORTY-TWO MONTHS LEVEL
Postural Behavior, (a) Walks on tiptoe.
Manual (Prelwnsory) Behavior, (a) M46 Traces diamond.
Perceptual Behavior, (a) A57 Matches 4 Binet forms; (6) A53 Discriminates lines.
Adaptive Behavior, (a) A43 Answers one comprehension question; (6) A70 Puts in " just
two."
Language Behavior, (a) Detroit B 8 correct; (ft) L22 Obeys 4 preposition commission
with cube; (<j) A70 Puts in "just two/'
Social Behavior, (a) PS3 Tells sex; (?>) P52 Knows a few rhymes.
8. NORMATIVE SUMMARY FOB FORTY-EIGHT MONTHS LEVEL
Postural Behavior, (a) Stands on one foot 4-8 seconds; (6) Walks 6 cm. board, touching
ground only once to balance.
Manual (Prehrnsory) Behavior, (a) M43 Copies cross; (&) A25 Imitates gate; (c) P24
Buttons clothes; (rf) P20 Laces shoes.
Perceptual Behavior, (a) A57 Matches 8 forms; (6) Draws man with head and legs; (c)
A 67 Adds 3 par It* to incomplete man,
Adaptive Behavior, (a) A43 Answers two comprehension questions; (6) A25 Imitates gate;
(tf) A67 Adds 3 parts to incomplete man; (d) M43 Copies cross.
Language Behavior, (a) Detroit B 11 correct; (6) L23 Obeys 4 prepositions (drawing) ;
(o) L3S Telia what he haw drawn,
Social Behavior, (a) P20 Laces shoes; (6) P24 Buttons clothes; (c) P25 Washes self;
(d) P35 Goes on simple errands outside home.
9* NORMATIVE SUMMARY FOH FIFTY-FOUR MONTHS LEVEL
Po$lural Behavior, (a) Hops on one foot,
Manual (Prehemory*) Behavior, (a) M46 Traces cross; (6) M43 Copies square.
Perceptual Behavior, (a) A54 Makes aesthetic comparison; (6) A25 Makes gate from model.
Adaptive Behavior* (a) A25 Makes gate from model; (6) M43 Copies square; (c) A71
Counts four objects*
language Behavior* (a) L16 Defines by use; (6) A71 Counts four objects.
Social Behavior* (a) P55 Distinguishes between morning and afternoon.
268 THE PSYCHOLOGY OF EARLY GROWTH
10. NORMATIVE SUMMARY FOR SIXTY MONTHS LEVEL
Postural Behavior, (a) Walks 6 cm. board without stepping off; (6) Stands on one foot
indefinitely.
Manual (Prehensory) Behavior, (a) M43 Copies triangle; (6) Pellets in bottle, 19 seconds.
Perceptual Behavior, (a) A26 Makes two steps of stairway; (b) A67 Adds ear and eye to
incomplete man ; (c) Identifies penny, nickle, and dime ; (d) Draws man with feet.
Adaptive Behavior, (a) A72 Draws just one, two, three, and four bubbles correctly; (6)
A71 Counts 10 objects correctly; (c) Both enumerates and describes Dutch scene; (d) Adds
within five.
Language Behavior, (a) Detroit B 14 correct; (6) L46 Articulation noninfantile.
Social Behavior, (a) P51 Distinguishes right and left; (6) Identifies penny, nickel, and
dime; (c) P26 Puts toys away neatly in box; (d) P53 Tells age.
11. NORMATIVE SUMMARY FOR SIXTY-SIX MONTHS LEVEL
Postural Behavior, (a) Walks 4 cm. board without stepping off.
Manual (Prehensory) Behavior, (a) Can print a few letters.
Perceptual Behavior, (a) A26 Makes stairway from model.
Adaptive Behavior, (a) A26 Makes stairway from model; (b) Subtracts one (within five).
Language Behavior, (a) L36 Gives differences.
Social Behavior, (a) Knows what to do if house is on fire; (6) Can print a few letters.
APPENDIX F
GLOSSARY
THE definitions of the glossary include the terms and abbreviations used to designate the
behavior items. The index may be used to refer to the definition of such terms as focal item,
critical age, behavior pattern, and similar expressions.
Abbreviations. The following abbreviations are used throughout the text from time to
time: B, bell; Ba, Ball play; Br, Bell ringing; CC, Consecutive cubes; CC1, First cube;
CC2, Second cube; CC3, Third cube; CM, Massed cubes; Cp, Cup; Cp-Sp, Cup and spoon;
Cp-C, Cup and cubes; G-S-B, Cup, shoe, box; Ct, Tower building; f, Feeding habits; F,
Formboard; G, Give it tome; M, Mirror; P, Pellet; Pa-Cr, Paper and crayon; P-Bo, Pellet
and bottle; per, Reported personal behavior; PfB, Performance box; pi, Play opportunities;
Pr, Prone; Ba, Rattle; 111), Dangling ring; R-S, Ring and string; R-S-B, Ring, string, and
bell; Si, Sitting; SiC, Sitting in chair; SiP, Pulled to sitting; so, Social behavior; Sp, Spoon;
St, Standing; Stc, Staircase; Su, Supine; T, Table top; to, Toilet habits; v, Vocalization.
When the first letter of a symbol is not capitalized, the behavior is reported, rather than
observed by normative examination.
Acute flexed: flexed to an angle less than 90,
Adductecl (with reference to legw); a position close to the median plane of the body.
Adjusts (with reference to language- items) : indicates by regard or otherwise that the meaning
of the communication has been understood or has served as a cue.
Alternately (with reference to attention shifts): prior to grasp, the attention shifts from one
object to the other* It implies that both objects are not simultaneously spanned by the
child's attention*
Apart (with reference to feet) : separated four inches or more.
Approaches: any adjustive activity, initiated by the stimulus object, which brings the arms or
hands nearer to the object.
Arches (with reference to the back): active dorsal flexion of the thoracic and lumbar spine.
Ann: one or both arms.
Assistance: balance or slight support is given the child*
Assumes; moves into position without assistance and retains the postural position although
perhaps briefly.
Attains: succeeds in going from one position to another without help, unless the help is
specified.
Attends: regards or directs activity toward.
Bobbingly reat: predominantly erect but unsteady, with fine rhythmic nodding, or gross
lunging and re-eracting*
Bounces (with reference to hips) ; lying supine, repeatedly raises the hips while supporting the
body on shoulders and feet.
269
270 THE PSYCHOLOGY OF EARLY GROWTH
Bounces (with reference to ring) : dangles ring by string and jerks string so that ring bobs up
and down.
(with reference to standing) : repeated simultaneous flexion of the legs followed by vigor-
ous extension so that the child repeatedly thrusts himself upward.
Briefly (with reference to extension): position held more than momentarily but not pro-
longedly.
Clenches (with reference to hands) : if open, the hand closes tightly and prematurely so that
the object is not grasped; if closed, the hand closes more tightly.
Close (with reference to hands closing on each other) : the hands approach each other rather
than the object.
Closed (with reference to hands) : fingers flexed over the palm but not necessarily in contact
with the palm.
Combines: manipulates one or both objects so that they are brought into contact which is not
merely fortuitous.
Compensates (with reference to the head) : resists the pull of gravity, holding the head either
in line with the body or raised.
Consistently (with reference to regard) : the child does not necessarily regard the object con-
tinuously but his general activity indicates that he is aware of its presence.
Contact: touches, with or without regard. A child may therefore contact an object without
making an approach upon it.
Crawling movements : leg movements as in crawls ; arm movements are not necessarily present.
The activity is usually ineffective in producing progression.
Crawls: progresses while prone, the trunk resting in part or whole upon the supporting surface.
Creeps: progresses forward with body raised from the supporting surface.
Cruises: steps sideward while maintaining balance by any available support.
Definitely fixates: regard is definitely arrested as the object comes into the line of vision.
Delay: usually implies that there is sotoe intervening activity such as obvious focus of atten-
tion on another object or other activity. It is not specified in terms of seconds but there
is usually no difficulty in distinguishing between prompt activity and delayed activity-
Depends (with reference to "depends on examiner or mother") : clings to mother or examiner,
or adjustment is inadequate without presence of mother.
Difficulty (with reference to pulled-to-sitting) : does not come to sitting on the examiner's first
pull. Instead, child may slide on the platform or may extend so that readjustment of the
support is necessary.
Directs approach: line of approach is regular but not necessarily direct*
Dislodges : perceptibly moves the object from position.
Drags: moves object along surface with or without grasping.
Drops: involuntary or voluntary releasing of the object.
Engage (with reference to hands and feet): Hands: one hand clasps or entwines finger or
fingers of other hand. Feet: rubs together or crosses feet.
Erect: vertical.
Exploits: manipulates in an investigatory way; a diversity of behavior is implied.
Extends back: active dorsal flexion of the spine.
Extends head : active dorsal flexion at the neck so that the head is tilted back.
Face arm: the aim toward which the face is directed when the head is turned to the side*
APPENDIX F 271
Face leg: the leg on the side toward which the face is turned when the head is turned toward
the side.
Falls: any falling whether complete or intercepted by the examiner.
P.m. position: in the median line at the table edge, farthermost from the child, as designated
on the diagram of the table top, Chapter IV.
Fingers (verb): moves object between fingers or, in case of table top, slowly moves fingers
about in contact with the surface.
Fixates: arrest of regard on object.
Flexed: the angle between parts is less than 135.
Foot: one or both feet.
Forward (head set forward) : head is vertical but held slightly in front of, rather than in line
with, the body.
(with regard to progression) : does not necessarily mean directly forward; may be forward
and sideward.
Frankfort horizontal line: line passing through lowest point in margin of orbit and highest
point in margin of auditory meatus. 1 (See Fig. 30.)
Free hand: hand which is not grasping the object.
Freely (with reference to head turning) : turns smoothly and completely.
Frets: not necessarily crying but a vocalization incipient to crying. Actual crying is included.
Grasps: unless otherwise specified, the item implies approach to the object in the standard
way, followed by closure of the hand on the object so that the object is actively held in the
hand.
Gurgles: vocalizes a soft g sound by bubbling air through saliva over the posterior part of the
tongue.
Hands together: hands in contact.
Head line: line perpendicular to the Frankfort horizontal (#.t).).
Holds: retains in grasp. The retention may be followed by subsequent release.
Immediate: within !1 seconds.
Immediately; as the object is placed in position.
Inadequate (with respect to balance) : does not necessarily mean that the child falls but that
the balance is precarious.
Incipient insertion (with reference to formboard) : includes those cases where the block is defi-
nitely brought toward or placed near the hole.
Indefinite; questionable, poorly defined.
Induced (with reference to behavior) : the behavior is modified in accordance with the demon-
stration.
Inserts: does not imply that insertion is complete, i.e., that rod is completely put through the
performance box hole.
Inserts (with reference to block) ; places the block in the hole; release is implied.
Inspects: regards with perceptible exploratory eye movements,
Interdigitally: between the fingers*
Intermittently (with reference to regard) : repeated brief shifts of regard from the object prior
to prehension,
Inverted (with respect to feet) ; the soles of the feet turned toward the midplane.
i Wilder, Harris H,: A Laboratory qf Anthropometry. Philadelphia: P. Blakbton, 1920. P. 38.
272
THE PSYCHOLOGY OF EARLY GROWTH
AB- LONG AXIS Or BODY
C D: FRANKFORT HORIZONTAL
EF- PERPENDICULAR TO C D
HEAD LAG:
ANGLE BETWEEN EF AND AB
FIVE DEGREES OF HEAD LAG OBSERVED
IN THE PULLED- TO -SITTING St TVATtQN. [$i
L COMPLETE LAG, 90*
& MARKED LAG, 4$ +
3. MODERATE LAG, 43*
4. SLIGHT LAG> 45*
J, NO LAG, 0*
FlGTOB 29
APPENDIX F 273
Inverts (with reference to hand) : turns palm of hand toward the midplane.
Kicks: refers to one or both legs. At the early age levels the motion is one of flexion and ex-
tension or extension of the already flexed limbs.
Knows breast or bottle: indicates by increased animation or activity or by anticipatory mouth
movements or reaching on sight of breast or bottle.
Lags (with reference to head) : as the child is pulled from supine to sitting, the head lags in
passive dorsal flexion behind the frontal plane of the body.
markedly (with reference to head) : see Fig. 29.
moderately (with reference to head) : see Fig. 29.
Laterally (with reference to arms) : extended sideward at right angles to the body.
Leg: one or both legs.
Line of vision: a position in the plane of regard at a favorable distance (about 1 foot) which
demands slight convergence of the child's eyes.
Long heads: those infants in whom the perpendicular distance from the line of the ears to the
occiput is large in proportion to the diameter of the head at the otobasion superius. 2
Lowers (with reference to self) : refers to attaining, with control, the sitting position from the
standing position.
Maintains: not necessarily prolonged behavior but sustained more than momentarily.
Manipulates: hand activity with object including scratching, fingering, slapping, rubbing, and
patting- Sec item notes for more specific reference.
Median position (with reference to table top): either along the median line or with the center
of the object on the median line.
Midplane : the sagittal plane or the dorsal- ventral plane passing through the center of the body.
Midposition (with reference to head) : the midplane of the head is coincident with the midplane
of the body.
Momentary: less than 3 seconds. It should be noted that this duration of regard is compa-
rable with transient regard specified by Castner. 3
Mm. position (with reference to table top) : on the median plane, midway between the stand-
ard position and the table edge, Chapter IV-
Occiput arm: the arm toward which the occiput is directed when the head is turned toward
the wide.
Occiput leg: the leg on the side toward which the occiput is directed when the head is turned
toward the side*
Open (with reference to hands) ; not closed; the fingers may be slightly flexed but unless they
are flexed over the palm, the hand is said to be open.
Opposition (with reference to thumb) : by circumduction the volar pad of the thumb is brought
Into an oppoaittve relationship to the volar pad of another digit, with or without an inter-
vening object.
Outwardly (with reference to outward rotation of legs) : the medial aspects are turned ventral-
ward*
Passively: without any differential overt response like mouthing, straining, or any kind of
apparent approach*
* Martin, Rudolf: Lehribuch der Anthropokgte* Jena : Gustav Fisher, 1928* Vol. 1, pp. 148* The superior
point where the ear attaches to the side of the head.
Cattner, B. M.; **The Development of Fine Prehension in Infancy/' Genetic Psychology Monograph*,
1932, 12, 2 156-157,
274 THE PSYCHOLOGY OF EARLY GROWTH
Perceptibly (with reference to head turning): noticeably or more than about 15.
Pivots (with reference to dorsal) : the child retains the supine position but so maneuvers that
the long axis of the body makes an angle to its original position. The pivotal point may
be the trunk or the head.
(with reference to sitting) : By rotation the child so changes his orientation that when he
sits erect, not turning to either side, he faces in a new direction.
Places (with reference to cube on cube, spoon in cup, cubes in cup, bell in ring, or ring over bell) :
does not necessarily imply that the object is then or subsequently released.
Pleasantly (with reference to "responds pleasantly to situation"): the child gives some evi-
dence of enjoyment in the situation. He may smile, laugh, or otherwise display eagerness
by postural activity.
Plucks: prehends with pincerlike prehension preceded by overhand approach.
Pokes: usually applies to the index finger but occasionally the thumb is also used for poking.
The other fingers may or may not be extended.
Postural activity (with reference to bell ringing) : any activity of head, arms or body.
(with reference to other situations) : any change of position such as pivoting, pulling to
standing, or creeping. Such items as bouncing or any other gross bodily movements are
also included.
Predominantly: more than half the time.
Presenting hand of examiner: hand with which examination material is presented.
Prominently: more than perceptibly, but not quite predominantly.
Pursues (with reference to visual pursuit) : does not necessarily mean continuous visual pur-
suit, but subsequent regard which occurs with sufficient promptness or with sufficient
directness so that it is obvious that the object has either been followed to its position, or
that the child is definitely searching for the moved object.
Quadrupedal (with reference to the prone position) : the child rests on hands and both feet or
hands, one foot and one knee.
Rail, side: top of the side panel of the crib.
Recurrently (with reference to regard) : the child regards the object, looks away, and again
regards the object in a fairly brief period- It includes intermittent regard*
Regards: any visual fixation on the object. Doubtful instance** are included.
Releases: a movement of the hand, apparently voluntary, which detaches the object from
grasp. It is not always possible to distinguish releasing from other typen of dropping,
but at the incipient stages the more voluntary release is usually accompanied by regard
for the object while mere dropping is not.
Removes cube from cup or block from formboard: does not Include lifting the cup and
shaking it so that the cube dropped out, or lifting the formboard so that the block
remains on the table. It refers instead to grasping the cube or blockand lifting it from
the cup or hole.
Re-secures: re-grasps.
Responds (with reference to faces, to "bye-bye," to inhibitory words, to "so big n to ball play) ;
any reaction, whether complete, imperfect, or partial, which is clearly responsive to the
word or the total situation.
Rolls (ball) : any releasing of the ball so that it rolls,
(pelvis) : rotates pelvis.
APPENDIX F 275
(to side) : the pelvis may not be as completely turned as the shoulders; or the shoulders
may not be as completely turned as the pelvis; but the child has not rolled fully to a reverse
position and is not in prone or supine position.
Rotated (with reference to the turning of the head) :, the sagittal plane of the head is turned to
make an angle of 45 or more to the sagittal plane of the trunk.
Rotates (with reference to cubes and cup) : turns the object about. The rotation may take
place as it is held in the hand without transfer, or the object may be transferred from one
hand to the other and thereby rotated.
Round heads : those infants in whom the perpendicular distance from the line of the ears to the
occiput is small in proportion to the diameter of the head at the otobasion superius. (See
long head.)
S.m. position: standard median position as designated on the diagram of the table top,
Chapter IV.
Sags: the head droops in passive ventral flexion.
Says (with reference to words) : the word is not necessarily comprehensible but the sound is
repeatedly and consistently made with a particular meaning.
Semi-extended: extended so that the angle at the joint of flexion is between 135 and 180.
Set forward: see forward.
Shifts (with reference to regard) : any definite transfer of ocular fixation which occurs after the
object is regarded and before it is dropped. If the record states that the child regards
the cube, then his own hand, then surroundings, his regard would be said to shift to both his
own hand and the surroundings.
Sideward: toward the side.
Slightly (with reference to head lag) : see illustration, page 272,
Slumps (with reference to the body position): relaxation is not necessarily implied. If, for
instance, when the child is in the chair and supported only by the canvas band, he gradu-
ally leans more and more to the side and does not independently resume the erect position,
he is said to slump to the left.
Smiles: the usual changes in contour of mouth and eye slits.
Sober: an unsmiling expression.
Spontanexnisly (with reference to rattle) : the rattle is regarded in the midplane (this may be
the lino of vision) before it is moved to the line of vision or before it is shaken.
Staccato marks (with reference to paper and crayon): mere dots or dots with a faint line, as
opposed to a more uniform, smooth, and continuous line.
Stands on toes: the heels arc raised while the foot remains in partial contact with the platform.
Weight IB not necessarily supported.
Stares: a dill'use fixation in line with but beyond the object, accompanied often by reduction
of activity and widening of eye slits.
Starts (with reference to boll ringing) ; varies from sudden jerky movements to a complete Moro
reflex response and is usually followed by a very brief cessation or reduction of activity,
or sometimes by crying.
Steady (with reference to the head) : erect position is maintained without nod or wobble.
Stopping movements: alternate flexion and extension of first one leg and then the other when
the child is held in the standing position. The feet may return each time to their original
position (in, which case the child steps in place) or they may advance on the platform with
276 THE PSYCHOLOGY OF EARLY GROWTH
each step, in which case he will progress if the examiner keeps the trunk in line with the
legs. Full weight is not, of course, supported by the child.
Strains toward: leaning evidenced by ventral flexion of the neck and possibly of the thoracic
spine.
Support, slight (with reference to sitting position) : by light pressure exerted either on the side
or back of the child's trunk, the examiner provides very slight assistance toward mainte-
nance of balance.
Surmounts (with reference to staircase) : both feet are brought up to the tread designated.
Surroundings: a general term wliich applies to all of the environment with the exception of
persons, the table top, crib, or the immediate test materials.
Sustainedly (with reference to head in the prone position) : the head is held in position more
than momentarily. It often happens that a child who has held the head sustainedly
for a brief period, presently holds it only momentarily.
Swings (with reference to pelvis) : by lateral flexion of the spine, the pelvis is moved sideward.
Throaty noises: soft subvocal sounds produced by the back of the tongue and throat.
Tonic-neck-reflex position: a postural attitude in which the head is held sustainedly rotated
to the side, with the arms and frequently also the legs in asymmetric position. Typically
the face arm (the arm toward which the face is turned) is extended and free to move, while
the homolateral leg may be flexed; the opposite arm is sharply and tonically flexed near
the occiput, and the homolateral leg is in relative extension.
Transfers: when the child is holding an object in one hand and takes hold of it with the other
hand, releasing it with the first hand, the object is said to be transferred from one hand
to the other.
Transposes (with reference to objects, especially cubes) : the child grasps the cube and places
it elsewhere.
Turns cup over (with reference to inverted cup) : cup is rotated so that it rests either on its
side or right side up.
Turns head: rotates head.
Turns to side (with reference to sitting) : rotates shoulders and upper trunk.
Turns to side rail: pivots facing the side rail or merely turns to side and directs attention to
side rail.
Twiddles (with reference to cube): rotates cube slightly by moving it between thumb and
fingers.
Undirected (with reference to hand-arm activity) : the movements differ from those seen be-
fore the object is regarded, but do not result in bringing the hand nearer the object.
Uniformly rounded (with reference to the back) : the cervical, thoracic, and lumbar spine are
flexed ventrally in a smooth continuous line.
Ventral suspension: as the child is being lowered to the prone position, the position is indicated
as one of ventral suspension, although the child is act retained in the position*
Vocalizes: is a general term referring to any audible, undiflerentiated vocal activity.
Windmill motions (with reference to the arms) : the arm moves headward rapidly and is then
brought down over the face and chest tensely and tremulously and more slowly ; the move-
ments usually occur in series and may involve one or both arms.
Withdrawing hand (with reference to the examiner's hand) : the examiner's hand from the
time it leaves the object in position on the table top untU It is out of sight*
APPENDIX F
277
CD? FRANKFORT HORIZONTAL
: PERPENDICULAR TO CD
HEAD ELEVATION:
ANGLE BETWEEN EF AND PLATFORM
PLATFORM
PLATFORM
PLATFORM
FOUR ZONES OF HEAD ELEVATION
OBSERVED IN THE PRONE SITUATION
ZONE A SLIGHT ELEVATION, LESS THAN 45*
ZONE 2. BETWEEN 45* AND 90*
ZONE J< 90*
ZONE 4. OVER 90*
FIGUBB BO
278 THE PSYCHOLOGY OF EARLY GROWTH
Withdraws from strangers: will not go to strangers after a brief introductory interval between
5 and 10 minutes.
Zone 1 (with reference to head elevation in the prone situation) : the line of the head EF (name-
ly the perpendicular to the Frankfort horizontal CD) makes an angle of less than 45 with
the platform. (See Fig. 30.)
Zone 2 (with reference to head elevation in the prone situation) : the line of the head EF
(namely the perpendicular to the Frankfort horizontal CD) makes an angle between 45
and 90 with the platform, AB. (See Fig. 30.)
Zone 3 (with reference to head elevation in the prone situation) : the line of the head EF makes
an angle of 90 with the platform. The Frankfort horizontal is parallel with the platform.
(See Fig. 30.)
Zone 4 (with reference to head elevation in the prone situation) : the head is retracted so that
EF makes an angle with the platform greater than 90, (See Fig. 30.)
INDEX
Abbreviations used in text, 269
Abnormal growth, 223
Accuracy
of Analytic developmental schedule. See Schedule
Adaptation, 150, 153, 154, 155, 157, 158, 159, 160, 161,
162, 177
to strangers, 153
See also Behavior, adaptive
Adaptive behavior. See Behavior, adaptive
graph of (Figure 26), 233
Adjustment of child, 34
during Clinic visit (Table 4), 13
Ago
behavior. See Behavior age
of children examined (Table 3), 11
chronological, 73
critical, 166, 207, 229
distribution of physical disturbances (Table 16), 32
interpolated, 207
levels. See Age levels
maturity. See Maturity age
of normative subjects, 31
deviation of actual age from assigned exami-
nation age (Table 17), 33
of parents of normative subjects (Table 11), 28
placement of behavior items, 206
post~coneeption, 223
#0ne, 212
Age levels in
months
15 months, 265
18 months, 265
2i months, 266
24 months, 266
30 months, 266
36 months, 267
42 months, 267
48 months, 267
54 months, 267
60 months, 268
66 months, 268
weeks
4 weeks, 8 t 11, 12, 148, 163, 198
6 weeks, 8, 11, 149, 163, 198
8 weeks, 150, 163, 164
12 weeks, 8, 150, 163, 164, 198, 217
16 weeks, 8, 11, 74, 152, 163, 164, 198
20 weeks, 153, 163, 164, 198, 212, 217
24 wks, 154, 163, 164, 212, 213
28 weeks, 155, 163, 164, 308, 209, 210, 212, 213,
214, 216
32 weeks,
36 weeks,
40 weeks,
44 weeks,
48 weeks,
52 weeks,
56 weeks,
60 weeks,
64 weeks,
68 weeks,
72 weeks,
80 weeks,
104 weeks,
156, 163, 164
157, 163, 164
158, 164
159, 164
160, 164
161, 164
162, 164
164
164
164
164
164
164
years
5 years, 15, 18
10 years, 16, 18
Amatruda, Catherine , 7, 196, 222
Ames, Louise B., 199
Analysis
of behavior records, 70
of maturity status, 210
procedures for, 210
deriving, 210, 214
inspecting, 210
listing, 210, 212
specification, 210, 215
summarizing, 210, 216
as measurement, 193
of reported behavior, 78
principles of genetic, 193
Analytic
appraisal of growth status, 210
developmental schedule. See Schedule, analytic
developmental
score sheet (Figure 22), 213, 245, 259
Anthropometric
examination, 83
illustration of (Figure 18), 67 ff.
instruments used (Table 20), 86
illustration of (Figure 19), 67 ff.
procedure
general, 83
individual measurements, 86
order of, 85
record, 85, 246, 261
measurements
instruments for (Table 20), 86 ff,
procedure
circumferences, 89
diameters, 88
longitudinal measurements, 86
279
280
INDEX
Anthropometric (Continued) :
reliability of, 85, 92
supplementary observations, 91
weight, 90
norms, 180
boys (Table 21), 182, 183
girls (Table 22), 184, 185
indices, boys (Table 23), 186, 187
indices, girls (Table 24), 188, 189
record, 246
See also Measurements, physical
Appraisal
analytic, of growth status, 210
clinical, 221, 222
Approach. See Prehension
Arising, 168
Arm-hand posture, 148, 149, 150, 151, 152, 153, 154,
155, 156, 158, 167, 198, 202
Atlas of Infant Behavior, 7, 43, 97, 147, 163, 164, 209,
240
delineation
of ball play behavior. See Ball play
of bell behavior. See Bell behavior
pagination of
naturalistic series, 164
normative series, 163
Atypical growth, 223
birth injury, 224, 240
cretinism, 224
films illustrating, 240
Baby's Day at 12 weeks, 239
Ball play behavior, 44, 98
Atlas delineations, 98
behavior items, 98
examination
conditions, 44
procedure, 44
situation, 98
Barr scale ratings, 19, 20, 21
Behavior
adaptive, 203, 257, 265, 266, 267, 268
graph of (Figure 26), 233
See also Adaptation
age, 202
categories, 202, 205
relationship to behavior items, 203
data, reliability of, 69, 73
day, 77, 80, 81
interview, 244
record, 8, 77, 78, 79, 244
development, lawfulness of, 199
diagnosis, pediatric aspects of, 233
examination. See Examination, normative
fields of. See Fields of behavior
forms, 4
functions of, 202
growth, 8, 195, 198, 201, 205, 223
in neonate, 9
measurement of, 204, 205
trends in (Figure 20), 197
home, 78, 81
individuality, record of, 245, 253, 260
interview, 244, 250
items, 199, 201, 205
age placement of, 206
ball play, 44, 98
bell, 44, 99, 100
bell ringing, 45, 101
consecutive cubes, 45, 102, 103
first cube, 46, 104, 105
second cube, 46, 105
third cube, 46, 106
course of development of, 204
cubes, massed. See Massed cubes
cup, 48, 109, 110
cup and cubes, 48, 111, 112
cup and spoon, 48, 113, 114
cup-shoe-box, 49, 114
dangling rin#, 50, 127, J2B
decreasing, 200, 201, 206, 207, 210, 211, 212, 213,
214, 236
feeding habits, 140
focal, 200, 201, 206, 207, 210, 211, 212, 213, 214,
235 237
formboard, 51, 115, 116
give-it-to-me, 52, 116, 160
growth IrondB of. Seo Trends, growth, of be-
havior items
ideal diwtribulion of ttcoros, 208
incidence of, 75
increasing, 200, 201, 206, 207, 210, 211, 212, 213,
2H, 236
language, 157, 158
listing, 210, 212
manned euben, 47, 107, 108, 154
mirror, 52, 117, 15<), 162, 163
paper and crayon, 53, 1 17
pellet, 53, 119, 120*
pellet and botllo, 54, 121
performance tx)x, 5<t<, 122, 123
parson*! behavior, 140
play opportumlioH, HI
postural adjuMlmon t, 55, 56
prone, 57, 123, 124
pulkcl to Hitting, 60, 130, 131
rattle, 58, 125, 126
relationship to behavior categories, 203
reported itmm 140-146
ring and string, 59, 129
ring, string and boll, 60, 130
selection of, 207
sitting, 60, 131, 132
sitting in chair, 62, 132
social behavior, 141, 142
spoon, 62, IBS, 134
staircase behavior, 63, 134
standing, 63
standiag and walking, 135, 136
supine, 64, 137, 138
INDEX
281
table showing incidence of selected behavior
items (Table 18), 75
table top, 65, 139
toilet habits, 142
tower building, 47, 108
vocalization, 143
waking and sleeping periods, 80, 144-146
See also Ball play, bell, bell ringing, etc.
language, 157, 158, 265, 266, 267, 268
language and social, 149, 153, 159, 160, 162, 163,
178, 203, 258
graph of (Figure 27), 234
manual. See Behavior , prehensory
maturity, evaluation of, 229
normative. See Age levels in weeks
norms, 97
See also Situations of normative examination
pattern, 165, 199, 205, 223, 224
normal sequence of, 199
perceptual, 203, 256, 265, 266, 267, 268
graph of (Figure 25), 232
postural, 202, 209, 211, 213, 254, 265, 266, 267, 268
graph of (Figure 23), 230
prehensory, 202, 213, 255, 265, 266, 267, 268
graph of (Figure 24), 231
records. Boa Records , behavior
reported
analysis of, 78
rout schedule of, 242
situation
route schedule of, 242, 245
Beo also Behavior items
social behavior, 141, 142, 151, 266, 267, 268
status of infants, 147, 222
clinical appraisal of, 221
variability, 73, 195
ttelutvior at One Year, 240
Ikhamor Day at Forty-eight Weeks, 239
Boll, 150, 152, 154
behavior, 44, 99, 100
Atlas delineations, 100
behavior items, 99
examination
conditions, 44
procedure, 44
situation, 99
See also Bw0 tiring and bell
See also Manipulation and Prehension
Ball ringing behavior, 45, 101
behavior items, 101
examination
conditions, 45
procedure, 45
situation, 101
Bibliography of Yak Film* of Child Development* 238
Birth Injury, 224
film Illustrating, 240
Birth of normative subjects
conditions of (Table 14), 80
history of 30
place of (Table 14), 30
season of (Table 15, 30
Bodily measurements, 83
Body
posture and progression, 148, 150, 151, 152, 153,
154, 155, 156, 157, 158, 159, 160, 161, 162
type, 83
Boyd, Edith, 92
Cases. See Normative subjects
Gastner, B. M., 273
Categories of behavior. See Behavior categories
See also Fields of behavior
Chair, examining, 37
illustration of (Figure 7), 67 ff.
Child Development, Yale Films of. See Yale Films
of Child Development
Cinema
films, 97. See also Films
recording of examination (Table 3), 11
records. See Records, cinema
Cinematography, 4
Clinic Day (Table 4), 13
record form, 12
summary table, 13, 34
Clinical
appraisal
of behavior status, 221, 222
crib, 37
illustration of (Figures 5, 6), 67 ff.
examination, route schedule for (Figure 28), 241
procedures, 217
record forms, 243
use of maturity level summaries, 147
usefulness of analytic developmental schedule, 220
Combining behavior, 158, 160, 161, 162, 176, 203
Comparison of
methods of evaluation of behavior maturity, 229
mother's reports with Examiner's observations
(Table 19), 81
Comprehension. See Language
Concepts, basic, 4
Consecutive cubes behavior, 45, 46, 102, 103
Atlas delineations, 103
behavior items, 102
examination
conditions, 45
procedures, 46
regard during, 170
situation, 102
See also First cube
See also Second cube
See also Third cube
Construction of analytic developmental schedule,
See Schedule
Courtis, & A., 195
Crawling, 150
See also Prone behavior
Crayon behavior. See Paper and crayon
Creeping, See Prone behavior
282
INDEX
Creeping to Walking, from, 239
Cretinism, 224
film illustrating, 240
Crib, normative, 37
illustration of (Figures 5, 6), 67 ff.
Critical age, 166, 207, 229
Cube, 151, 152, 153, 154
bebavior. See Consecutive cubes, Cup and cubes.
First cube, Massed cubes, Second cube, Third
cube and Tower Building.
See also Manipulation
See also Prehension
Cup, 152, 153, 154
bebavior, 48, 109, 110
Atlas delineations, 110
behavior items, 109
examination
conditions, 48
procedure, 48
situation, 109
See also Manipulation
See also Prehension
Cup and cubes behavior, 48, 111, 112
Atlas delineations, 112
behavior items, 111
examination
conditions, 48
procedure, 48
situation, 111
Cup and spoon behavior, 48, 113, 114
Atlas delineations, 114
behavior items, 113
examination
conditions, 48
procedure, 48
situation, 113
Cup-shoe-box behavior, 49, 114
behavior items, 114
examination
conditions, 49
procedure, 49
situation, 114
Dangling ring, 148, 149, 151, 152, 153, 154
behavior, 50, 127, 128
Alias delineations, 128
behavior items, 127
examination
conditions, 50
procedure, 50
regard during, 170
situation, 127
See also Manipulation
See also Prehension
Data
behavior, reliability of, 69, 73, 74
in normative survey, 8
treatment of, 71
See also Behavior records
Davenport, Charles B., 85, 196
Delineation, photographic, of maturity levels, 163
Dentition. See Anthropometric norms
Development
behavior, 199
infant, 4
measurement of, 4, 201
normative summaries, preschool, 265
physical, 201
Yale Films of Child, 12, 43, 238
Developmental
diagnosis, 222
procedures for, 221
schedule, analytic. See Schedule
test materials, 39
illustration of (Figure 10), 67 If.
Deviations
of age of subjects from assigned examination age
(Table 17), 33, 73
from maturity age. See Maturity age
from standard pregnancy period (Table 13), 29
Diagnosis
behavior, pediatric aspects of, 223
developmental, procedures for. See Procedures
and prognosis, 222
Diagnostic utilisation of norms, 222
Disposal bag, 37
Duration of pregnancy, in mothcrn of normative sub-
ject* (table 13), 29
Dome. Sec Photographic dome
Dorsal situation. See Supine behavior
Darken, B., 34
Early Social Behavior, 240
Equipment, examination. Soo Examination equip-
ment
Evaluation of maturity, comparison of methods. Bee
Methods
Examination
anthropoimrtric. Soo Anlhropometric examination
arrangements, illuHlrntton of (Piguro 1), 35
behavior. See Examination* nornmtwe
clinical
route schedule for
illustration of (Figure 28), 241
equipment, 37
table, portable, 11, 36, 37
illustration of (Figure $) 67 flf*
See alao Examination, normative
examiner's summary of, 15
home, 11, 36
duration of, 36
equipment for, II, 36
interruptions of, 36
procedure for, 36
intervals between* 10
tabulation of (Tablo 2) f 10
materials. See Examination, normal m
normative. See Examination, normative
table, portable, II, 86.
Examination, normative, 14, 34
INDEX
283
cinema record of, 11
dictated report of, 69, 74
dictation of, 14
equipment, 37
disposal bag, 37
examining chair, 37
illustration of (Figure 7), 67 ff.
illustration of (Figures 5-12), 67 ff.
platform covering, 37
portable examining table, 37
illustration of (Figure 8), 67 ff.
materials, 39
illustration of (Figures 9, 10), 67 ff.
order of, 40
panel, 10
place of (Table 3), 11
precautions in, 65
procedures, 42
films illustrating, 43
illustration of (Figures 13-17), 67 if.
See also under specific behavior items as Ball
play behavior
record of, 68 if.
route schedule of
illustration of (Figure 3), 41
rules followed in, 43
situations in. See Behavior Herns
summary table of (Table 3), 11
Kxaminer's summary of normative examination, 15
Examining
chair, 37
illustration of (Figure 7), 67 ff.
table, portable, 37
illustration of (Figure 8), 67 ft
location points of, 42
illustration of (Figure 12), 67 IT.
Expression
of maturity level, 215
See also Language
Fathers of normative subjects
occupations of (Tables 5, 6, 7), 18, 19, 21
schooling of (Table 8), 22
See also Parents
Feeding Behavior of Infants, 223
Feeding habits, 140
behavior items, 140
situation, 140
Fields of behavior, 202, 205, 206, 208, 216
File folder, 247, 264
Films
of Child Development. Sea Yak Films of Child
Development
illustrating atypical development, 240
illustrating normative procedures, 43
Fingering, 198
First cube, 153, 154
behavior, 46, 104, 105
Atlas delineations, 105
behavior itema, 104
examination, procedure, 46
presentation of
illustration of (Figure 11), 67 ff.
situation, 104
See also Manipulation
See also Prehension
Focal items. See Behavior items, focal
Focus, 170
Follow-up
program, 15
report, 247, 263
Foot behavior, 168
See also Leg-foot
Formboard behavior, 51, 115, 116
Atlas delineations, 116
behavior items, 115
examination
conditions, 51
procedure, 51
See also Manipulation
See also Prehension
Forms
behavior. See Behavior forms
record. See Record forms
Functional
fields, 165
syllabus, 165
Functions of behavior, 202
Galton Laboratory, 196
Genetic analysis
principles of, 193
Gesell, Arnold, 3, 7, 15, 196, 202, 222, 223, 238, 265
Give-it-to-me behavior, 52, 116, 160
behavior items, 116
examination
conditions, 52
procedure, 52
situation, 116
Glossary, 269
Goodenoagh, F. L,, 21
Goodenough's scale, ratings of fathers (Table 7), 21
Grandparents of normative subjects
nationality of (Table 10), 27
occupations of, 21
schooling of (Table 8), 22
Grasp, See Prehension
Growth, 4, 224
abnormal, 223
analytic appraisal of, 210
atypical, 223
films illustrating, 240
behavior. See Behavior growth
integrative character of, 222
lawfulness of, 222, 225
nature of, 4, 194
patterning of, 17
patterns of, 4
physical 83, 195
status, 210
284
Growth (Continued):
trends of behavior items.
Growth of Infant Behavior:
Early Stages, 238
Later Stages, 238
INDEX
See Trends
Habits. See Feeding habits
See Toilet habits
Hand. See Arm-hand
Handedness, 172
Head
behavior, 166, 198
control, 148, 149, 150, 152, 153, 154, 155
elevation, illustration of (Figure 30), 277
lag, 166
illustration of (Figure 29), 272
zones, 149, 150, 151, 152, 155, 217, 277, 278
Health history of normative subjects, 31
Height. See Anthropometric norms
History, interview covering, 78
Home
behavior, 78, 81; record, 78
environment, 76
examination, 11, 36
of normative subjects, statistics on (Table 9), 24
visitor, 9, 76
visits, 76
Homogeneity of normative subjects, 9, 17, 20
Hrdlicka, Ales, 26, 83
Ilg, Frances L., 223
Illustrative case, use of developmental schedule, 209
Imitation, 177
Inaccuracies of measurement, 218
Incidence selected behavior items (Table 18), 75
Indicators of maturity, 212
Individual differences, 4
Individuality, behavior
record of, 245, 253, 260
Infancy ana Human Growth, 7, 15, 196
Infant Behavior: Its Genesis and Growth, 7, 97, 98,
144, 222
Infant development, 4
Infants, normative, 17
See also Normative subjects
Instructions
for analysis of behavior records, 70
for use of analytic developmental schedule, 206, 209
See also Procedures
Instruments used in anthropometric measurements
(Table 20), 86
illustration of (Figure 19), 67 ft
"Intelligence," 204
Intelligence of parents, normative subjects, 26
Interests of parents, normative subjects (Table 9), 24
Interpolated age, 207
Interval between examinations, 10
Interview, 76
about behavior day, 15, 244
about child's history, 78
about home environment, 76
procedures, 76
supplementary behavior, 244, 250
Introductory report, 243, 248
Investigation, normative, 5, 8
Item. See Behavior items
Kelley, Truman, 194
Language
and social behavior, 149, 153, 159, 160, 162, 163,
178, 203
graph of (Figure 27), 234
behavior, 157, 158
comprehension, 179
expression, 178
vocalization. See Vocalization
Lawfulness of
behavior development, 199
growth, 222, 225
Learning and Growth, 240
Leg-foot posture, 148, 149, 150, 151, 152, 153, 154,
155, 156, 157, 158, 167, 168, 198
Levels of maturity, 205
Lewin, Kurt, 194
Limitations of analytic developmental schedule, 218
Lincoln, Edward A., 20
Location points of examination table, 42
illustration of (Figure 12), 67 it
Locomotion, 168
See also Prone behavior
See also Standing and walking
Lunar month, 9
Lures, use of, 56
Manipulation, 154, 155, 156, 157, 158, 159, 160, 161,
162, 175, 202, 203
Manual behavior. See Behavior t prehensory
Martin, Rudolf, 273
Massed cubon, 47, 107, 108, 154
Atlas delineation**, 108
behavior items, 107
examination
conditions, 47
procedure, 47
situation* 107
See alno Manipulation
See also Prehension
Materials
bag, 40
illustration of (Figure 2), 38
examination, 39
illustration of (Figure 9), 67 fit
Maturity
ag
derivation, 214
specification of deviations from, 215
evaluation of behavior, 229
indicators, 212
level, 201, 217
INDEX
285
determination of, 208
expression of, 215
summaries, 147
clinical use of, 147
levels, 205
of normative behavior. See Age levels in weeks
photographic delineation of, 163
status, 210, 212, 222
summarizing, 210, 216
Measurement, 5, 193
inaccuracies of, 218
of behavior growth, 204, 205
units of, 194
Measurements
bodily, 83
physical, 8, 14, 201
reliability of, 92
See also Anthropometric measurements
Medical report, 244, 250
Mental Growth of the Preschool Child, The, 3, 202, 265
Methods of
calculating percent of cases showing behavior, 71
evaluating behavior maturity, 229
scoring, 207, 212
study
cross sectional, 5
longitudinal, 5
Mirror behavior, 52, 117, 159, 162, 163
Atlas delineations, 117
behavior items, 117
examination
conditions, 52
procedure, 52
situation, 117
Month
lunar, 9
solar, 9
Morphogenesis, 4
Mothers of normative subjects
duration of pregnancy (Table 13), 29
occupations of, 21
offspring, number of (Table 12), 28
previous pregnancies (Table 12), 28
reports, compared with Examiner's observation
(Table 19), 81
schooling of (Table 8), 22
Spa also Parents of normative subjects
Motion picture films. See Films
Nationality, parents and grandparents of normative
subjects (Table 10), 27
Neonate, behavior growth of, 9
Norm
connotation of , 4
generic, 5
Normative
behavior* See Age ImU in weeks
crib, S7
illustration of (Figure 5), 67 ff.
crfb and staircase, illustration of (Figure 6), 67 ff,
examination. See Examination, normative
infants, 17
photographs of, 83
See also Normative subjects
investigation, 5, 8
subjects, 17
adjustment to Clinic experience, 13, 34
age of, 31
deviation of actual from assigned examination
age (Table 17), 33
behavior status of, 147
birth of
conditions of (Table 14), 30
history of, 30
place of (Table 14), 30
season of (Table 15), 30
contacts with, 9
health history, 31
homogeneity of, 9, 17, 20
occupations of
fathers (Tables 5, 6, 7), 18, 19, 21
grandparents, 21
mothers, 21
photographs of, 83
physical
comfort during examination, 66
conditions of, 31
disturbances of (Table 16), 32
prenatal history of, 28
schooling of
grandparents (Table 8), 22
parents (Table 8), 22
selection of, 10, 17
separation from mother
precautions, 66
siblings (Table 12), 28
socio-economic status of parents and grand-
parents, 18
source of (Table 1), 10
summaries
of preschool development, 265
survey, 8
data, 8
Normatively
ideal distribution of behavior items, 208
illustration of (Figure 21), 208
symmetric infant, 208, 209
Norms, 5, 222
anthropometric, 180
boys (Tabl 21), 182, 183
girls (Table 22), 184, 185
indices boys (Table 23), 186, 187
indices - girls (Table 24), 188, 189
behavior. See Situations of normative examination
diagnostic utilization of, 222
use of, 206
See also Age levels in weeks
Observation
of behavior, record of, 208, 209, 245, 253
286
INDEX
Observation (Continued) :
of examiner compared with mother's report (Table
19), 81
Observations, at Clinic. See Visit at Clinic
reported, reliability of, 79
Occupations of
fathers of normative subjects (Tables 5, 6, 7), 18,
19,21
grandparents, 21
mothers, 21
Ocular adjustment, 203
One-way-vision screen, 14, 74
Order of examination, 40
Pagination of Atlas, 163, 164
Paper and crayon, 53, 117
Atlas delineations, 117
behavior items, 117
examination
conditions, 53
procedure, 53
situation, 117
Parents (and grandparents) of normative subjects
age of (Table 11), 28
intelligence of, 26
interests of (Table 9), 24
nationality of (Table 10), 26, 27
occupation of (Table 6), 19
offspring of, number (Table 12), 28
schooling of (Table 8), 22
socio-economic status of, 18
statistics about interests of (Table 9), 24
See also Fathers of normative subjects
See also Mothers of normative subjects
Pattern
behavior. See Behavior pattern
growth. See Growth pattern
Patterning of growth, 17
Pediatric aspects of behavior diagnosis, 223
Pellet, 151, 152, 153, 154, 167
behavior, 53, 119, 120
Atlas delineations, 120
behavior items, 119
examination
conditions, 53
procedure, 53
regard during, 170
situation, 119
See also Manipulation
See also Prehension
Pellet and bottle behavior, 54, 121
Atlas delineations, 121
behavior items, 121
examination
conditions, 54
procedure, 54
regard during, 170
situation, 121
See also Manipulation
See also Prehension
Percent of cases showing behavior
method of calculating, 71
Perceptual behavior. See Behavior, perceptual
graph of (Figure 25), 232
Performance box behavior, 54, 122, 123
Atlas delineations, 123
behavior items, 122
examination
conditions, 54
procedure, 54
situation, 122
Periods, waking and sleeping, 144-146
Personal behavior, 140
behavior items, 140
regard during, 170
situation, 140
Photographic
delineation of maturity levels, 163
dome, 14, 34
illustration of (Figures 1, 4), 35, 67 ff.
records, 11
Photographs
of equipment (Figures 5-12), 67 ft.
of normative procedures (Figures 13-17), 43, 67 ft.
of normative subjects, 83
Physical
comfort of infant during examination, 66
conditions of normative subjects, 31
development, 201
disturbances of normative nubjects (Table 16), 32
growth, 195
measurements, 8, 14, 201
Pivoting, 58, 150, 156, 160
See also Prone behavior
Play opportunities, 141
behavior items, 141
situation, 141
Portable examination table, 11, 36, 37
illustration of (Figure 8), 67 ft
Postural
activity, 202
arising-, 168
adjustment. Sec Pottlural adjustment
arm-hand- See Arm-hand
creeping, Boo Prone* behavior
foot. Sec Leg-foot
general, 169
gross, 168
hand. See Armhand
head. See Head behavior
leg-foot. See Leg-foot
locomotion, 168
prone. See Prone behavior
pulled- to-sitting* See Pulted~totiUiny
rolling, 198
sitting, See Sitting Mtavior
specific, 166
atafreaim behavior, Sea Staircase 6/iatJ&0r
standing and walking, 800 landing and walking
tmpino* Bee Supine behavior
INDEX
287
adjustment, 55, 56
examination
conditions, 55
procedure, 55, 56
behavior. See Behavior, postural
graph of (Figure 23), 230
situations, general, 169
precautions in, 66
Posture. Sec Body posture
Posture and Locomotion, 239
Precautions in examinations, 65, 66, 67
Prehension, 148, 149, 150, 151, 153, 154, 155, 156. 157,
158, 159, 160, 361, 162, 172
approach and handedness, 172
grasp, 173
retention and release, 174
transfer, 175
See also Behavior, prehensory
See also Manipulation
Prehensory behavior. See Behavior, prehensory
graph of (Figure 24), 231
Prenatal history, normative subjects, 28
Preschool development, normative summaries of, 265
Principles of genetic analysis, 193
Procedures for
analysis of maturity status, 210
anthropometric examination
general, 83
individual measurement, 86
order of, 85
developmental diagnosis, 221
home examination, 36
interview, 76
normative examination, 42
illustration of (Figures 13-17), 67 ff.
See also under 8pociile behavior items, as Ball play
behavior, procedure
Prognosis and diagnosis, 221
Progression. Sec Body posture and progression
Boo also Prone behavior
Sao also Standing and walking
Prone behavior, 57, 123, 124, 148, 149, 150, 151, 152,
153, 154, 155, 156, 158, 159, 160, 166, 167,
168, 169, 209
Atlas delineations, 124
behavior items, 123
examination
conditions, 57
procedure, 57
head elevation, illustration of (Figure 30), 277
prone to sitting, 56, 158, 159
situation, 123
precautions in, 66
table showing incidence of behavior items (Table
IS), 75
Pdled-to-aittiEg, 60 t 130, 131, 148, 149, ISO, 151, 152,
lSS t 155, 166, 168, 209
Attai delineations, 131
bahavlor Items, 130
examination
procedure, 60
situation, 130, 272
precautions in, 66
Rattle, 148, 149, 150, 151, 152, 153, 154
behavior, 58, 125, 126
Atlas delineations, 126
behavior items, 125
examination
conditions, 58
procedure, 58
regard during, 170
situation, 125
table showing incidence of behavior items (Table
18), 75
See also Manipulation
See also Prehension
Record
Behavior day, 8, 77, 78, 79, 244
cinema, of examination (Table 3), 11
clinical forms, 221, 243
Clinic day form, 12
dictated, 69, 74
forms of the Yale Clinic of Child Development,
221, 243
of anthropometric examination, 85, 246, 261
of behavior individuality, 245, 253, 260
Analytic developmental schedule, 206, 229, 245,
246, 254
Analytic score sheet, 245, 259
Anthropometric record, 246, 261
colors of, 247
File folder, 247, 264
Follow-up report, 247, 263
Introductory report, 243, 248
Medical report, 244, 250
Observation record of behavior, 245, 253
Record of behavior individuality, 245, 260
Summary face sheet, 246, 262
Supplementary behavior interview, 244, 250
home
average socio-economic status, 24
highest socio-economic status, 22
lowest socio-economic status, 23
home behavior, 78
and research forms, 243
of normative examination, 68 ff.
Records
behavior, 68
analysis of, 70
method of obtaining, 68
treatment of, 69
cinema, 11, 148, 163
number of, 11
photographic, 11
procedures, 76
reliability of, 80
Re-examination of cases
at 5 year level, 15, 18
at 10 year level, 16, 18
288
INDEX
Regard, 148, 149, 150, 151, 152, 153, 154, 155, 156,
157, 158, 159, 160, 170
extent of, 171
focus, 170
shift of, 171
stares, 150, 170
types of, 170, 171
Relationship of behavior items to behavior categories,
203
Release. See Prehension
Reliability of
anthropometric measurements, 85, 92
behavior data, 69, 73, 74
records, 80
reported observations, 79
See also Table 18, 75
Removal of test toys, precautions in, 67
Report
dictated, 69, 74
of normative examination, 15
verbal, 79
Research record forms, 243
Retention. See Prehension
Ring. See Dangling ring
See also Ring and string
See also Ring, string and bell
Ring and string behavior, 59, 129
Atlas delineations, 129
behavior items, 129
examination
conditions, 59
procedures, 59
situation, 129
Ring, string and bell behavior, 60, 130
Atlas delineations, 130
behavior items, 130
examination
conditions, 60
procedure, 60
situation, 130
Rolling, 198
Route schedule
for clinical examinations, illustration of (Figure 28),
241
for normative examinations, illustration of (Figure
3), 41
of behavior situations, 41, 242, 245
Ruger, Henry A. t 196
Sanitary precautions, 67
Scale, 193
Scarborough, James B., 219
Schedule
analytic developmental, 206, 229, 245, 246, 254
accuracy of, 218, 219
clinical usefulness of, 220
construction of, 206
illustration of section of (Figure 22), 213
instructions for use of, 206, 209
limitations of, 218
methods of scoring, 207, 212
route, of behavior situations, 41, 242, 245
use, instructions for, 206, 209
illustrative case, 209
validity of, 218
values of, 219
Schooling of parents and grandparents of normative
subjects (Table 8), 22
Scores, 214, 235
weighting of, 229
Scoring, 208, 212
methods of, 207, 212
sheet, analytic, 212, 245, 259
illustration of (Figure 22), 213
Second cube, 154 '
behavior, 46, 105
Atlas delineations, 105
behavior items, 105
examination
procedure, 46
situation, 105
See also Manipulation
See also Prehension
Selection of items, 207
Separation of infant from mother, precaution, 66
Sex of children examined (Table 3), 11
Sitting behavior, 60, 131, 132, 148, 151, 153, 154, 155,
156, 157, 160, 166, 168, 169, 209
Atlas delineations, 132
behavior items, 131
examination, conditions, 60
free, 61, 153
sitting; pivoting, 56
Bitting to prone, 56, 158
sitting to standing, 56, 159
situation, 131
precautions in, 66
supported, 61, 148, 149, 150, 151, 152, 153
See also Pulled to sitting
See also Sitting in chair
Sitting in chair behavior, 62, 132, 153, 154, 166
behavior items, 132
examination
conditions, 62
procedure, 62
situation, 132
precautions in, 66
Situations, behavior, route schedule of, 41
Situations of normative examination
Listed under Table of Contents, Chapter VH
See also Behavior ttem&
Also for Ball play, see Ball play
for Bell behavior see Bdl behavior*
Etc.
Sleep, 79
Sleeping and waking periods, 144-146
number of, 80, 145, 146
Social behavior, 141, 142, 151, 266, 267, 268
behavior items, 141
regard during, 170
INDEX
289
situation, 141
See also Language and social behavior
Socio-economic status
homes of normative subjects
average, 24
highest, 22
lowest, 23
parents and grandparents of normative subjects,
18
Solar month, 9
Sound-producing toys
precautions in use of, 65
Specimens of examination materials, illustration of
(Figures 9, 10), 67 ff.
Spoon, 152, 154
behavior, 62, 133, 134
Alias delineations, 134
behavior items, 133
examination
conditions, 62
procedure, 62
situation, 133
precautions in, 65
See also Cup and spoon
See also Manipulation
See also Prehension
Staircase behavior, 63, 71, 134
Atlas delineations, 134
behavior items, 134
examination *
conditions, 63
procedure, 63
situation, 134
Standing, 63, 148, 149, 150, 151, 152, 153, 154, 155,
156, 157, 158, 160, 161, 162, 166, 168, 169,
209
examination
conditions, 63
procedure, 64
Standing and walking behavior, 135, 136
Atlas delineations, 136
behavior items, 135
nituation, 135
Stares, ISO, 170
Statistics about
homog of normative subjects (Table 9), 24
interests of parents, normative subjects (Table 9),
24
vStrangerB, adaptation to, 153
String. See Ring and string
See also Ring, string and bell
Study of Infant Behavior, 238
Subjects
age and sex of (Table 3), 11
normative. Sea Normative subjects
selection of, 10, 17
Summaries
maturity level, 147
clinical use of, 147
photographic delineation of, 163
normative, of preschool development, 265
of normative behavior. See Age levels in weeks
Summarizing
maturity status, 216
score sheet, 216
Summary face sheet, 246, 262
Supine behavior, 64, 137, 138, 148, 149, 150, 151,, 152,
153, 154, 155, 156, 158, 166, 167, 169, 209
Atlas delineations, 138
behavior items, 137
examination
conditions, 64
procedure, 64
head lag, 166
illustration of (Figure 29), 272
regard during, 170
sample trends of behavior, illustration of (Figure
20), 197
situation, 137
precautions in, 65
supine to prone, 55
supine to sitting, 55
Supplementary behavior interview, 244, 250
Syllabus, functional, 165
adaptation, 177
gross postural activity, 168
language and social behavior, 178
manipulation, 175
postural activity
gross, 168
specific, 166
prehension, 172
regard, 170
social behavior, 178
Table, portable examining, 11, 36, 37
illustration of (Figure 8), 67 ff.
Tables of behavior items. See Behavior items
Table top
and presentation of single cube
illustration of (Figure 11), 67 ft
behavior, 65, 139, 154
examination
conditions, 65
procedure, 65
situation, 139
Terman, L. Af ., 18
Test materials, 39
illustration of (Figure 10), 67 ff.
Third cube behavior, 46, 106
Atlas delineations, 106
behavior items, 106
examination
procedure, 46
situation, 106
See also Manipulation
See ako Prehension
Thirfy~six Weeks Behavior Z>ay 289
Thompson, Hekn, 7, 73, 93, 144, 196, 198, 222
Thumb opposition, 157, 174
290
INDEX
Thurstone, L. ., 195, 219
Toilet habits, 142
behavior items, 142
situation, 142
Tonic-neck-reflex, 150, 151, 198
Tower building behavior, 47, 108
Atlas delineations, 108
behavior items, 108
examination
conditions, 47
procedure, 47
situation, 108
Toys
sound-producing
precautions in use of, 65
test, removal of, 67
Transfer. See Prehension
Trends, growth, of behavior items, 200, 205, 229
constant, 200
decreasing, 200, 201, 206, 207, 210, 211, 212, 213
fluctuating, 200, 201
focal, 200, 201, 206, 207, 210, 211, 212, 213, 214,
235 237
increasing,' 200, 201, 206, 207, 210, 211, 212, 213,
214, 236
partially decreasing, 200
partially increasing, 200
Unit of measurement, 194
Use
clinical, of maturity level summaries, 147
instruction for use of developmental schedule, 206,
209
of lures, 56
of norms, 206
Usefulness, clinical, of analytic developmental
schedule, 220
Utilization of norms, diagnostic, 222
Validity, analytic developmental schedule, 218
Variability
of infant's behavior, 73, 195
relationship to age, 196
Verbal report, 79
Visit
adjustment during (Table 4), 13
at Clinic, 12
duration of (Table 4), 13
home, 76
Visiting nurse, 9
Visual perception. See Behavior, perceptual
Vocalization, 143, 149, 157, 158, 160, 162
behavior items, 143
situation, 143
See also Language
Voice, sound of, response to, 153, 154
Wahefulness, 79
Waking and sleeping periods, 144-146
number of, 80, 145, 146
Walking, 56
See also Standing and walking
Weight. See Anthropometric measurements
Weighting of scores, 229
Weiss, A. P., 193
Wilder, Morris //., 271
Yale Clinic of Child Development, record formn of,
22t, 243
Yale Films of Child newlopmwii, 12, 43, 238
Years of Hchooling, parents of normative HtihjoolH, See
Schooling of parents
Yule, G. Undy, 207
Zonott
ago, 212
head. See Head
1 28 844
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