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activities administration adoption agencies American Association attention babies become birth blind Board born Bureau cent centers chapter child hygiene child welfare classes clinics complete conference co÷peration course day nursery defects Department dependent disease district early educational England established examination fact factors father Federal field forms four functions give given growth important increase individual infant institutions instruction interest kindergarten laws least less maternity means measures mental methods months mortality mothers natural neglect normal nursery school nurses organization parents personality physical possible practical pre-school age pre-school hygiene pre-school period preventive problem provisions psychological public health public school reason relations reported responsibility rickets school children significance social standards station supervision teachers teaching tion United University visiting York young
Page 222 - No portion of said fund nor the interest thereon, shall be applied directly or indirectly, under any pretense whatever, to the purchase, erection, preservation, or repair of any building or buildings.
Page 4 - Meanwhile his ability to become completely human depends on the realization of the growth possibilities of the first sexennium. 2. The medical significance of the pre-school age can scarcely be exaggerated. Certainly exaggeration is not needed. The problems of development and disease peculiar to this period are so numerous, that Pediatrics constitutes the broadest and in many respects the most important specialty in medicine. The curve of human mortality is of decisive import. Of all the deaths of...
Page 64 - ... 2. Prevention of infantile blindness by making and enforcing adequate laws for treatment of eyes of every infant at birth and supervision of all positive cases. 3. Sufficient number of children's health centers to give health instruction under medical supervision for all infants and children not under care of private physician, and to give instruction in...
Page 87 - The term educationally exceptional children shall include all children over four and under sixteen years of age who, because of mental or physical handicap, are incapable of receiving proper benefit from ordinary instruction and who for their own and the social welfare need special educational provisions.
Page 44 - ... for children over two and under five years of age, or such later age as may be approved by the Board of Education, whose3 attendance at such a school is necessary or desirable for their healthy physical and mental development; and (/') attending to the health, nourishment, and physical welfare of children attending nursery schools.
Page 8 - On every level of behavior, the physiological, the sensory-motor, and the higher psychical, he is acquiring both healthful and unhealthful habits of activity. Though he may not learn to read in the pre-school years, he is mastering the alphabet of life. So potent are these fundamental lessons that this period easily becomes the soil of perversion, inefficiency, and distorted or curtailed development.
Page 256 - Education for — (a) supplying or aiding the supply of nursery schools, for children over two and under five years of age (or...
Page 222 - ... Children's Bureau shall make the apportionment herein provided for and shall certify to the Secretary of the Treasury the amount estimated by the bureau to be necessary for administering the provisions of this Act, and shall certify to the Secretary of the Treasury and to the treasurers of the various States the amount which has been apportioned to each State for the fiscal year for which such appropriation has been made.
Page 36 - I trust that the year will not only see the goal reached of saving one hundred thousand lives of infants and young children, but that the work may so successfully develop as to set up certain irreducible minimum standards for the health, education and work of the American child.
Page 8 - The character of this mental development is by no means purely or pre-eminently intellectual. Almost from the beginning it is social, emotional, moral, and denotes the organization of a personality. The infant is not only acquiring perceptions and motor co-ordinations, he is acquiring attitudes toward things and persons, prejudices, inclinations, habitual preference, inhibitions ; he is incorporating modes of behavior which do not of course constitute a mature personality, but which psychologically...