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Chapter 8 Physical Development in Early Childhood
CHAPTER 8: PHYSICAL DEVELOPMENT

IN EARLY CHILDHOOD
Total Teaching Package Outline
Resources
HOW DOES A YOUNG CHILD’S BODY AND BRAIN GROW LG #1
AND CHANGE? LM #1
Height and Weight—On average, children grow 2-1/2 inches and CA #1, 8
gain 5 to 7 pounds per year. During the preschool years, the body ESS #1
slims and their trunks lengthen. Children become increasingly aware WS #1
of their bodies. Some evidence indicates that socioeconomic status
can influence height and weight, and that congenital factors,
emotional difficulties, and the rearing process in early childhood can
affect growth. Growth hormone deficiency is the absence or
deficiency of growth hormone produced by the pituitary gland;
without treatment, most children with this deficiency will not reach a
height of five feet.
The Brain—The growth of the brain slows in childhood, and by age CA #2

6, is 95% of adult size. The head and brain grow more rapidly than ESS #2
any other part of the body. WS #2
 Neuronal Changes—Early childhood is a time of great
neuronal activity. The brain increases the number of nerve
endings and receptors during childhood. Some of the brain’s
increase in size is due to the increase in myelination, in which
nerve cells are insulated with fat cells, which increases the
speed of transmission of information.
 Structural Changes—Children’s brains undergo dramatic
anatomical changes between the ages of 3 and 15. From 3 to 6
years of age, the most rapid growth takes place in the frontal
lobe, areas involved in planning and organizing new actions,
and in maintaining attention to tasks. From age 6 through
puberty, the most growth takes place in the temporal and
parietal lobes.
 The Brain and Cognitive Development—Maturation of the ESS #3
brain in terms of cell loss, synaptic growth, and myelination,
combined with opportunities to experience a widening world,
contribute to substantial increases in cognitive abilities. The
prefrontal cortex and the neurotransmitter dopamine may be key
components of information transmission.
HOW DO YOUNG CHILDREN’S MOTOR SKILLS DEVELOP? LG #2

Santrock: Children, 13e IM-8 | 1
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Gross and Fine Motor Skills PA #1

 Gross Motor Skills—Three-year-olds do much hopping, ESS #4, 6
skipping, and jumping as they master gross motor skills. Large
muscle development at this age requires exercise. Three-year-
old children fidget often and have the highest activity level of
any age in the entire human life span. An early education
program should always include exercise as part of the daily
regimen.
 Fine Motor Skills—Children’s fine motor coordination
improves substantially and becomes more precise between the
ages of 3 and 5. Children become more dexterous in the use of
the thumb and forefinger. The Denver Developmental
Screening Test is a simple, fast method of diagnosing
developmental delay in motor skills in children from birth
through 6 years of age.
Perceptual Development—Changes in children’s perceptual
development continue in childhood (Atkinson & Braddick, 2013; Lee
& others, 2013). Children become increasingly efficient at detecting the
boundaries between colors (such as red and orange) at 3 to 4 years of
age (Gibson, 1969). When children are about 4 or 5 years old, their eye
muscles usually are developed enough that they can move their eyes
efficiently across a series of letters. Many preschool children are
farsighted, unable to see close up as well as they can see far away. By
the time they enter the first grade, though, most children can focus their
eyes and sustain their attention effectively on close-up objects.
Young Children’s Artistic Drawings—Many young children show an
interest in drawing, and the unintended irregularities of their drawings LM #2
suggest spontaneity, freedom, and directness. Art can be an important CA #6
vehicle for expressing creativity and conveying feelings and ideas for ESS #6
young children. WS #3
 Developmental Changes and Stages—By age 2, children
scribble, which does have a pattern. Rhoda Kellogg’s drawing
stages outline the process. Scribbles represent the earliest form
of drawings, and Kellogg has identified twenty basic scribbles
present in children’s artwork and every form of graphic art. The
placement stage, characteristic of 2- to 3-year-olds’ drawings,
are drawn on a page in placement patterns. In the shape stage,
characteristic of 3-year-olds, children draw diagrams in
different shapes. By 3 to 4 years of age, children mix two basic
shapes in a more complex design in the design stage. In the
pictorial stage, typical of 4- to 5-year-olds, children’s drawings
consist of objects that can be recognized.
 Child Art in Context—Some researchers view children’s art as
inventive problem solving. In addition to age, developmental
changes depend on talent, motivation, familial support, and

cultural values. Child art flourishes in sociocultural contexts
where tools are made available and where this activity is valued.
WHAT ARE SOME IMPORTANT ASPECTS OF YOUNG

CHILDREN’S HEALTH?
Sleep and Sleep Problems—Most young children sleep through the LG #3
night and have one daytime nap. ESS #8, 9
Helping the child slow down before bedtime often contributes to less
resistance in going to bed. Reading the child a story, playing quietly
with the child in the bath, and letting the child sit on the caregiver’s lap ESS #10
while listening to music are quieting activities.
 Sleep Problems—One recent estimate indicates that more than
40 percent of children experience a sleep problem at some point
in their development. There is some evidence that sleep LM #5
problems correlate with behavior problems. Nightmares are ESS #11
frightening dreams that awaken the sleeper, often toward WS #5, 6, 7
morning; if children have nightmares persistently, it may
indicate high levels of stress. Night terrors are characterized by
a sudden arousal from sleep with an intense fear, loud screams,
and perspiration; in most instances, children have no or little
memory of what happened during the night terror, and they are
not usually considered a serious problem. Somnambulism, or
sleep walking, occurs in the deepest stage of sleep; 15% of
children sleepwalk at least once, and most usually grow out of
it. Sleep talking also occurs while children are soundly asleep.
Nutrition
 Energy Needs—Feeding and eating habits are important aspects
of development during early childhood, and the average LM #3
preschooler needs up to 1,800 calories per day. CA #10
 Diet, Eating Behavior, and Parental Feeding Styles—Studies PA #3
have found that most children’s diets are in need of WS #8, 9
improvement. A special difficulty that many parents encounter is HO #2
getting their young children to eat vegetables, and many parents
do not recognize that their children are overweight.
 Fat and Sugar Consumption—Many parents include or allow
too much fat in children’s diets. Early exposure to fast food,
which is often high in protein and fat, may ingrain unhealthy
eating habits. Another concern is high sugar consumption – the
average American child consumes about 2 pounds of sugar per
week; sugar consumption is associated with health problems
such as dental cavities and obesity.
 “Fussy Eaters,” Sweets, and Snacks—Fussy eaters are
looking for independence and should be encouraged with CA #4

guidelines. A main concern in giving young children sweets and ESS #12
snacks is that they withdraw their appetite for more nutritious
foods; most preschool children need to eat more often than
adults, so nutritious snacks throughout the day are
recommended.
 Overweight Young Children—The percentage of obese
children in the United States has increased dramatically in LM #4
recent decades and contributes to a number of health problems. CA #5
Being overweight has been linked with lower self-esteem in ESS #13
children as young as five. Emphasis on activities, rather than
meals, is helpful for young children.
 Malnutrition in Young Children from Low-Income
Families— Poor nutrition is a special concern in the lives of
young children from low-income families; many of these
children do not get essential amounts of iron, vitamins, or
protein. Young children from low-income families are most
likely to develop iron deficiency anemia, which can result in
chronic fatigue. Malnutrition may also be linked to cognitive
deficits and aggressive or hyperactive behavior. The Women,
Infants, and Children (WIC) program attempts to assist poor
families with nutrition.
Exercise—Guidelines recommend that preschool children engage in
two hours of physical activity per day, divided into one hour of
structured activity and one hour of unstructured free play. A child’s
life should be centered around activities, not meals.
Health, Safety, and Illness—In the past 50 years, vaccination

against infectious diseases have vastly improved children’s health. In CA #7, 9, 11
recent decades, there has been increased focus on prevention of RP #1
childhood injuries. ESS #14
 Preventing Childhood Injuries—Young children’s activity WS #11, 12
levels, curiosity, and lack of awareness of danger often puts
them in situations in which they are at risk for injuries.
Influences on children’s safety include the acquisition and
practice of individual skills and safety behaviors, family and
home influences, school and peer influences, and the
community’s actions. Laws calling for restraints in cars,
labeling on poisons and toxins, better-designed playgrounds,
and reduction of access to firearms all contribute to prevention
of childhood injuries
 Contexts and Young Children’s Health
 Poverty and Ethnicity—Low income is linked with poor
health in young children; many health problems begin
before birth, when mothers do not receive adequate health

care. Children living in poverty are more likely to live in
crowded housing, be inadequately supervised, be exposed to
environmental toxins such as lead poisoning, and have
inadequate medical insurance.
 Safety at Home and Child Care—Many factors
encountered in the home (e.g., smoking, lack of or
neglectful adult supervision) can negatively affect
development. Caregivers need to communicate clearly and
in simple terms to help children identify feelings of wellness
and illness and to learn how to cope with medical treatment.
 Environmental Tobacco Smoke—Children exposed to
tobacco smoke in the home are more likely to develop
wheezing symptoms and asthma than children from
nonsmoking homes, and tobacco smoke also affects the
amount of vitamin C in children and adolescents.
 Exposure to Lead—Lead can get into a child’s bloodstream
through contaminated food and water or from lead chips in
children’s mouths. Lead poisoning has been associated with
lower intelligence, lower achievement, ADHD, elevated
blood pressure, and poor memory and problem solving
skills. The CDC recommends that children be screened for RP #2
lead contamination in their blood. ESS #15
The State of Illness and Health in the World’s Children—A

leading cause of childhood death in impoverished countries is
diarrhea produced by dehydration. Acute respiratory infections have
also killed many children under the age of 5. Also, more children are
dying of HIV/AIDS. Most of these deaths are preventable.
Resource Key
LG – Learning Goal ESS – Essay

LM – Lecture Material WS – Web Site Suggestions
CA – Classroom Activity RP – Research Project
HO – Handout PA – Personal Application
Learning Goals
8.1 Discuss growth and change in the young child’s body and brain.
Height and Weight
The Brain
8.2 Describe changes in motor development in early childhood.
Gross and Fine Motor Skills
Perceptual Development
Young Children’s Artistic Drawings
8.3 Characterize the health of young children.
Sleep and Sleep Problems
Nutrition
Exercise
Health, Safety, and Illness
Key Terms
growth hormone deficiency design stage

myelination pictorial stage
Denver Developmental Screening Test nightmares
placement stage night terrors
shape stage somnambulism
Biography Highlights
Teresa Amabile is the Edsel Bryant Ford Professor Business Administration at Harvard Business
School. Her research has expanded to encompass team creativity and organizational innovation. She has
been doing research in the area of creativity and innovational motivation for 25 years.
Rhoda Kellogg has completed extensive work on the drawings and art of children. She collected several
million drawings made by children from around the world between 1948 and 1981. Her thesis presented
the finding that there is a pattern to children’s art, and that children throughout the world make the same
kinds of drawings. Kellogg distinguishes between 20 distinct forms of scribbling.
Claire Golomb is Professor Emeriti of Psychology at the University of Massachusetts at Boston. She
earned a Ph.D. in 1969 from Brandeis University. Golomb’s research interests include
representational development in the domains of the visual arts, imagination, and symbolic play
including artistic development in normal and developmentally atypical populations.
Highlights of Research
(These highlights are given here in the order that they appear in the chapter.)
1. Lenroot, R. K., & Giedd, J. N. (2006). Brain development in children and adolescents:
Insights from anatomical magnetic resonance imaging. Key findings related to brain
anatomical changes during childhood and adolescence are increases in white matter volumes
throughout the brain and regionally specific inverted U-shaped trajectories of gray matter
volumes.
2. Thompson, P., Giedd, J., Woods, R., MacDonald, D., Evans, A., & Toga, A. (2000). Growth
patterns in the developing brain detected by using continuum mechanical tensor maps.
Children’s brains undergo dramatic anatomical changes between the ages of 3 and 15, and
their brains experience rapid spurts of growth, nearly doubling in as little as a year. The most
rapid gain is in the frontal lobe at 3 to 6 years of age.
3. Trost, S. G., Fees, B., & Dzewaltowski, D. (2008). Feasibility and efficacy of a 'Move and
Learn' physical activity curriculum in preschool children. At the completion of the 8-week
intervention, children completing a move and learn curriculum exhibited significantly higher
levels of classroom moderate-to-vigorous physical activity (MVPA) than children completing
their usual curriculum.
4. Sutterby, J. A., & Frost, J. (2006). Creating play environments for early childhood: Indoors
and out. Play can be viewed from many different lenses or rhetorics, which reflect the
importance and value of play for children's development. Creating safe and engaging outdoor
environments is increasingly important as more and more children are becoming obese and
unhealthy because of poor diet and lack of exercise.
5. Kellogg, R. (1970). Understanding children’s art: Reading in developmental psychology
today. Young children often use the same formula for drawing different things. Animals are
portrayed the same as humans—standing upright, smiling face, legs, and arms.
6. Zverev, Y. P. (2006). Cultural and environmental pressure against left-hand preference in
urban and semi-urban Malawi. Seventy-five percent of interviewed teachers, pupils, and
guardians indicated that the left hand should not be preferred for habitual activities and
87.6% of them indicated that left-handers should be forced to change the hand. Gender had
significant effect on the view on left hand preference.
7. Hepper, P., Shahidullah, S., & White, R. (1990). Origins of fetal handedness. Right-
handedness is dominant in all cultures, and ultrasound observations of fetal thumb-sucking
showed that 9 of 10 fetuses were more likely to be sucking their right hand’s thumb.
8. Michel, G. (1981). Right-handedness: A consequence of infant supine head-orientation
preference? Newborns show a preference for one side of their body. In this study, 65% of the
infants turned their head to the right when they were lying on their back in a crib. Fifteen
percent preferred to face toward the left.
9. Bower, B. (1985). The left hand of math and verbal talent. In this study of more than 100,000
students taking the SAT, 20% of the top-scoring group was left-handed, twice the rate of left-
handedness found in the general population (10%).
10. Newson, J., Newson, E., & Mahalski, P. (1982). Persistent infant comfort habits and their
sequelae at 11 and 16 years. Children who relied on transitional objects at age 4 showed the
same level of emotional adjustment at ages 11 and 16 as children who had not relied on
transitional objects.
11. Dovey, T., Staples, P. A., Gibson, E. L., & Halford, J. C. G. (2008). Food neophobia and
picky/fussy' eating in children: A review. Behavioural interventions, focusing on early life
exposure, could be developed to attenuate food neophobia and 'picky/fussy' eating in
children, so promoting the ready acceptance and independent choice of fruits and vegetables.
12. Schwebel, D., & Brezausek, C. M. (2008). Nocturnal awakenings and pediatric injury risk. A
persistent pattern of very mild nocturnal awakening was related to increased risk of injury
during the toddler years, and that relation held after controlling for a range of potential
covariates.
13. Sleet, D. A., & Mercy, J. A. (2003). Promotion of safety, security, and well-being. Promoting
safety and security should focus on reduction of hazards in the physical environment,
reduction of injury by modifying behaviors, programs to reduce violence and injuries,
enhancement of emergency services, and increasing access to appropriate treatment services.
14. Strauss, R. (2001). Environmental tobacco smoke and serum vitamin C levels in children.
When parents smoked at home, their 4- to 18-year-old children and adolescents had
significantly lower levels of vitamin C in their blood than their counterparts in nonsmoking
homes. The more the parents smoked, the lower the vitamin C levels in their children.
Lecture Material
1. Growing Tall
The physical growth of the child’s body at this age (2 to 6 years) is a remarkable phenomenon.
The baby has grown from approximately 7-1/2 to 26 pounds and from 21 to 35 inches in height.
From ages 2 through 6, height and weight will almost double depending on health and gender.
America’s obsession with height and especially weight may manifest itself in this age group, as
demonstrated by the paradox of wanting young children to eat and grow and then wanting them
to be slim and lithe.
The dynamic systems theory of motor development states that a child’s maturation is tied to
the development of gross and fine motor skills in that these physical movements are thoroughly
integrated with the environment, thus producing specific behavioral consequences (O’Mara,
1996). Hence, the child’s physical and cognitive developments interact to influence behavioral
patterns. This theory supports such programs as that of the National Association for the
Education of Young Children (NAEYC) and its recommendations for developmentally
appropriate activities for preschool and school-age children.
The Colorado Adoption Project conducted a longitudinal study comparing adoptive and
biological parents and found that genetic factors may have as much as a two-thirds influence on
physical traits such as height and weight (Cardon, 1994); however, the environmental factors are
so strong that it would be difficult to predict a child’s future growth without knowledge of her
nutrition and caregiving atmosphere. Relative to the factor of environmental influences, exercise
and play have taken a decided rise in popularity with playground equipment in the past 10 years.
No longer limited to school grounds, playgrounds and play equipment are found in restaurants,
indoor facilities, and professional constructions in the backyard. (See also following lecture topic
on the effect of disease on motor growth).
References
Cardon, L. R. (1994). Height, weight, and obesity. In Heatherington, E. M., & Parke, R. D. (Eds.), Child
psychology: A contemporary viewpoint. Boston: McGraw-Hill.
O’Mara, M., & McCune, L. (1996). A dynamic systems approach to the development of crawling by
blind and sighted infants. View, 28, 10–15.
2. Children as Artists
Children’s artwork has been of increasing interest to researchers because it reveals a remarkable
regularity of design. Rhoda Kellogg, who is renowned in this field, tells us that children respond
continuously to the presence of order in a shape, and that they try out new diagrams, scribbles,
and prototypes until they achieve good visual form and balance. Among the repeating designs
seen by children are the mandala (closed form with crossed lines) and sun radials. These two
designs often become the basis for other representations, such as flowers or the torso of a person
(Kellogg, 1967).
In your lecture on this aspect of a child’s physical development, it might be of interest to your
students to note that no matter where children live in the world, or the language they speak, their
drawings of houses, trees, and boats are the same. Children worldwide make houses human, use
squiggles for hair, and leave off hands on drawings of torsos (p. 77). But questions also arise:
Why do boys consistently draw hats smaller than do girls? What causes the child to seek balance
in all of her or his drawings? Is it a coincidence that Paleolithic man used mandalas? Also
interesting is that the child engages in drawing as a problem to be solved by using trial and error,
and looks for ways to redesign what form he has in his thoughts. Eventually the child moves to
the full-scale pictorial, which indicates that she is beginning to reproduce objects closer to what
she thinks adults expect. In considering the developmental aspect of the study of children’s
drawings, we see a close relationship between fine motor growth and cognitive development.
Reference
Kellogg, R. (1967). The psychology of children’s art. Del Mar, FL: CRM.
3. They Are What They Eat

The importance of nutrition for the child’s optimum physical and cognitive growth is certainly a
truism, but one that belies the fact that an overwhelming number of our youth are overweight and
lacking in good nutritional habits. A recent survey appearing in the popular national newspaper
USA Today reported a serious drop in concerns about nutrition from 1990 to 1998:
One in four American school children gets an adequate amount of physical activity. Only
56 percent of students are enrolled in physical education classes.
—National Association for Sport and Physical Education
Of the 10,000 food commercials American children watch each year, 95 percent are for
foods high in sugar or fat. —Mediascope
http://annearundel.md.networkofcare.org/family/library/detail.cfm?id=792&cat=93
For example, in 1990, 51% of the primary shoppers for the household were concerned about fat
content, whereas in 1998, 41% had the same concerns (Carey, 1999).
Approximately 14% of children aged 6 to 11 years are overweight, probably resulting from
eating habits developed in early childhood. This finding is supported by research showing that
obese children have a 60% chance of having at least one parent who is overweight (Kotz, 1998);
however, children from low-income families are twice as likely to be obese, with some figures as
high as 32% (APHA, 1998). Interestingly, a child’s preference for food is greatly influenced by
the dictates of parents who either encourage their children to eat sugared, processed foods or
control food intake to meet popular, but adult, standards of low-fat dietetic styles of eating
(Birch, 1998). The nutritional lifestyle of our children is clearly an area where parental control
has a great deal of influence with long-term consequences for the child’s health.
You might wish to conclude your lecture on this topic by stimulating your class into a
discussion concerning the influence of popular fast-food restaurants on the eating styles of our
children. In a recent study conducted on 3,148 children aged 2 through adolescence, 25% named
French fries as their vegetable of choice (Krebs-Smith, 1996). The nationally popular fast-food
chains use movie characters and toys to attract children to their sites, and some even provide
indoor/outdoor playground areas. These advertising schemes are so effective that some of these
chains have become American icons that are difficult to ignore.
References
American Public Health Association (APHA). (1998, November). Many toddlers are losing the battle of
the bulge. Nation’s Vol. 28, Issue 10, p. 16.
Birch, L. (1998). Development of eating behaviors among children and adolescents. Pediatrics, 101(3),
539–549.
Carey, A. R., & Lynn, G. (1999, March 8). Nutrition concern wanes in 90s. USA Today, 1.
Kotz, D. (1998, October). Is your child too heavy? Good Housekeeping, 22–24.
Krebs-Smith, S. M. (1996). Fruit and vegetable intakes of children and adolescents in the United States.
Archives of Pediatric and Adolescent Medicine, 150(1), 81–86.
4. Rethinking Childhood Obesity Measures

As Santrock discusses, obesity in early childhood is associated with a number of physical and
psychological health problems, such as increased incidence of diabetes and lower self-esteem.
With the percentage of obese children in the United States on the rise—some 15% of U.S.
children are estimated to be obese, and 30% to be overweight (Tanner, 2005)—prevention and
treatment of childhood obesity is an important issue for developmental researchers. The results of
a recent study, however, suggest that the identification of children most at risk for these problems
may be more difficult than previously believed.
Body-mass index (BMI) is a measure commonly used by family doctors and pediatricians for
routine screening of obesity. Children and adults whose BMIs are higher than normal are
typically identified as being overweight or obese, and the probability of adult obesity is greater
than or equal to 50% among children over 13 years of age whose BMI percentiles meet or exceed
the 95th percentile for age and gender (Whitlock et al., 2005). The new report from the U.S.
Preventive Services Task Force, a nongovernmental research panel, found that there is no
evidence that children with high BMIs need to lose weight to be healthy. Furthermore, the
researchers also concluded that weight loss counseling by pediatricians for children younger than
12 does not necessarily result in weight loss and better health (Whitlock et al., 2005). The
problem is that while the BMI can be fairly effective at identifying children with weight
problems, it can’t determine if body mass is mostly fat or lean tissue. Thus, not all children with
high BMIs need to lose weight (Tanner, 2005).
According to Dr. Virginia Moyer and her colleagues, primary care clinicians face obese and
overweight children and adults every day, but most clinicians rarely document the weight
problems of individuals. While the Task Force did not recommend that physicians disregard the
results of the BMI for young children, she suggests that the pediatric scientific community should
interpret the report as an impetus for more sensitive screening measures for overweight children
(Moyer et al., 2005). To help counter the risk of obesity in early childhood, the researchers also
suggest that pediatricians could use their public status to sponsor community measures, such as
more physical activity in schools and requisition of public lands for exercise spaces, to encourage
greater physical fitness in young children (Tanner, 2005).
References
Moyer, V. A., Klein, J. D., Ockene, J. K., Teutsch, S. M, Johnson, M. S., & Allan, J. D. (2005).
Screening for overweight in children and adolescents: Where is the evidence? A commentary by the
Childhood Obesity Working Group of the U.S. Preventive Services Task Force. Pediatrics, 116, 235–
238.
Tanner, L. (2005, July 5). Panel: BMI doesn’t tell whole story. Retrieved May 15, 2009, from
http://www.redorbit.com/news/health/164408/panel_bmi_doesnt_tell_whole_story/.
Whitlock, E. P., Williams, S. B., Gold, R., Smith, P. R., & Shipman, S. A. (2005). Screening and
interventions for childhood overweight: A summary of evidence for the U.S. Preventive Task Force.
Pediatrics, 116, e125–e144.
5. Bedwetting in Early Childhood

In this chapter, Santrock discusses sleep problems of early childhood, such as nightmares, night
terrors, and somnambulism. Another common condition associated with young children and
sleep is bedwetting, or enuresis. Enuresis affects up to 40% of 3-year-olds, 20% of 5- to 6-year-
olds, and 1% of adolescents and adults (KidsHealth, 2001). Research has also shown that there
are clear sex differences in enuresis, with estimates that enuresis among boys is two to three
times more common than among girls (Verhulst et al., 1985). Most children with enuresis are
physically and emotionally normal, and simple enuresis is so common in children under 6 that
treatment is not usually warranted. Enuresis seems to run in families, with about 85% of children
with enuresis having a relative with enuresis, and around half of them have a parent or sibling
with the condition.
Most children with enuresis have primary (since toddlerhood) nocturnal (or nighttime)
enuresis (KidsHealth, 2001). The cause of daytime or diurnal enuresis may be an unstable
bladder, which is associated with frequent urination and urinary tract infections and can be
treated with medication to relax the bladder muscle. The causes of nocturnal enuresis are less
clear, although most children with the condition seem to be very deep sleepers who have
difficulty waking when they sense that their bladder is full. Some children experience the
problem less frequently when sleeping at a friend's or relative's home, which may be related to
sleeping less deeply in a strange bed away from home.
Enuresis can be stressful for parents, who may wonder if bedwetting is done on purpose or
out of laziness, and for children, for whom it’s often an embarrassment. Children are likely to
think they are the “only one” with the problem, and lower self-esteem and behavioral problems
are associated with enuresis in older children (Redsell & Collier, 2001). According to Dr. Sandra
Hassink, enuresis almost always resolves on its own and is not the child's fault. As children grow
older, the percentage with primary nocturnal enuresis usually decreases, though a treatment
program may make this happen sooner (KidsHealth, 2001). Treatment options for simple primary
enuresis include timed urinating, whereby the child sets a bathroom schedule to follow
throughout the day; self-awakening, if the child is willing to learn to wake himself or herself up
during the night; alarm conditioning, whereby a sensor that detects moisture wakes the child in
the night; or medications that regulate bladder sensitivity or fluid production (Virginia Urology,
2003).
According to Dr. Hassink, it’s important for parents to be supportive of a child with enuresis
and to remember that the long-term outlook is excellent. “Success in enuresis treatment depends
on a motivated child. We stress that almost no one wets the bed on purpose. After all, it's often
embarrassing and uncomfortable. If there is to be success, family support and positive
reinforcement are vital.”
References
KidsHealth (2001). What parents need to know about bedwetting. Retrieved January 2, 2004, from
http://www.kidshealth.org/parent/general/sleep/enuresis.html.
Redsell, S. A., & Collier, J. (2001). Bedwetting, behavior and self-esteem: a review of the literature.
Child: Care, Health, & Development, 27(2), 149.
Verhulst, J. H., Van Der Lee, J. H., Akkerhuis, G. W., Sandres-Woudstra, J. A. R., Timmer, F. C., &
Donkhorst, I. D. (1985). The prevalence of nocturnal enuresis: Do DSM III criteria need to be changed?
A brief research report. Journal of Child Psychology and Psychiatry, 26(6), 983–993.
Virginia Urology (2004). Nocturnal enuresis—bed wetting. Retrieved May 15, 2009, from
http://emedicine.medscape.com/article/1014762-overview.
Classroom Activities
1. To emphasize the important influence of motor growth on both physical and personality
development, have your class organize a program to engage preschool children in a series of
activities using their gross and fine motor skills. For each skill, there should be an explanation
about the activity’s relative benefit for the child. For example, modeling with clay alone and
working out a jigsaw puzzle with another child are examples of fine motor skill activities, but
each has a different impact on the child’s overall behavioral pattern. Other examples of motor
skill activities are playing kickball and climbing a jungle-gym ladder. How do these activities
differ, and what influence do they have on personality development? Have your students give full
explanations about the dynamics of fine and motor growth relative to individual versus group
play.
2. In the text, Santrock documents a number of important structural changes in the brain that
occur in early childhood. To explore brain anatomy in more depth, direct students to the online
Localization of Function Exercise at
http://facstaff.gpc.edu/~bbrown/psyc1501/brain/locfunct.htm, developed by Dr. Barbara Brown
of Georgia Perimeter College. The site allows students to simulate the effects of stimulating the
brain, recording electrical activity from the brain, or creating lesions in the brain to determine the
functions of various brain locations. The site also includes a set of review questions if students
wish to test their knowledge.
3. Explore the issue of handedness with a classroom discussion of how societal bias favors right-
handedness. The majority of “tools” (utensils, machinery, musical instruments, sports equipment,
etc.) in any technological society are designed for the right-handed. Distribute Handout #1 and
have students brainstorm in small groups to list everyday tools that favor right-handedness. After
a few minutes, ask students to share their ideas about which tools favor right-handers and what
options that left-handers have to deal with these objects. Finally, ask students to consider how a
societal bias favoring right-handedness is reflected in language, such as the label gauche (French
for “left”) to refer to crudeness or lacking in social graces, or the use of the term leftie to describe
a socialist or communist.
The following everyday tools all require left-to-right wrist turning movements that are more
comfortable for right-handers: corkscrew, rotary dial phone, analog clock-setting and winding,
screws, light bulbs, etc. Tools that are specifically designed to be used in a right-handed fashion
include: school desks, scissors, can openers, coffee makers, computer keyboards (numeric
keypad on right), calculators and pushbutton phones (left-to-right array), golf clubs, many
musical instruments (especially stringed), cars built in right-lane countries, most hand-held
power tools (drills, saws), etc. (Note that many of these tools are also used in work
environments.) Tools of manufacturing and construction environments designed for right-
handers include: industrial meat slicers, drill presses, band saws, textile machinery, production
lines, and heavy equipment (Holder, 2002).
Reference
Holder, M. K. (2002). Gauche! Left handers in society. Retrieved January 2, 2004, from
http://www.indiana.edu/~primate/lspeak.html#cultural
4. As an investigation into children’s food preferences, have students examine the marketing of
foods to children by observing five or more advertisements during children’s television
programming (children’s cable networks or after-school or Saturday morning viewing hours).
Students should record the use of music, language, color, models, and the overall presentation of
each product. Students should also note the nutritional value and sugar, salt, and fat content of
the foods advertised. They can share their results in a brief paper or in a classroom discussion or
presentation.
5. Childhood obesity is on the rise, with 15% U.S. children estimated to be obese and 30% to be
overweight (Tanner, 2005). While many U.S. schools are taking measures to combat childhood
obesity by removing candy and soda machines from cafeterias, studies have found that school
lunch programs often fail to meet nutrition requirements and have an especially high fat content
(Whitmore, 2004). With reference to the text material on young children’s preferences and
nutritional needs in early childhood, have students plan a school lunch program for young
children that would provide balanced nutrition, be easy to prepare, and be tasty enough to appeal
to children of this age.
References
Tanner, L. (2005, July 5). Panel: BMI doesn’t tell whole story. Retrieved May 15, 2009, from
http://www.redorbit.com/news/health/164408/panel_bmi_doesnt_tell_whole_story/
Whitmore, D. (2004, October 5). Do school lunches contribute to childhood obesity? Retrieved May 15,
2009 from http://www.uncg.edu/bae/econ/seminars/whitmore.pdf.
6. Children’s artwork can be a wonder to a student of psychology because of its commonalities

and how it offers a window to cognitive growth. Attain one or two copies of Rhoda Kellogg’s
books on children’s drawings (Analyzing Children’s Art, What Children Scribble and Why, The
How of Successful Finger Painting, and The Psychology of Children’s Art). If possible, have
your students gather some drawings from children aged 3 to 6 years old. Once collected, record
the child’s age on the back of these drawings, and place them randomly on a table. Ask your
class to identify the age of each drawing by the similarities as shown in Kellogg’s books.
Additionally, have them identify the stage of cognitive development.
7. Health insurance in the United States is a controversial issue for reasons that may not be
apparent to your students. Nearly 20% of all preschoolers and school-age children do not have
health insurance, although 92% have at least one parent who works, with 66% working full-time
(O’Connor, 1999). Have your class debate the issue of whether the federal government should
mandate health insurance for this age group. Although it might seem that this is a nondebatable
issue, point out that it costs the United States $262 billion a year for Medicare to the elderly, and
insuring 11 million more people could be expensive. Also have them research the HMOs and
American Medical Association for their relative perspectives.
Reference
O’Connor, J. M. (1999). New children health insurance program: Early childhood professional outreach
efforts can make a difference. Young Children, 54(3): 63–65.
8. Regarding the physical changes that children undergo between infancy and the end of early
childhood, Santrock notes that by the end of this period, girls have more fatty tissue than boys,
while boys have more muscle tissue. Ask students to consider the environmental influences on
these physical differences by investigating gender-specific toys at a toy store. Most toy stores
have implicitly delineated aisles for “girls’ toys” and “boys’ toys.” What sorts of objects are
associated with each gender? Which toys foster motor and muscular development, and which
toys encourage sedentary activities? Students can report to the class in a large-group discussion
after they have conducted their investigations. As an alternative to research in a toy store setting,
students could also examine television or store catalog advertisements for children’s toys.
9. Playground equipment is popular both in and out of doors. Have your class design a
playground that would encourage activities considered to be appropriate to motor development
while ensuring maximum safety for children of all age ranges. To facilitate this activity, you
might wish to procure a copy of backyard playground equipment designs from a local lumber
company.
10. See Handout #2 for an exercise in brainstorming possible reasons why our nation’s children
do not get enough nutritious food. The purpose of the exercise is to have students think critically
about the issues that impact government policy regarding the health of our young children. (See
article in APA Monitor, “Fast-food culture serves up super-size Americans,” December 2001, p.
33 for more information.)
Reference
Murray, B. (2001). Fast-food culture serves up super-size Americans. Monitor, 32(11): 33.
11. The helmet requirement for motorcyclists is controversial in those states where such a law
exists. In light of the evidence of so many children receiving head injuries resulting from bicycle
mishaps, have your class debate the viability of passing a law requiring all children to wear
helmets (New York State enacted such a law in 1995 for all children aged 13 and under). What
would be the advantages and disadvantages of such a measure? Should parents and children who
fail to comply be punished?
12. See Handout #3 for students’ personal reflections on two topics covered in this chapter.
Students may choose a topic on the influences of nurturing on body growth and nutrition and the
state of health and illness of the world’s children. Stress to the class that personal reflections are
necessary, but may be hypothetical if they are uncomfortable writing about themselves. The
reflection should be no less than 1-1/2 pages double-spaced.
Critique a Child Development Article
Choose one article from any periodical or journal that discusses an issue relevant to one of the
following topics discussed in this chapter:
 Nutrition and the child

 Physical and motor development of the child
 Health and illness of the child
 Smoking and its effects on children’s health
Using the questions listed as follows, write a critique of the article from the viewpoint of a
scientist seeking the truth. This paper should be 3 to 6 pages long, double-spaced.
 Who is the audience for the article (e.g., parents, teachers, adolescents)?
 What is the topic of the article? What are some examples of information provided?
 Does the article emphasize heredity (nature) or environment (nurture)?
 To which domain of child development does it refer (physical, socioemotional,
cognitive)?
 Does the article rely on scientific findings, expert opinion, or case example?
 Do the conclusions of the article seem valid?
In a concluding paragraph(s), give your personal evaluation of what was covered in the article
and whether it advances our knowledge and understanding of child development.
Research Projects
1. Research at least four sources, two of which are medical or professional journals, that focus on
the rate of injury and accidents that afflict young children. Determine the chief cause of injuries
and what is being done (or not being done) to prevent these injuries. An example would be head
injuries resulting from cycling and skateboarding. Conclude your study with an analysis of the
problem and what measures you would recommend to prevent these injuries.
2. As Santrock notes, the poor are the majority in nearly one of every five nations in the world,
and these impoverished individuals regularly face hunger, malnutrition, illness, inadequate health
care, unclean water, and inadequate safety measures. Research a developing country, and find as
much information as possible regarding the health of children in that country. In a written report,
compare and contrast health statistics and issues of the children in your chosen country to
children living in poverty in the United States. Finally, conclude your report with
recommendations about what the United States can do to help impoverished children both in
developing nations and at home.
Personal Applications
1. Tag, You’re It!

This exercise asks students to recall the physical elements of their childhood. Young children are
extremely active, both with regard to gross motor activities (running, jumping, climbing) and fine
motor activities (coloring, cutting, manipulating blocks). These activities are both the result of
and the driving force behind further physical development and agility—and children love them!
• Instructions for Students: Recall your favorite early childhood activities. Did you prefer gross
motor–oriented activities, or fine motor–oriented activities? How did you spend most of your
time? Do you remember any activity that you wanted to be able to participate in, but you
weren’t physically coordinated enough to perform? Can you recall a time of triumph, when
you accomplished a particular feat for the first time?
• Use in the Classroom: Show a video or bring in some toddlers and/or preschool-age children
and supply them with a variety of toys and manipulatives and possible climbing opportunities
(such as a chair or step stool). Have students observe what activities children choose to
engage in. Attempt to have children engage in activities that are too motorically advanced and
watch what happens. Discuss the in-class goings-on with regard to motor development.
2. For Lefties Only

This exercise enables students who are left-handed to explore their experiences in a world
dominated by right-handedness. Left-handedness has been viewed as problematic in the past; so
much so that children were often forced to use their right hands, despite their difficulty in doing
so. Left-handed individuals also have to function in a world that is oriented to those who are
right-dominant. Given that there appears to be a dominant brain hemisphere link to handedness,
that’s a lot to ask!
• Instructions for Students: For those of you who are lefties, write about your experiences as
such. Was your handedness met with any resistance when you were a child—by either your
parents or your teachers? Did you struggle to cut with scissors for right-handed children?
How did you feel (and still feel) writing on desks for right-handed individuals? Have you
benefited in any way from your different handedness—in sports or particular artistic
creativity?
• Use in the Classroom: Have your lefty students share their personal experiences with their
minority handedness status with the rest of the class. Discuss the possible implications for
development, and have students create ideas for studying the relationship between
handedness and brain hemisphere dominance.
3. Have It Your Way

This exercise gets students to recognize and respond to the potential health hazards of a poor diet
for young children. Fast food has become deeply ingrained in our society. Most children not only
get their first taste of fast food during the toddler/preschool years, but many eat it on a regular
basis.
• Instructions for Students: Write a letter to the president of a major fast-food chain. Explain,
from a developmental perspective, the hazards of a poor, high-fat diet for children’s
development. Discuss the inappropriateness of luring children (or their parents, rather) to
purchase such meals with the special kid’s meal and accompanying toy. Elaborate by
presenting the argument that spending advertising dollars to highlight such meals and toys,
along with offering popular, trendy toys, contributes to the poor nutrition habits of children
too young to understand the hazards.
• Use in the Classroom: Have groups of students create public service announcements geared
to parents to alert them to the hazards of a poor, high-fat diet, particularly in young children.
Include society’s problematic propensity for turning to fast food for ease and convenience,
and the inclusion of a toy with kids’ meals.
Essays
1. Summarize the changes in height and weight that children undergo in early childhood.
2. Discuss changes in brain structure and functioning that occur in early childhood.
3. Describe research findings that link the emergence of memory and self-awareness with brain
maturation in early childhood.
4. Propose some physical activities that would be appropriate for promoting gross and fine
motor skills in early childhood.
5. Explain why participation in sports programs in early childhood may be problematic for
children.
6. With reference to what research has shown about the development of children’s drawings,
describe the changes that you would expect to see in a child’s artwork between the ages of 2
and 5.
7. Summarize the research on the development of handedness in early childhood. What is the
relationship between handedness and the brain?
8. The American Psychological Association reports that 27% of children aged 5 to 12 are
resistant to “bedtime.” The APA suggests that there may be more to this than just
rebelliousness. Suggest some probable causes of this phenomenon, and what parents may do
to alleviate the problem.
9. To young children, sleep can be a time of fear and unrest. Suggest some guidelines for
parents about what they can do to ensure a restful night of sleep for their children.
10. Discuss the nature and function of transitional objects. In what sense are these objects
“transitional”?
11. Based on information in the text, describe the advice you might give to a parent of a 4-year-
old child who has been experiencing recurrent nightmares.
12. Based on information in the text, describe the advice you might give to a parent of a 4-year-
old child who has become a “fussy eater.”
13. Provide an analysis of the factors contributing to the recent rise in obesity in young children
in the United States, and the negative outcomes associated with obesity in early childhood.
What can parents do to prevent obesity in children?
14. A 2001 study by the American Academy of Pediatrics found that the rate of firearm-related
death among children less than 15 years of age in 26 industrialized countries was by far the
highest in the United States, while many countries reported no firearm-related deaths among
children. Present your perspective on measures that could be taken to reduce firearm-related
fatalities among children.
15. The state of nutrition for the world’s poor, especially in developing countries, has reached
crisis status. Discuss your views on the causes of this problem, and what solutions the world
governments (or United Nations) should and could take to alleviate the death and suffering of
children.
Web Site Suggestions
1. http://www.kinderstart.com/
Links to information regarding physical and motor development in early childhood.
2. http://www.pbs.org/wnet/brain
The PBS site for “The Secret Life of the Brain.” Five episodes, from the baby’s brain to the aging
brain, with information about the history of the brain, and information about how scientists study
the brain through a variety of brain scans.
3. http://www.theideabox.com
This site is geared toward encouraging creativity in young children. Art, craft, and music
activities are available with additional links for children and adults to access. A newsletter
containing monthly activities is also obtainable.
4. http://www.indiana.edu/~primate/left.html
Information on left-handedness. Brain lateralization, frequency of left-handedness in the
population, and some famous left-handers are a few examples of the information obtainable from
this site.
5. http://www.stanford.edu/~dement/children.html
Information on sleep disorders of childhood.
6. http://aafp.org/afp/20010115/277.html
An informative article at the Web site of the American Academy of Family Physicians on
children’s sleep problems.
7. http://www.lpch.org/DiseaseHealthInfo/HealthLibrary/growth/ntmares.html
Information on children’s nightmares and night terrors, along with suggestions for alleviating the
problems.
8. http://www.unicef.org/sowc2013
Information on the state of the world’s children’s nutritional needs. Statistical tables, approaches
that work, and links to sites describing what is being done to alleviate the problem of
malnutrition are accessible from this site.
9. http://www.bcm.tmc.edu/cnrc/
This site is home to the Children’s Nutrition and Research Center (CNRC), which provides
information on the state of children’s nutritional health and needs. Links to other related sites
such as the Food and Nutrition Information Center and the Food Guide Pyramid are available.
10. http://parenting.ivillage.com/
Information on children’s safety, accident prevention, and children’s health. Links are provided
to additional sites and recent articles.
11. http://www.naeyc.org
The main site for the National Association for the Education of Young Children (NAEYC). The
site provides outlines to some NAEYC journals as well as links to other sites on child
development. Membership is required for complete article downloads.
12. http://www.zerotothree.org
Links to dozens of topics relative to children aged birth to 3 years. Among some topics are SIDS,
child abuse, cultural diversity, drug abuse, and brain development. Many of these sites are
parents’ information lists.
Assets Available in Connect
A selection of resources assignable and assessable within Connect.
Asset Page
Asset Title Learning Objective
Type Number
Describe changes in motor development in
Video Fine Motor Skills at Age 3 211 early childhood.
Video Copying Shapes at Age 3-1 211 early childhood.
Video Copying Shapes at Age 3-2 211 early childhood.
Video Fine Motor Skills at Age 5 211 early childhood.
Video Children and Nutrition 212 Characterize the health of young children.
HANDOUT #1
SOCIETY AND HANDEDNESS

List tools (utensils, machinery, musical instruments, sports equipment, etc.) that favor right-
handed users.
Given a right-handed bias in everyday objects and equipment, what options do left-handers have?
How does the use of language reflect a societal bias favoring right-handedness?
HANDOUT #2
A PRACTICUM FOR NUTRITION

Psychologist Kelly Brownell of Yale University has a prescription for better health through
nutrition for our nation’s youth (Murray, 2001). If we are concerned about the health of our
nation’s citizens and especially of our children, one wonders why these measures have not been
instituted. For each suggestion listed as follows, brainstorm ways in which it can be
implemented, giving reasons for the obstacles that have so far prevented it from being
implemented and may continue to do so in the future. Consider factors such as finances, public
opinion, corporate resistance, and constitutional rights.
 Make physical activity more accessible by building communities to allow more walking
or biking.
 Regulate TV food ads aimed at children and mandate equal time for pro-nutrition
messages.
 Ban fast foods and soft drinks from schools, as well as contracts with sports-related
companies.
 Discourage consumption of poor foods through “fat tax,” earmarking the funds for
nutrition and recreation.
HANDOUT #3
PERSONAL REFLECTIONS
on the themes presented in this chapter
Review the learning goals and the summaries following each as presented throughout the chapter.
From these, glean what you consider to be the two major themes of this chapter. (You may
choose more than two, if you like.)
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
On a separate sheet of paper, write your personal reflections of child development relative to
ONE of these themes. You will be writing about impressions of what has been discussed in class
and presenting your own views using personal experiences or those of people you have known.
(Note: Writing about your personal experiences is voluntary and not required for this assignment.
You may use hypothetical situations or write about the experiences of people you know or have
known.)
Be sure to conclude by writing a general statement regarding child development that would
summarize one of the themes of this chapter.
Another random document with
no related content on Scribd:
Sitten puoluetoverit syventyivät jälleen ammentamaan tietoja
kuopiolaisesta miltei pohjattomasta kaivosta, ja seuraava uutinen,
joka tuli arvoisilla palstoilla heti tämän sonniuutisen jälkeen, oli
luonnollisesti lehmäuutinen, vieläpä korkeasti valtiollinen
lehmäuutinen, niinkuin maalaisliittolaislehdelle sopiikin.
Ja kuului se henkevyydessään seuraavasti:
»— Troskiko maalaisliittolainen? Meille on kerrottu että Troski on

karjanhoitoon niin innostunut, että pitää matkassaan lehmää».
Puoluetoverit kaivoivat piipunperskat poskestaan ja sylkäisivät

aina hamaan ovelle asti ja raappivat miettiväisesti päätään ja
ajattelivat, että jaa, se Rotski… että niät tätä meijän mualaisliittoo…
ja lehmee niät tuntuu pitävän matkassaan…
Ja puoluetoverit tunsivat sisällistä liikutusta ja oikeutettua ylpeyttä

ajatellessaan, miten heidän puolueensa paisuu ja leviää ja miten
siihen jo kuuluu maailman kuuluisuuksia, niinkuin nyt yhdeksi
esimerkiksi vaikkapa tää Rotski.
Mahdollisesti jotkut kuopiolaiset soittelivat »Savon Sanomain»

toimitukseen ja anoivat lisätietoja Trotskin maalaisliittolaisuudesta ja
hänen lehmästään, sekä selvitystä siihenkin seikkaan, sitooko jo
lehmän omistaminen sinänsä omistajan maalaisliittoon, ja kukaties
arv. toimitus oli lopuksi huomaavinaan jonkinlaisia pukinsorkkia
vilahtelevan näiden viattomien kysymysten liepeiden alta, eikä liene
vallan mahdotonta sekään, että toimitus oli kuulevinaan salaperäistä,
hillittyä naurunhihitystä jostain, pääsemättä oikein selville siitä, kuka
nauroi ja missä nauroi ja minkätähden nauroi — kuinka tahansa,
toimitus alkoi rypistellä otsaansa ankaran näköisenä ja toimituksen
suupielet nytkähtelivät tarmokkaasti ja toimitus ryhtyi lehtensä
seuraavaan numeroon toimittamaan toista uutista
maalaisliittolaisesta Trotskista, ja tuli tämä uutinen painokoneesta
päivänvaloon seuraavassa muodossa:
»Lehtemme viime numerossa ollut naivi pikkujuttu, joka koski

neuvostokomissari Trotskin karjanhoitoharrastuksesta, oli päässyt
pujahtamaan julkisuuteen sivusta päin toimituksen tietämättä».
Laaja lukijakunta ja savolainen maalaisliitto kopisteli porot

piipunpohjasta kouraansa, paineli niitä toisen käden peukalolla ja
sujautti ne huuleensa.
Sitten jäi se tuijottamaan miettiväisenä eteensä.
Siitä tuntui kuin olisi tämä edellisessä numerossa niin selvä asia
tullut jollain tavoin hämärämmäksi: onko nyt Trotskilla siis lehmä
matkassaan vai eikö, ja kuuluuko nyt Trotski siis maalaisliittoon vai
eikö kuulu?
Luulemme voineemme osoittaa, että »Savon Sanomat» on hauska

lehti.
Pyydämme saada omistaa yhden pienen, mutta sangen

myötätuntoisen hymyilymme »Savon Sanomille» ja sen laajalle
lukijakunnalle.
(1921.)
UUSI JULISTUS
Miettiväinen ilme tummansinisissä silmissämme katselemme ulos

ikkunasta.
Siellä leijailevat lumihiutaleet. Nenät punoittavat ja henget vähän

höyrähtelevät.
On marraskuu.
Jo neljä vuotta ovat tuttavamme, joskaan eivät juuri ystävämme,

bolshevikit olleet vallassa aivan meidän tallinnurkkamme takana.
Ovatpa he tuon tuostakin kurkistaneet sen nurkan takaa

meidänkin pihallemme, mutta ovat kiireesti vetäneet
punertavakarvaisen naamansa takaisin, huomatessaan isännän
seisovan hajasäärin keskellä pihaansa, kädet tosin sarkahousujen
taskuissa, mutta tukeva aidanseiväs aivan siinä lähistöllä.
Meidän kommunistilehtemme ovat edelleenkin paavillisempia kuin

heidän paavinsa itse. Tälle oikeauskoisuudelle, joka pysyy
järkähtämättömänä silloinkin, kun profeetta ja ylimmäiset papit ovat
justeeranneet opinkappaleitaan, pyyhkineet pois tärkeimpiä pykäliä
ja tehneet muihin pykälöihin sangen oleellisia muutoksia, on meidän
antaminen porvarillinen tunnustuksemme. »Tuhannet säihkyt ilman
kannen kirjaa» — kertoo suurin englantilainen runoilija suurimman
roomalaisen deklamoineen kohtalokkaana maaliskuun 15 pnä
vuonna 44 e.Kr.s. senaatin täysistunnossa Pompeiuksen teatterissa
— »jokainen tult' on, ja ne loistaa kaikki, mut paikkansa vain pitää
yksi niistä…» j.n.e. Hra Caesar puhui silloin itsestään ja
Pohjantähdestä, joiden välillä hän oli havainnut vertauskohtia.
Meidän päivinämme pitänee tuskin mikään muu säihky paikkaansa
kuin jonkun kuopiolaisen, tamperelaisen, oululaisen tai vaasalaisen
kommunistin tulenpalava usko bolshevismiin — ei siihen vesivelliin,
joksi Lenin, Tshitsherin ynnä muut tunnetut luopiot ovat bolshevismin
tärvelleet — vaan siihen vanhaan oikeaan, joka pitää alkuperäisistä
teorioista kiinni lujemmin kuin sika leivästä, ja jonka vuorenvankkaa
uskoa maailman vallankumoukseen ei edes maanjäristys,
tulivuorenpurkaus ja tuhat kaikkein pontevinta peruutusta Leninin
omasta kaunopuheliaasta suuontelosta kykene millimetrin vertaa
hievahuttamaan. Suurin ihme, mitä 20:nnellä vuosisadalla on
tapahtunut, oli se, kun meikäläiset kommunistilehdet alkoivat
myöntää, että Neuvostoparatiisissa on nälänhätä. Ensimmäisiä
tietoja siitä tervehtivät ne punaisella ivanaurulla, ja Lenininkin
julistukset, joissa ilmoitettiin, että leikki on kaukana, paiskattiin
häpeällä paperikoriin. Mutta sitten alkoivat ne kuitenkin kirjoittaa
samasta asiasta. Mikä tämän mielenmuutoksen sai aikaan, sitä me
emme tietenkään voi mennä varmuudella väittämään, mutta tuskinpa
erehtynemme, jos oletamme, että niistä bolshevikkivirastoista, joista
painatusapu meidänkin kommunistilehdillemme heruu, ja joille ei
suinkaan ole samantekevää, saadaanko vai ei muu ihmiskunta
uskomaan Venäjän hätä todelliseksi, tehtiin aateveljille niin
Kuopiossa kuin sen etu- ja takapuolellakin tiettäväksi, että elleivät he
ala toisella tavalla suhtautua asiaan, toimitetaan heille itselleen
nälänhätä pikemmin kuin he ehkä aavistavatkaan. Ja se naula kyllä
veti.
Nyt on puustakatsojalle mielenkiintoista odottaa, milloin

meikäläiset uskonveljet alkavat myöntää senkin, että Neuvosto-
Venäjä on eräistä painavista käytännöllisistä syistä luopunut
tähänastisista uskonkappaleistaan, nöyryyttänyt itsensä länsimaisen
kapitalismin edessä ja ilmoittanut olevansa valmis tanssimaan
kultaisen vasikan ympärillä piirileikkiä »Väki tuli saaresta, sun frali lali
lei, kun ei ollut hauska, sun frali lali lei», käsikädessä Euroopan ja
Amerikan suurkapitalistien kanssa, kunhan vain viimemainitut
pelastavat Venäjän siitä kaikkein viimeisestä romahduksesta, joka
lähestyy peloittavalla nopeudella. Tähän saakka ovat meidän
kommunistimme vaienneet tarkoin näistä merkittävistä asioista
taikka selittäneet ne vain niiksi porvarien valheiksi.
Sitä innokkaammin koettavat Neuvosto-Venäjän pääjehut saada

koko maailman uskomaan, että heikäläinen »Tasala Vilkun
gäändmys paremppa elämähä» on todellinen ja vakavasti tarkoitettu.
Moskovassa viime kuussa pidetyssä kongressissa antoi Lenin selvin
sanoin ymmärtää, että suhteessa ulkomaihin tapahtuu nyt
täyskäännös oikeaan, joten on parasta, pojat, ettette enää puhu siitä
maailmanvallankumouksesta mitään, ei ainakaan niin kovalla
äänellä, että se naapurin pihalle kuuluu.
Ja ranskalaisen »Petit Parisien» lehden kirjeenvaihtajalle on

ulkoasiainkomissari Tshitsherin Moskovassa todennut, että
Neuvosto-Venäjän on täydellisen katastrofin uhatessa ollut pakko
päättäväisesti heittäytyä länsimaisen kapitalismin turviin. Ja että
Neuvostolan ulkopolitiikka nyttemmin perustuu ainoastaan
taloudellisiin maailmanintresseihin, eikä, niinkuin tähän saakka,
kommunistisiin opinkappaleisiin. Sekä että tämä politiikka
vastaisuudessa on oleva aivan riippumaton kolmannesta
internatsionalesta, ja ettei sillä ole mitään tekemistä luokkataistelun
kanssa.
Yhtä innokkaasti kuin bolshevikit vielä joku aika takaperin julistivat

bolshevismiaan kaikelle maailmalle, yhtä kovasti he nyt puhaltavat
pasuunaansa kaikille ilmansuunnille, tiettäväksitehden
»kääntymystään».
Ja jos porvari huomauttaa, että »kyll mar tämä kaikk ny vaa hyvä o
ja vallam baikallas, ett snääki Vilkk olet tull hurskaks», niin mutisee
Neuvosto-Vilkk vaatimattomasti, että ehkä ei nyt sentään vielä tosin
aivan hurskaskaan, »mutt ny ovakki asjat toisi ja mnuull on däys syy
muutta elämätän…»
Niinhän tuo kyllä taitaa olla.
Mutta se paha maailma tuntuu vielä hieman epäluuloiselta.
(1921.)
PAREMPI JOTAIN KUIN EI MITÄÄN
Asumme täällä kuin maantien varrella olevassa talossa, jonka

isäntäväki on rahtilaisten ja muiden ohikulkevien kesken tunnettu
vanhanaikaisesta suopeudestaan käypäläisiä kohtaan, vaikka ne
eivät aina erikoisen mieluisiakaan olisi. Matkamies voi poiketa taloon
turvallisessa tietoisuudessa, että jollei talonväki hänelle nyt juuri
kaulaankaan lennä, niin ei se kiellä myöskään sitomasta hevosta
tikapuihin ja ajajaa käymästä tuvassa ryyppäämässä vettä
ovensuussa olevasta saavista, jonka laidalta riippuu yhteinen kauha.
Toiset ryyppäävät vain vettä, kehaisevat talon kaivoa, ja
kopisteltuaan huopasaappaistaan lumen permannolle ikäänkuin
korvaukseksi vedestä, lähtevät jatkamaan matkaansa. Toiset taas
istahtavat hetkiseksi penkillekin, panevat tupakaksi, sylkäisevät
puheen aluksi, kysyvät talon nimeä ja tarinoivat yhtä ja toista,
talonväen hommaillessa omissa askareissaan ja kuunnellessa
vieraan puhetta puolella korvalla tai kolmanneksella. Välistä vain,
kun isäntä palaa tallista tai emäntä navetasta, voivat he luoda
johonkin pitkäpiimäisempään kulkijaan hiukan ihmettelevän katseen:
yhäkö se istuu täällä, ihan outo ukko.
Olimme jo melkein unohtaneet, että meillä on täällä kotvasen

aikaa ollut melkoinen määrä Kronstadtin pakolaisia. Kun ei vierailla
ole tuntunut olevan halua lähteä talosta, on niitä neuvottu talon
töihin. Metsähallitus on antanut eräitä tietoja näiden töiden
sujumisesta. Aluksi ei siinä suhteessa ole ollut juuri kehumisen
varaa, koska näillä ammattivallankumouksellisilla on ollut peukalo
keskellä kämmentä, mikäli kämmentä on täytynyt ruveta käyttämään
tuottavaan työhön. Mutta työ on neuvonut tekijäänsä, niinkuin
maassa tapana on, ja peukalo on vähitellen siirtynyt luonnolliselle
paikalleen.
Metsähallituksen laskelmien mukaan ovat Kronstadtin pakolaisilla

teetetyt työt tulleet noin kolmasosaa kalliimmiksi kuin jos oma
kotimainen työväki olisi ne suorittanut. Me voimme kuitenkin
nähtävästi olla tyytyväiset siihenkin, sillä pakolaisjoukon
ylläpitäminen työttömänä keskitysleireissä olisi todennäköisesti ollut
vielä epäedullisempaa. Nyt on viime kesän ja syksyn kuluessa tullut
tällä työvoimalla kaivetuksi ojia yhteensä 124 km, perattu uittoväyliä
25 km ja tehty teitä 15 km. Aina se on sekin tyhjää parempi.
Myönnämme, ettei näillä saavutuksilla ole mainittavampaa

merkitystä meidän taloudellemme. Mutta sitä tärkeämmiksi voivat ne
muodostua Venäjälle. Ennemmin tai myöhemmin voivat bolshevikit
saada täältä viisisataa miestä, jotka eivät osanneet juuri muuta tehdä
kuin vallankumousta ja kapinaa, mutta jotka nyt pystyvät sekä ojia
kaivamaan että teitä tekemään. Viisisataa tie- ja
vesirakennusinsinööriä, jotka osaavat itse tehdä työtä ja opettaa
muitakin sitä tekemään. Bolshevikit ehkä vielä lähettävät meille
langattoman kiitossähkösanoman sen johdosta, että me olemme
täällä koukuttaneet heille viisisataa miestä, jotka osaavat hankkia
leipää.
Sillä sellaisista miehistä tuntuu Venäjä, suurista
luonnonrikkauksistaan huolimatta, kärsivän puutetta. Kuvaavana
esimerkkinä — mikäli esimerkkejä ensinkään kaivataan — voimme
siinä suhteessa vedota siihen »lähetyskuntaan», jonka Pietarin
bolshevikit omien lehtiensä kertoman mukaan lähettivät viime
kesänä Etelä-Venäjälle ostamaan viljaa.
Se oli kuin patriarkka Jaakobin poikain matka Egyptiin

samanlaiselle asialle, sillä erotuksella vain, että pietarilaiset
viljanostajat eivät onnistuneet yhtä hyvin kuin Jaakobinpojat. Heille
— pietarilaisille tietysti — oli varustettu oma junansa ja annettu 5
miljoonaa ruplaa matkarahoiksi, mutta retkikunta, juna ja 5 miljoonaa
ruplaa katosivat kuin tina tuhkaan avaraan Venäjänmaahan. Pietarin
bolshevikkijohtajat odottelivat aikansa, mutta lakkasivat viimein
odottamasta, kun huomasivat, että leivänhakijat olivat hävinneet sille
tielleen. Eihän se ollut ensimmäinen eikä varmaan viimeinenkään
selittämätön katoamistapaus Neuvosto-Venäjän nelivuotisessa
historiassa.
Mutta äskettäin löytyi muutaman moskovalaisen rautatieaseman

sivuraiteilta juna, joka syystä tai toisesta veti asiaankuuluvien
neuvostovirkailijoiden huomiota puoleensa. Junaa tutkittaessa kävi
ilmi, että se oli juuri se kadonnut pietarilainen viljanhankintajuna. Ja
junassa istuivat ne viljanostoon lähteneet Jaakobinpojat.
— Missäs viljat ovat?
Jaakobinpojat selittivät murheellisina, etteivät he olleet onnistuneet

saamaan viljaa.
Tutkijat näkivät junassa 27 tynnyriä ja kysyivät, että mitäs sitten

noissa tynnyreissä on?
Viljanostajat vastasivat, että niissä on — hm — viinaa — ostettiin
sitä — hm — jottei tarvitsisi aivan tyhjin käsin Pietariin palata.
Olisihan edes jotakin tuomisia… kun ei leipää saatu…
Olemme, niinkuin sanottu, sitä mieltä, että ryssä tarvitsee miehiä,

jotka ovat oppineet hankkimaan leipää, silloinkun
leivänhankkimisesta on kysymys. Meillä on nyt viisisataa miestä
opissa. Tosin ei heistä luultavasti ennätä mitään Saarijärven Paavoja
kehittyä. Mutta he ovat joka tapauksessa kaivaneet puolessa
vuodessa 124 km ojaa. Ja se on hyvä alku.
(1921.)
SOSIALISTIT, KOMMUNISTIT JA
RASVANAHKAISTEN PUOLUE
Noottien vaihto tämän maan sosialidemokraattisen ja kommunistisen

puolueen välillä näyttää päättyneen, toistaiseksi kumminkin.
Käsitteitä on vähän selvitetty puolelta ja toiselta. Kommunistit vetivät
henkeä, joka tahtoo välillä loppua, kun pitää jaksaa yhden puolueen
haukkua niin porvarit kuin sosialistitkin ja koko maailma, ja kysäisivät
sitten hiukan käheällä eikä aivan sydämellisellä äänellä, joko
sosialidemokraatit ja noskelaiset tuntevat nahkansa kyllin
pehmeäksi, vai lisätäänkö vielä löylyä, ja eivätkö molemmat puolueet
ala vähitellen tajuta ajankohdan sopivaksi »hedelmälliseen
yhteistyöhön».
Noskelaiset antoivat laajan vastauksen, jolla he todistivat olevansa

yhtä pontevia sanaseppoja kuin kommunistitkin, ja asettivat
muutamia vaatimuksia, sekä sen yleisen ehdon, että kommunistien
olisi ruokottava suutaan eräillä navetanpuhdistusvälikappaleilla ja
laimennettava 96-prosenttiset haukkumasanansa,
sosialidemokraatteja arvostellessaan, ainakin 50-prosenttisiksi.
Kommunistit ovat torjuneet rukkaskädellä näin ylettömät

vaatimukset ja ilmoittaneet, että koska ja kun niin on, niin ryhtyvät he
jatkamaan taistelua porvareita vastaan yksin ja omilla keinoillaan, ja
sosialidemokraatit saavat pitää hyvänään ne kalikat, jotka heidän
kinttuihinsa tässä kahakassa kommunistien käsistä lentelevät.
Samalla ovat kommunistit tehneet tiettäväksi, että
»Tässä taistelussa tulee Suomen Sosialistinen Työväenpuolue

osoittamaan Sos.-dem. Puoluetoimikunnan avoimessa vastauksessa
esitetyt syytökset ja väitteet, jotka koskevat suhtautumista Tarton
rauhansopimuksen noudattamiseen ja 'Karjalan kansannousuun'
y.m. ja jotka nyt ovat hedelmällisen yhteistyön esteenä, vääriksi,
valheellisiksi ja proletariaatin etujen vastaisiksi».
Että taistelua ainakin Sääksmäellä tullaan jatkamaan

tepsivämmilläkin aseilla kuin pelkällä kielenpieksämisellä, siitä antaa
aavistuksen eilisessä lehdessämme ollut uutinen, jossa kerrottiin,
että Sääksmäen kunnanvaltuuston kommunistinen jäsen, kirvesmies
Edvard Nieminen on iskenyt puukkonsa saman valtuuston
sosialistisen jäsenen, työmies Kalle Lehtosen olkavarteen.
Katsoen siihen, missä merkeissä kunnallinen toiminta

Sääksmäellä tänä vuonna on alkanut, ehdottaisimme läänin
maaherralle, että hän velvoittaisi Sääksmäen kunnan
rakennuttamaan kunnantalon yhteyteen sellaisen asehuoneen, joka
keskiajalla oli kirkoissa. Kunnanvaltuutettujen olisi tähän
asehuoneeseen ennen kokouksen alkua jätettävä ne puukot, kirveet
ja heinähangot, jotka he mahdollisesti ovat kokoukseen lähtiessään
varustaneet mukaansa, antaakseen kokouksessa enemmän pontta
sanoilleen. Vain puheenjohtajalla olisi oikeus käyttää mitään
kättäpitempää, nimittäin puheenjohtajan nuijaa. Varmuuden vuoksi,
koska tavallinen visakoivuinen sokerivasara keskustelun
vilkastuessa ehkä saattaisi osoittautua liian tehottomaksi
järjestyksen ylläpidossa, voitaisiin puheenjohtaja oikeuttaa
vasaranaan käyttämään rautapuntaria.
Mutta Toholammilla saarnaava entinen kommunistien piirisihteeri

Janne Kaara antaa pitkät ja kylmät vihellykset sekä kommunisteille
että sosialidemokraateille. Hän on paljastanut onnellisille
toholampilaisille koko humpuugin ja avannut toholampilaiset silmät
näkemään, »ettei Suomessa vielä tällä kertaa ole yhtään todellista
vallankumouksellista puoluetta». Kommunisteillakin kuuluu vain
olevan »kitalaki täynnä suuria sanoja, joita oikein vaahtopäisenä
maailmaan laskettelevat, mutta ei ole niin paljon miehuutta, että
uskaltaisivat kutsua edes puoluettaan oikealla nimellään, vaan
ohranaa peläten pitävät sillä väärän nimen».
Ja on Toholammin uusi apostoli luvannut, että jos hän saa

tarpeelliset varat, niin perustaa hän sanomalehden ja puolueen,
»johon jäseniksi pääsee ainoastaan rasvanahkaisia talonpoikia ja
työmiehiä».
Vaaditaanko tulevassa rasvanahkaisten puolueessa, että rasva on

oleva nahkan ulkopinnalla, vai saako sitä ja minkä verran olla
nahkan sisäpuolellakin, sen saanemme kuulla sitten, kun Janne
Kaara on saanut kokoon välttämättömän kapitaalin.
(1922.)
MINKÄTÄHDEN KORPISELÄN IIVANA
KÄSKETTIIN POIS PÖYDÄN TAKAA
Korpiselän kunnan Iivanat ja muut herrat valtuutetut kokoutuivat

Korpiselän kunnallisessa elämässä tärkeään tilaisuuteen,
kunnanvaltuuston ensimmäiseen kokoukseen, jossa piti taas
järjesteltämän kunnallista huushollia ensi vuodeksi, ja jossa oli
valittava ensiksikin puheenjohtaja, varapuheenjohtaja ja pöytäkirjuri.
Ja kun ukot olivat asettuneet paikoilleen, niin astui pöydän taakse

viimevuotinen puheenjohtaja, katsahtaen läsnäolevaan Korpiselän
kansan pienoiskuvaan surunvoittoisella silmäyksellä, ja sanoi sitten,
ettei hän halua enää tulla koroitetuksi siihen kunniaan, missä hän
Korpiselän kunnanvaltuuston puheenjohtajana on ollut, niin että
kiitos nyt sitten vain luottamuksesta ja hauskasta seurasta.
Valtuusmiehet kumarsivat vähän ja murahtivat, että kiitos vuan

itellesj, ja sitten tuli kysymys, että kukas nyt koroitetaan Korpiselän
valtaistuimelle.
Melkein kaikki puhujat kannattivat O. Huovista kykenevimpänä

miehenä puheenjohtajaksi. Maalaisliittolaiset myöskin. Eräs sosialisti
vain yhden toverinsa kannattamana pyysi arvoisien läsnäolijoiden
suosiolliseen huomioon soveliaana puheenjohtajakandidaattina
sulkea erään läsnäolevan Iivanan.
Mutta kun äänestys oli toimitettu, havaittiin Huovisen saaneen vain

6 ääntä, kun Iivana sai 7, joten Iivana tuli valituksi maalaisliittolaisten
ja sosialistien kaikessa hiljaisuudessa tekemän salaisen
lehmäkaupan avulla.
Mutta mikä oli tullut se oli tullut, ja entinen puheenjohtaja kiitti vielä
kerran Korpiselän ukkoja kaikesta suopeudesta ja siirtyi pois pöydän
takaa, ojentaen Iivanalle Korpiselän kunnanvaltuuston
puheenjohtajan ulkonaisen arvomerkin. Aapisen nimittäin, jonka eräs
tuntematon, mutta jalomielinen lahjoittaja oli viime talvena
lahjoittanut puheenjohtajalle, arvokkaana ja hyödyllisenä perintönä
luovutettavaksi puheenjohtajalta puheenjohtajalle Korpiselän
kunnanvaltuustossa.
Uusi puheenjohtaja otti tyytyväisyydestä loistaen aapisen

haltuunsa ja astui sitten pöydän taakse puhetta johtamaan.
Sitten istui puheenjohtaja Iivana ääneti pöydän takana ja katseli

aapinen kourassa lempeästi johdettaviaan, ja Korpiselän ukot
tuijottivat häneen takaisin uskollisesti ja rauhallisesti, kunnes eräs
valtuutetuista, joka kai alkoi arvella, että puheenjohtaja ja muu
valtuusto tuntevat jo tarpeeksi toisensa, keskeytti tämän hiljaisen
hartauden ja esitti, että eiköhän nyt voitaisi ruveta
varapuheenjohtajaa valitsemaan.
Puheenjohtaja nyökäytti päätään myöntymyksen merkiksi ja näytti

sitten vaipuvan ankaraan ajatustyöhön. Katsojat saattoivat melkein
nähdä, miten voimallisesti hänen kehittyneet aivonsa työskentelivät.
Sitten kohotti uusi puheenjohtaja päätään, tuijotti kiinteästi
aapisensa kanteen ja kääntyi vihdoin valtuuston puoleen seuraavalla
esityksellä: jos valtuusto olisi hyvä ja neuvoisi häntä, miten sellainen
vaali on toimitettava.
Korpiselän kunnan pitkäpartaiset luottamusmiehet sipaisivat

hieman ällistyneen näköisinä kasvojensa miehekkäitä kaunistuksia ja
vilkaisivat sitten omituisesti toisiinsa ja alkoivat tuijottaa lattiaan.
Vihdoin eräs sosialisti lopetti tämän tukalan hiljaisuuden, selittäen

puheenjohtajalle lyhyesti ja kansantajuisesti, kuinka vaali
lainmukaisesti on toimitettava. Ja samalla vaivalla pyysi puhuja
saada arvoisille läsnäolijoille huomauttaa, että tämä puheenjohtaja
on siis todellakin, niinkuin puhuja ennen vaalia oli ennustanut,
toimeensa jokseenkin yhtä pätevä kuin jos puheenjohtajaksi olisi
valittu esimerkiksi vanha saapas. Niin että puhuja antoi
puheenjohtajalle sen kansanomaisen ja suorasukaisen, mutta
hyväätarkoittavan neuvon, että tämä irroittaisi asianomaisen
puheenjohtajan paikalta ja luovuttaisi vapaaehtoisesti ja hyvän sään
aikana virkansa Huoviselle.
Sitten valtuusto äänesti omin päinsä, ilman puheenjohtajan

arvokasta myötävaikutusta, varapuheenjohtajan.
Puheenjohtajasta tuntui tämä mukavalta, joten hän esitti, että

valtuusto samaa vauhtia valitsisi puheenjohtajalleen pöytäkirjurinkin,
ja olisi valtuusto vielä senkin tehnyt, mutta ehdotetut henkilöt
kieltäytyivät mitä jyrkimmin ja pontevimmin.
Sitten istuttiin ja haukoteltiin ja mentiin välillä tupakallekin ja

arveltiin, että puheenjohtaja pitäköön nyt sitten itse pöytäkirjankin.
Vihdoin se sosialisteista, joka oli saanut kohtalokkaan
päähänpiston esittää Iivanaa puheenjohtajaksi, nousi tekemään
synnintunnustusta ja myönsi äärettömästi erehtyneensä
puheenjohtajakykyihin nähden, joten hän ehdotti, että Iivana itse
valittaisi vaalista maaherralle ja selittäisi kykenemättömyytensä sekä
pyytäisi maaherraa vapauttamaan Iivanan hänen hartioilleen
lasketusta liian raskaasta taakasta.
Korpiselän ukkojen silmät kiintyivät silloin toivon välkkeellä

puheenjohtajaan.
Mutta Iivana hypisteli aapista ja hymyili leveästi ja ilmoitti, että kun

hänet on kerran puheenjohtajaksi valittu, niin kyllä hän nyt aikoo
siinä virassa pysyäkin.
Silloin puhkesi kunnanukkojen välillä kiivas ja äänekäs ynnä

äärettömän monisanainen keskustelu siitä, että mitäs nyt tehdään, ja
pitääkö valtuuston valittaa omasta vaalistaan maaherralle, vai
valitako Huovinen ilman muuta puheenjohtajaksi.
Iivana istui vain pöydän takana.
Hän ei kuitenkaan enää hymyillyt, huomattuaan epämiellyttäväksi

hämmästyksekseen, että valtuusto todellakin aikoi ottaa häneltä
aapisen ja alentaa hänet tavalliseksi valtuusmieheksi.
Mutta valtuuston kokoushuoneen nurkassa oli syrjäisenä

kuuntelijana istunut eräs vanha ja arvokas, harmaapartainen
korpiselkäläinen patriarkka.
Tämä kunnianarvoisa ukko nousi nyt loukostaan ja kysyi

valtuustolta — ei siis puheenjohtajalta — saisiko hän sivullisena
lausua muutaman sanan.
— Puhu sie vuan! lupasi valtuusto yksimielisesti.
Silloin vanha patriarkka ojentautui täyteen pituuteensa, astui

askeleen puheenjohtajaan päin ja lausui äänellä, joka oli tottunut
tulemaan sekä kuulluksi että noudatetuksi, seuraavat ratkaisevat
sanansa:
— Sie Iivana astu nyt heti pois sieltä pöydän takaa ja mäne sinne,
missä äsken olit!
Ja vanhus osoitti varmemmaksi vakuudeksi sormellaan sitä penkin

päätä, jolla Iivana oli istunut ennen puheenjohtajaksi tuloaan.
Ja silloin Iivana erosi ja palasi takaisin penkin päähän.
Mutta aapisen hän sai pitää muistoksi lyhyestä

puheenjohtajakaudestaan, joka oli kestänyt noin kaksi tuntia.
(1922.)
KUVIA PORVARILLISESTA
YHTEISKUNNASTA
Ottakaamme ensin sakset ja leikatkaamme kyynel silmäkulmassa

Vaasan kommunistilehdestä seuraava tunteellinen ja liikuttava:
»Tervehdys vankilassa viruvalle Arvo-sedälle.
Vaasan järjestönuoret kokoutuneena kokoukseensa viime

sunnuntaina tunsivat syvän kaipauksen keskuudestamme vankilaan
raahatun ohjaajamme Arvo-sedän poissaolosta, sedän, joka
vapaana ollessaan oli valmis uhraamaan kaikki vapaahetkensä
meidän pienokaisten kasvattamiseksi ja oikealle tielle ohjaamiseksi.
Muistelemme ilolla niitä hetkiä, jolloin setä oli tilaisuudessa
keskuudessamme työskentelemään. Väsymättömällä tarmolla
tulemme jatkamaan jo aloitettua työtä voidaksemme täyttää Arvo-
sedän toivomuksen ja ilahduttaa häntä sillä, että hänen meihin
istuttamansa siemen on versonut ja kantanut hänen tarkoitusperiään
vastaavan hedelmän. Aina tulemme setää muistelemaan meidän
parastamme ajavana ohjaajana. Sentähden lähetämme Arvo-sedälle
sydämelliset terveisemme ja toivomme pian näkevämme sedän
keskuudessamme jatkamassa häneltä keskeneräiseksi jäänyttä
työtä.
Vaasan järjestönuoret».
Emme tiedä, mistä syystä kunnon »Arvo-setä» on joutunut

toistaiseksi lukkojen taakse. Mutta varmaankin tuottaa sedälle
virkistystä tiilenpäitten lukemisen verrattain yksitoikkoisessa
hommassa tieto siitä, että hänen »istuttamansa siemen on versonut
ja kantanut hänen tarkoitusperiään vastaavan hedelmän». Tietäen
Arvo-sedän kovaksi kommunistiksi voinemme kai osapuilleen arvata
sekä sedän tarkoitusperät »meidän pienokaisten»
ylösrakentamiseksi että myöskin hedelmän laadun.
Porvarillinen postijuna on, siirtyäksemme asiasta toiseen, ollut

vähällä tehdä hallaa Oulun lähellä.
Viime sunnuntaiaamuna oli Ouluun järjestetty Työväen

Urheiluliiton Oulun piirin toimesta liittolaisten välinen
mestaruushiihtokilpailu 30 km:n matkalla. Eräässä paikassa piti
hiihtäjien kulkea radan poikki. Kun kolme ensimmäistä, toisista
hieman edellä olevaa hiihtäjää meni radan poikki, oli juna enää vain
100 metrin päässä. Veturi huusi ja kiljui ja piti pahaa meteliä, mutta
luokkatietoisella välinpitämättömyydellä kulki hiihtäjien häntäpääkin
radan poikki. Viimeinen hiihtäjistä olisi kuitenkin jäänyt junan alle,
ellei junan vauhtia olisi jarruttamalla saatu hiljennetyksi. Niin likeltä
sentään piti, että veturin etuhäkki hipaisi suksen kantoja.
Ja päälletulevaan veturiin vilkaisten kuuluu hiihtomies äkäisesti

ähkäisseen: »… kelehen porrrvari!»
Kuolema, joka jo oli aukaissut kitansa luokkatietoisesti

valveutuneelle urheilijalle, loksautti tyhjään leukoiaau.

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CHAPTER 8: PHYSICAL DEVELOPMENT

The Brain—The growth of the brain slows in childhood, and by age CA #2

HOW DO YOUNG CHILDREN’S MOTOR SKILLS DEVELOP? LG #2

Gross and Fine Motor Skills PA #1

changes depend on talent, motivation, familial support, and

WHAT ARE SOME IMPORTANT ASPECTS OF YOUNG

looking for independence and should be encouraged with CA #4

Health, Safety, and Illness—In the past 50 years, vaccination

before birth, when mothers do not receive adequate health

The State of Illness and Health in the World’s Children—A

LG – Learning Goal ESS – Essay

Santrock: Children, 13e IM-8 | 5

growth hormone deficiency design stage

Santrock: Children, 13e IM-8 | 7

Santrock: Children, 13e IM-8 | 8

3. They Are What They Eat

Santrock: Children, 13e IM-8 | 10

4. Rethinking Childhood Obesity Measures

5. Bedwetting in Early Childhood

Santrock: Children, 13e IM-8 | 13

Santrock: Children, 13e IM-8 | 14

6. Children’s artwork can be a wonder to a student of psychology because of its commonalities

Santrock: Children, 13e IM-8 | 15

Santrock: Children, 13e IM-8 | 16

Critique a Child Development Article

 Nutrition and the child

Santrock: Children, 13e IM-8 | 17

Santrock: Children, 13e IM-8 | 18

1. Tag, You’re It!

2. For Lefties Only

3. Have It Your Way

Santrock: Children, 13e IM-8 | 19

Santrock: Children, 13e IM-8 | 20

Santrock: Children, 13e IM-8 | 22

Web Site Suggestions

Santrock: Children, 13e IM-8 | 24

Assets Available in Connect

A selection of resources assignable and assessable within Connect.

Santrock: Children, 13e IM-8 | 25

SOCIETY AND HANDEDNESS

Santrock: Children, 13e IM-8 | 26

A PRACTICUM FOR NUTRITION

Santrock: Children, 13e IM-8 | 27

Santrock: Children, 13e IM-8 | 28

Ja kuului se henkevyydessään seuraavasti:

»— Troskiko maalaisliittolainen? Meille on kerrottu että Troski on

Puoluetoverit kaivoivat piipunperskat poskestaan ja sylkäisivät

Ja puoluetoverit tunsivat sisällistä liikutusta ja oikeutettua ylpeyttä

Mahdollisesti jotkut kuopiolaiset soittelivat »Savon Sanomain»

»Lehtemme viime numerossa ollut naivi pikkujuttu, joka koski

Laaja lukijakunta ja savolainen maalaisliitto kopisteli porot

Sitten jäi se tuijottamaan miettiväisenä eteensä.

Luulemme voineemme osoittaa, että »Savon Sanomat» on hauska

Pyydämme saada omistaa yhden pienen, mutta sangen