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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.
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The Chief continued: “Yesterday he spoke of Europe, which
would intervene if we did not moderate our demands. But I replied, ‘If
you speak to me of Europe I shall speak to you of Napoleon.’ He
would not believe that they had anything to fear from him. I proved
the contrary to him, however. He should remember the plebiscite and
the peasantry, together with the officers and soldiers. It was only
under the Emperor that the Guards could again have the position
which they formerly occupied; and with a little cleverness it could not
be difficult for Napoleon to win over 100,000 soldiers among the
prisoners in Germany. We should then only have to arm them and let
them cross the frontier, and France would be his once more. If they
would concede good conditions of peace we might even put up with
one of the Orleans, though we knew that that would mean another
war within two or three years. If not, we should have to interfere,
which we had avoided doing up to the present, and they would have
to take Napoleon back again. That, after all, must have produced a
certain effect upon him, as, to-day, just as he was going to talk about
Europe again, he suddenly broke off and said, ‘Excuse me.’ For the
rest, I like him very well. He is at least highly intelligent, has good
manners, and is an excellent story-teller. Besides, I often pity him, for
he is in an extremely awkward position. But all that can’t help him in
the least.”
With regard to the war indemnity, the Chief said: “Thiers insisted
that fifteen hundred million francs was the maximum, as it was
incredible how much the war had cost them. And in addition to that
everything supplied to them was of bad quality. If a soldier only
slipped and fell down, his trousers went to pieces, the cloth was so
wretched. It was the same with the shoes which had pasteboard
soles, and also with the rifles, particularly those from America.” I
replied: “But just imagine, you are suddenly pounced upon by a man
who wants to thrash you, and after defending yourself and getting
the better of him, you demand compensation—what would you say if
he asked you to bear in mind how much he had had to pay for the
stick with which he had intended to beat you, and how worthless the
stick had proved to be? However there is a very wide margin
between fifteen hundred and six thousand millions.”
The conversation then lost itself—I can no longer remember how
—in the depths of the Polish forests and marshes, turning for a while
on the large solitary farm houses in those districts and upon
colonisation in the “backwoods of the east.” The Chief said:
“Formerly when so many things were going wrong—even in private
affairs—I often thought that if the worst came to the worst I would
take my last thousand thalers and buy one of those farms out there
and set up as a farmer. But things turned out differently.”
Later on, diplomatic reports were again discussed, and the Chief,
who seems in general to have a poor opinion of them said: “For the
most part, they are just paper smeared with ink. The worst of it is
that they are so lengthy. In Bernstorff’s case, for instance, when he
sends a ream of paper filled with stale newspaper extracts—why,
one gets accustomed to it! But when some one else writes at
interminable length, and as a rule there is nothing in it, one becomes
exasperated. As for using them some day as material for history,
nothing of any value will be found in them. I believe the archives are
open to the public at the end of thirty years—but it might be done
much sooner. Even the despatches which do contain information are
scarcely intelligible to those who do not know the people and their
relations to each other. In thirty years time who will know what sort of
a man the writer himself was, how he looked at things, and how his
individuality affected the manner in which he presented them? And
who has really an intimate knowledge of the people mentioned in his
reports? One must know what Gortschakoff, or Gladstone, or
Granville had in his own mind when making the statements reported
in the despatch. It is easier to find out something from the
newspapers, of which indeed governments also make use, and in
which they frequently say much more clearly what they want. But
that also requires a knowledge of the circumstances. The most
important points, however, are always dealt with in private letters and
confidential communications, also verbal ones, and these are not
included in the archives.
“The Emperor of Russia, for instance, is on the whole very
friendly to us—from tradition, for family reasons, and so on—and
also the Grand Duchesse Hélène, who influences him and watches
him on our behalf. The Empress, on the other hand, is not our friend.
But that is only to be ascertained through confidential channels and
not officially.”
Thursday, February 23rd.—We retain Metz, but not Belfort. It has
been practically decided that a portion of our army shall enter Paris.
And I write the following intimation for the Moniteur:—
“The arrogance with which the Parisian press insults and abuses
the victorious German army that stands outside the gates of the
capital has been frequently stigmatised by us as it deserves. We
have likewise pointed out that the occupation of Paris by our troops
would be the most effectual means of putting an end to this sort of
insolence. At the present moment these lies and calumnies and
provocations know no bounds. For instance, the Figaro of the 21st of
February, in a feuilleton entitled ‘Les Prussiens en France,’ and
signed Alfred d’Aunay, charges German officers and the Germans in
general with the most disgraceful conduct such as theft and pillage.
We learn that these proceedings, which we forbear to characterise,
have entirely frustrated the efforts made by the Parisian negotiators
to prevent the German army entering into Paris. We are positively
assured that the entry of the German forces into the French capital
will take place immediately after the expiration of the armistice.”
Friday, February 24th.—Thiers and Favre were here from 1 to
5.30 p.m. After they left, the Duc de Mouchy and the Comte de
Gobineau were announced. The object of their visit was to complain
of the oppressive action of the German Prefect at Beauvais, who is
apparently rather harsh, or at least not very conciliatory or indulgent.
The Chief came to dinner in plain clothes for the first time during the
war. Is this a sign that peace has been concluded? He again
complained that when he went to see the King, the Grand Dukes,
“with their feminine curiosity, pestered him with questions.” With
regard to the deputation from Beauvais, Hatzfeldt said that Mouchy
and Gobineau were both sensible men and Conservatives, and that
our Prefect, Schwarzkoppen, bullied them and the other notables of
the town and neighbourhood in an unpardonable way. Amongst
other things, two days before the expiration of the term on which a
contribution of two millions was to be paid, they brought him a million
and a half and said that the balance would follow shortly, whereupon
he told them brutally that he was there for the purpose of ruining
them and meant to do so, and he threatened to have them locked up
in order to “coerce” them, which was not in the least necessary. The
Chief was very angry and called Schwarzkoppen a “blockhead.”
Saturday, February 25th.—Unpleasant news has again been
received from Bavaria. Werther (who, it is true, is described by
Bucher as unreliable and a visionary) writes that Count Holnstein
regards the condition of King Lewis with very great anxiety. Prince
Adalbert, who combines “the Wittelsbach haughtiness with Jesuitry,”
is inciting him against us. He asserts that he signed the treaties
under pressure. Before every Court dinner and even before every
audience he drinks large quantities of the strongest wines, and then
says the most extraordinary things to every one without distinction of
persons. He wants to abdicate and leave the crown to his brother
Otto, who, however, has no wish for it, and he is always inquiring
about deadly poisons, &c. The Ultramontanes are aware of all this,
and their candidate for the Reichstag, Prince Luitpold, is also their
candidate for the throne, and they mean to get him chosen in spite of
Prince Otto’s claims.
Wednesday, March 1st.—In the morning I crossed the bridge of
boats at Suresnes to the Bois de Boulogne where, from the half-
ruined stand on the racecourse, I saw the Emperor review the troops
before they marched into Paris.
We were joined at dinner by Mittnacht, and the Würtemberg
Minister, von Wächter, who was formerly attached to the Embassy in
Paris, and while there did his utmost against Prussia. The Chief said
he had ridden in to Paris, and was recognised by the populace, but
there was no demonstration against him. He rode up to one man
who looked particularly vicious, and asked him for a light, which he
willingly gave.
The Chancellor afterwards took occasion once more to speak his
mind out on the obtrusiveness of certain princely personages. “They
are like flies,” he said, “there is no getting rid of them. But Weimar is
the worst of the lot. He said to me to-day, ‘Please tell me where did
you disappear to so quickly yesterday? I should have been glad to
put some further questions to you.’ I replied, ‘That was exactly it,
your Royal Highness. I had business to do, and could not enter into
a lengthy conversation.’ He fancies that the whole world has been
created merely for his sake, for his amusement, the improvement of
his education, and the satisfaction of his curiosity, which is insatiable,
and he has absolutely no tact.” Somebody observed that as a rule
when he talks he does not think of what he says, but rather repeats
phrases that he has learnt by rote. Mittnacht told another story about
this august personage. “Some one was introduced to him: ‘Ah, very
pleased indeed, I have heard so much to your credit. Let me see,
what was it I heard?’”
Thursday, March 2nd.—Favre arrived this morning at 7.30 a.m.,
and wished to be shown in to the Chief. Wollmann declined to wake
him, however, at which the Parisian Excellency was very indignant.
Favre wanted to inform the Chancellor of the news he had received
during the night that the National Assembly at Bordeaux had ratified
the preliminaries of peace, and thereupon to ask that Paris and the
forts on the left bank of the Seine should be evacuated. This request
was submitted in a letter which he left behind him.
Sunday, March 5th.—We leave to-morrow, first going to Lagny
and thence to Metz. The Chief is present at dinner. The conversation
first turned upon our landlady, Madame Jesse, who put in an
appearance either to-day or yesterday and made a variety of
complaints to the Minister as to the damage we are supposed to
have done to her property. He replied that was the way in war,
particularly when people deserted their homes. Besides she had
reasons to be thankful that she had got off so easily. The little table
on which the Treaty of Peace was signed is to be taken with us to
Germany. Taglioni, who is to remain behind a few days with the King,
is instructed to have it replaced by an exactly similar piece of
furniture. In speaking of the preparations for our departure the Chief
says: “Kühnel thinks we ought not to travel by night, as Lorraine will
be haunted, and they might lay something on the rails.” I replied,
“Then I will travel incognito as the Duke of Coburg. Nobody owes
him a grudge. He is regarded as perfectly innocent—and with
justice.”
Monday, March 6th.—A lovely morning. Thrushes and finches
warble the signal for our departure. At 1 o’clock the carriages get
under way, and with light hearts we drive off towards the gate that we
entered five months ago, and passed Villa Coublay, Villeneuve Saint
Georges, Charenton, and La Fasanerie to Lagny, where we take up
our quarters for the night.
We leave here next day by a special train for Metz, where we
arrive late at night. We put up at an hotel, while the Chief stays with
Count Henckel at the Prefecture. Next morning we stroll through the
town, visit the cathedral, and survey the neighbourhood from the
bastions of the fortress. Shortly before 11 o’clock we are again in the
train, and travel by Saarbrücken and Kreuznach to Mainz, and
thence to Frankfurt.
The Chief has an enthusiastic reception everywhere along the
line and particularly at Saarbrücken and Mainz. Frankfurt is the only
exception. We arrive there at a late hour, and start again in the night.
At 7.30 on the following morning we reach Berlin, after exactly seven
months’ absence. All things considered, everything has been done
during those seven months which it was possible to do.
FOOTNOTES
[1] Strictly speaking, almost complete, as some passages
must still be omitted for the present.
[2] The despatch was understood to contain a sentence to the
effect that Rome should take care not to challenge Europe, and
that whatever the Church might say, the Austrian Courts of Justice
would not allow themselves to be influenced into according any
indulgence towards those who broke the laws or instigated others
to do so.
[3] At that time it had only been accepted by the Committee of
the House of Commons,—without any important amendments
however, and its adoption on a third reading was assured. It is
true, objections were raised. Gladstone very characteristically
observed that the law now only empowered the Administration to
proceed against incitements to treasonable action; it was,
however, necessary to provide for the punishment of attempts by
the press to create a “treasonable state of mind” amongst the
people. The sole concession made by the Government was that
the threatened measures should not be put into execution until
warning (once only) had been given.
[4] The loyal Hanoverian circles did not tell the truth in this
matter. Stoffel’s reports were, on the whole, good, and he himself
was a man of respectable character.
[5] Not quite correct, according to a subsequent statement of
the Minister’s and Count Bill’s own account.
[6] Louis de Condé was treacherously murdered on the 12th of
March, 1569, after the engagement at Jarnac, just as he had
delivered up his sword to an officer of the royal army, being shot
by one Montesquieu, a captain of the Guards.
[7] These particulars are worked up into the preceding chapter.
[8] In presence of later events he can hardly have expressed
himself in this way.
[9] The Würtemberger was Von Reinhard, and the
Darmstadter Von Munch-Bellinghausen, both determined
opponents of Prussia.
[10] Compare this passage with the speech delivered by
Bismarck in the United Diet on the 15th of June, 1847. On that
occasion he said, “I am of opinion that the conception of the
Christian state is as old as the so-called Holy Roman Empire, as
old as all the European States, and that it is exactly the ground in
which those States have struck deep roots; and further, that each
State that wishes to secure its own permanence, or even if it
merely desires to prove its right to existence, must act upon
religious principles. The words ‘By the grace of God,’ which
Christian rulers add to their names, are for me no mere empty
sound. On the contrary, I recognise in them the confession that
Princes desire to wield the sceptre with which God has invested
them in accordance with His Will.” Certain remarks made by the
Chancellor in his speech of the 9th of October, 1878, during the
debate on the Anti-Socialist Bill, should also be remembered in
this connection. He said, inter alia: “If I had come to believe as
these men (the Social Democrats) do—yes, I live a full and busy
life and am in opulent circumstances—but that would not be
sufficient to make me wish to live another day if I had not, in the
words of the poet, ‘an Gott und bessere Zukunft Glauben’ (faith in
God and a better future).”
[11] It was a report from Mohl, originally intended, for his
Government at Carlsruhe, which was communicated to the Chief,
under whose instructions extracts therefrom were utilised in the
press.
[12] At that time Secretary of State in the Foreign Office. He
was not a Catholic.
[13] Bucher afterwards told me that the Chancellor was
affected both by the superstition respecting the number thirteen
and that relating to Friday. Other diplomats, as, for instance, the
French, seem to entertain the same objection both to the number
and the day. The following anecdote, which I was assured was
perfectly genuine, may serve as an example. After the
negotiations respecting the duty payable by ships passing through
the Sound had been completed, it was arranged that the treaty
containing the terms agreed upon should be signed at
Copenhagen on the 13th of March, 1587. It turned out that the
day thus chosen was not only the thirteenth of the month, but was
also a Friday, and that there were thirteen Plenipotentiaries to
sign the document. “A threefold misfortune!” exclaimed the French
Ambassador Dotezac. To his delight, however, the addition of the
signatures was postponed for some days owing to difficulties
occasioned by the difference in the rate of exchange of Danish
and Prussian thalers. The number of representatives still caused
him so much anxiety, however, that it made him ill, and it was only
on the decease of the Hanoverian Plenipotentiary a few weeks
later that the French Ambassador and the other signatories of the
treaty felt that they were no longer in danger of sudden death.
[14] Walker, the English Kutusow of Count Bismarck-Bohlen,
H. B. M.’s Military Plenipotentiary at headquarters, was not held in
much estimation by the Chancellor and his entourage.
[15] These suspicions, though fully justified by appearances,
were subsequently shown to be for the greater part unfounded,
except that there was inadequate provision for the requirements
of the wounded. I reproduce the episode as evidence of the
Minister’s usual humane feeling and love of justice.
[16] A reference to the popular Thuringian ballad of “The
Landgrave and the Smith.”
[17] His greeting to those who brought him the news of his
election as Emperor while he was netting birds in the forest.
[18] Thun, Rechberg and Prokesch held in succession the
position of Austrian Minister to the Bundestag.
[19] The communication referred to is a letter by Thomas
Carlyle published in The Times of November 18, in which it
occupied two and a half columns. The passages quoted by Dr.
Busch are here reproduced from the original:—
“The question for the Germans, in this crisis, is not one of
‘magnanimity,’ of ‘heroic pity and forgiveness to a fallen foe,’ but
of solid prudence and practical consideration what the fallen foe
will, in all likelihood, do when once on his feet again. Written on
her memory, in a distinctly instructive manner, Germany has an
experience of 400 years on this point; of which on the English
memory, if it ever was recorded there, there is now little or no
trace visible.... No nation ever had so bad a neighbour as
Germany has had in France for the last 400 years; bad in all
manner of ways; insolent, rapacious, insatiable, unappeasable,
continually aggressive.... Germany, I do clearly believe, would be
a foolish nation not to think of raising up some secure boundary
fence between herself and such a neighbour now that she has the
chance. There is no law of nature that I know of, no Heavens Act
of Parliament whereby France, alone of terrestrial beings, shall
not restore any portion of her plundered goods when the owners
they were wrenched from have an opportunity upon them.... The
French complain dreadfully of threatened ‘loss of honour’; and
lamentable bystanders plead earnestly, ‘Don’t dishonour France;
leave poor France’s honour bright.’ But will it save the honour of
France to refuse paying for the glass she has voluntarily broken in
her neighbour’s windows. The attack upon the windows was her
dishonour. Signally disgraceful to any nation was her late assault
on Germany; equally signal has been the ignominy of its
execution on the part of France. The honour of France can be
saved only by the deep repentance of France, and by the serious
determination never to do so again—to do the reverse of so for
ever henceforth.... For the present, I must say, France looks more
and more delirious, miserable, blamable, pitiable and even
contemptible. She refuses to see the facts that are lying palpably
before her face, and the penalties she has brought upon herself.
A France scattered into anarchic ruin, without recognisable head;
head, or chief, indistinguishable from feet, or rabble; Ministers
flying up in balloons ballasted with nothing else but outrageous
public lies, proclamations of victories that were creatures of the
fancy; a Government subsisting altogether on mendacity, willing
that horrid bloodshed should continue and increase rather than
that they, beautiful Republican creatures, should cease to have
the guidance of it; I know not when and where there was seen a
nation so covering itself with dishonour.... The quantity of
conscious mendacity that France, official and other, has
perpetrated latterly, especially since July last, is something
wonderful and fearful. And, alas! perhaps even that is small
compared to the self-delusion and unconscious mendacity long
prevalent among the French.... To me at times the mournfullest
symptom in France is the figure its ‘men of genius,’ its highest
literary speakers, who should be prophets and seers to it, make at
present, and, indeed, for a generation back have been making. It
is evidently their belief that new celestial wisdom is radiating out
of France upon all the other overshadowed nations; that France is
the new Mount Zion of the universe; and that all this sad, sordid,
semi-delirious, and, in good part, infernal stuff which French
literature has been preaching to us for the last fifty years is a
veritable new Gospel out of Heaven, pregnant with blessedness
for all the sons of men.... I believe Bismarck (sic) will get his
Alsace and what he wants of Lorraine, and likewise that it will do
him, and us, and all the world, and even France itself by and by, a
great deal of good.... (Bismarck) in fact seems to me to be striving
with strong faculty, by patient, grand and successful steps,
towards an object beneficial to Germans and to all other men.
That noble, patient, deep, and solid Germany should be at length
welded into a nation and become Queen of the Continent, instead
of vapouring, vain-glorious, gesticulating, quarrelsome, restless
and over-sensitive France, seems to me the hopefullest public
fact that has occurred in my time.”—The Translator.
[20] The King.
[21] The Crown Prince.
END OF VOL. I.
RICHARD CLAY AND SONS, LIMITED, LONDON AND BUNGAY.

Transcriber's Notes
The following changes have been made to the
text as printed. In cases of doubt, recourse has
been had to the original German work
(Tagebuchblätter).
1. Obvious typographical errors have been
corrected.
2. Errors in use of quote marks and other
punctuation have been corrected.
3. In cases of inconsistent spelling of German
and French names, the spelling used in the original
language has been preferred. Examples include
changing Frankfort to Frankfurt, Mayence to Mainz,
Rheims to Reims, Delbruck to Delbrück. However,
where the English text is consistent in spelling, that
spelling has been retained (Cologne, Munich,
Jahrbuecher).
4. Where a word is used repeatedly in the same
way, hyphenation has been made consistent,
preferring the form most often used in the printed
work, or failing that the more usual form in general
use at the time of publication.
5. Page 113: the result would not been has
been changed to the result would not have been.
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CHAPTER 8: PHYSICAL DEVELOPMENT

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

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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

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growth hormone deficiency design stage

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Santrock: Children, 13e IM-8 | 8

3. They Are What They Eat

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4. Rethinking Childhood Obesity Measures

5. Bedwetting in Early Childhood

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

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Santrock: Children, 13e IM-8 | 16

Critique a Child Development Article

 Nutrition and the child

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Santrock: Children, 13e IM-8 | 18

1. Tag, You’re It!

2. For Lefties Only

3. Have It Your Way

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Santrock: Children, 13e IM-8 | 20

RICHARD CLAY AND SONS, LIMITED, LONDON AND BUNGAY.

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