Growth in Social Behavior and Mental Activity after Six Months in Nursery School

Abstract

engaging in successful social behavior and constructive mental activity will automatically clear up emotional difficulties as that emotional analysis and re-education for emotional stability will result in subsequent social adjustment and adjustment in the sphere of mental activity. For this reason, greater emphasis than heretofore has lately been put on techniques for social adjustment and methods for stimulating constructive use of materials and equipment. Furthermore, there is a growing interest in the interdependence of mental activity and social behavior in the positive influence exerted by each on the other and research directed along these lines should prove exceedingly valuable. The present paper is but a preliminary step and endeavors to give only raw results showing growth in social behavior and mental activity after six months in nursery school without, at this time, drawing conclusions as to their possible interdependence. The following data gathered at the Vassar College Nursery School under the direction of Dr. Martha May Reynolds during the year 1933-1934 show the growth in social behavior and mental activity over a six months period in nursery school. A two hours' observation of each of