Hugh Lytton – författare

This work is largely based on what has been a mammoth-one person called it a "heroic" -research project. Both fieldwork and data analyses were laborious and time-consuming, and the work could not have come to fruition without the cooperation of many people. Above all, I owe a debt of gratitude to the mothers and fathers who recognized the importance of such an investigation in building a secure knowledge base concerning human development and who kindly allowed us to come into their homes. The children, at 2 V2, did not have such an appreciation, but naturally I am very grateful to them for the star roles they played in the work. I have to thank all my collaborators for their help in various aspects of the research: Walter Zwirner was statistical consultant to the project, and Pat Olsen and Arlene Grineau were the chief research assistants-! owe particular thanks to them. Others who helped generously with data collection or data analysis (including program writing) were Pat Bachor, Valerie Becker, Rob Black, Doreen Darby, Judy Eser, Con Ferris, Susan Horsley, "Jagan," Ann Johnson, Wayne Miller, Sambhu Nath, Deanna Piwowar, Bruce Roe, Ken Ryba, Laurel Saville, Cecilia Schnurr, Terry Taerum, Debbie Twaddle, and John Wrenshall. Sherry Pitcher kindly prepared the index. Dorice Conway and Reginald Sauve collaborated in the analysis of identical-fraternal twin differences (Chapter 4); Nicholas Martin and Lindon Eaves were chiefly responsible for the biometric-genetic analysis of the data (Chapter 9).

This text is unique in its pervasive historical orientation and includes extensive discussion of methodological issues and controversies. It deals primarily with social development in children and touches on development in adolescence. The book is divided into four parts. The first deals with historical, theoretical, and methodological issues. It attempts to show how theories have developed in different cultural, economic, and historico-political climates and how this has had an impact on the way questions are formulated and data interpreted. In the second part of the book the authors look at the biological roots of social behavior and its social underpinnings, including a discussion of the early foundations of social behavior, socialization processes, and the influence of the peer group. Part three provides an overview of major content areas in the study of social development, dealing with social cognition, self-control and aggression, altruism and morality, and sex differences and sex roles.Part four is a brief attempt to show how social development research has addressed itself to pressing social problems and the implications of research findings for planning and policy decisions.

The author gives a lucid account of creativity and its educational context. He discusses the creative process, the character of different kinds of creativity, creative people, developing creativity, and the creative child at school, to give his readers an understanding of the issues that home or school have to face in fostering a creative, non-habit-bound child.The book should be particularly welcome to all concerned with education in view of the present stress on child-centred education and on the development of individual children’s abilities, especially their powers of original thought and search to the full.

The author gives a lucid account of creativity and its educational context. He discusses the creative process, the character of different kinds of creativity, creative people, developing creativity, and the creative child at school, to give his readers an understanding of the issues that home or school have to face in fostering a creative, non-habit-bound child.The book should be particularly welcome to all concerned with education in view of the present stress on child-centred education and on the development of individual children’s abilities, especially their powers of original thought and search to the full.