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BOOK REVIEWS This book deserves the attention of students in education, psychology and sociology if only for the integrations it has achieved. It also gives a useful history of child study and is a mine of research information about the usually discussed aspects of development and the influence of parents, peers and formal education at the various stages. Parents and teachers wishing to base action where possible on facts rather than opinions would find many facts in this book. The author is a good teacher, if his failure to provide an early gestalt of his thesis is overlooked. He does not overrate the readiness of the reader and takes care to explain and discuss some matters that many authors of comparable texts take for granted. Another very helpful teaching technique is the provision of succinct chapter summaries. A serious criticism one might make is the virtual or complete omission of other personality and developmental theories which might reasonably have come into the story. Havighurst and Lewin get some mention, Ausubel gets very little, and Adler, Suttie, Horney, Sullivan, Erikson and Fromm very little or none, although some of these latter are echoed in the neo-Freudian views Watson sets out.
Australian Journal of Education – SAGE
Published: Jun 1, 1968
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