WorldCat Identities

Ilg, Frances L. (Frances Lillian) 1902-1981

Overview
Works: 176 works in 1,112 publications in 6 languages and 27,704 library holdings
Genres: Longitudinal studies  Juvenile works  Abstracts 
Roles: Author, Other
Classifications: BF721, 136.7
Publication Timeline
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Most widely held works about Frances L Ilg
 
Most widely held works by Frances L Ilg
The child from five to ten by Arnold Gesell( Book )

109 editions published between 1946 and 2011 in 3 languages and held by 3,498 WorldCat member libraries worldwide

Study of the growth of children from years five to ten, each year having distinctive behavior characteristics. "Careful analysis of each age, of the meanings of various stages, detailed listings of typical behavior patterns for sleep, eating, group, school and home actions."
Infant and child in the culture of today : the guidance of development in home and nursery school by Arnold Gesell( Book )

142 editions published between 1943 and 2015 in English and French and held by 2,896 WorldCat member libraries worldwide

The Guidance of Development in Home and Nursery School BY ARNOLD GESELL.Contents include: Preface ix Introduction Plan and Purpose 1 PART ONE GROWTH AND CULTURE 1. The Family in a Democratic Culture 9 1. The Household as a Cultural Work Shop 2. The Functions of Infancy 2. How the Mind Grows 15 1. The Patterning of Behavior 2. The World of Things 3. Personality and Acculturation 28 1, Personality as a Dynamic Structure 2. The World of Persons 3. The Growth of Personality 4. Infants are Individuals 39 1. Matxiration and Acculturation 2. The Individuality of Twins 3. The Individuality of Growth Patterns 5. Self-Regulation and Cultural Guidance . 47 1. Individuals and Schedules 2. Self-Demand Schedules 3. Self-Regulation through Cultural Control 4. The Cultural Significance of Self-Regulation 6. The Cycle of Child Development 59 1. Stages and Ages 2. Progressions in Cultural Activities 3. The Cycle of the Behavior Day 4. The Use and Misuse of Age Norms PART TWO THE GROWING CHILD 7. Before the Baby is Born 73 1. The First Baby 2. A Second Baby 8. A Good Start 80 1. Breast Feeding and Self-Regulation 2. A Rooming-in Arrangement for the Baby 3. From Hospital to Home 4. Tlie Evolution of the Behavior Day v KANSAS CITY MO. PUBLIC LIBRARY h H l, pphavior Profile 2. Behavior Day 10. Sixt ii X Veeks Old 100 1. Behavior Profile 2. Behavior Day 1 1 . Twenty-Eight Weeks Old 108 1. Behavior Profile 2. Behavior Day 12. Forty Weeks Old 110 1. Behavior Profile 2. Behavior Day 13. One Year Old 123 1. Behavior Profile 2. Behavior Day 14. Fifteen Months Old 131 1. Behavior Profile 2. Behavior Day 15. Eighteen Months Old H 1 1. Behavior Profile 2. Behavior Day 3. Cultural and Creative Activities 4. Nursery Behavior 5. Nursery Techniques 16. Two Years Old 159 1. Behavior Profile 2. Behavior Day 3. Cultural and Creative Activities 4, Nursery Behavior 5. Nursery Techniques 17. Two-and-a-Half Years Old 177 1. Behavior Profile 2. Behavior Day 3. Cultural and Creative Activities 4. Nursery Behavior j 5. Nursery Techniques 18. Three Years Old 202 1. Behavior Profile 2. Behavior Day 3. Cultural and Creative Activities 4, Nursery Behavior 5. Nursery Techniques 19. Four Years Old 224 1. Behavior Profile 2. Behavior Day 3, Cultural and Creative Activities 4. Nursery Behavior 5. Nursery Techniques 20. Five and the Years After Five 246 1. Five Year Oldncss 2. Childhood and Adolescence 21. The Nursery School as a Guidance Center 258 L Cultural Origins of the Nursery School 2. Should My Child Go to Nursery School 3. Individualized Attendance 4. Initial Adjustment of Child to Nursery School 5. Characteristics of a Skilled Guidance-Teacher 6. Guidance Adaptations to Indi vidual arid Group Differences 7. The Guidance Functions of a Nursery Unit PART THREE THE GUIDANCE OF GROWTH 22. A Developmental Philosophy 287 1. Absolute versus Relative Concepts 2. The Dynamics of the Growth Complex 3. Behavior Deviations 23. The Growth Complex 298 1. Sleep 2. Feeding 3. Bowel Control 4. Bladder Control 5. Personal and Sex Interests 6. Self-Activity, Sociality, Self-Containment 24. Child Development and the Culture oi Tomorrow 356 1
Child behavior by Frances L Ilg( Book )

73 editions published between 1951 and 2000 in 3 languages and held by 2,688 WorldCat member libraries worldwide

A comprehensive analysis of the behavior of young children, probing the origins of actions and discussing parental response
Your ten- to fourteen-year-old by Louise Bates Ames( Book )

11 editions published between 1988 and 1994 in English and Chinese and held by 1,626 WorldCat member libraries worldwide

Focuses on eight maturity traits: total action system; self-care and routines; emotions; the growing self; interpersonal relationships; activities and interests; school life; and ethical sense
Your three-year-old : friend or enemy by Louise Bates Ames( Book )

18 editions published between 1976 and 1987 in English and held by 1,610 WorldCat member libraries worldwide

From table manners to discipline to fear of the dark--everything you need to know about your three-year-old
School readiness; behavior tests used at the Gesell Institute by Gesell Institute of Child Development( Book )

28 editions published between 1964 and 1978 in English and Undetermined and held by 1,575 WorldCat member libraries worldwide

This combined text and manual presents the basic educational viewpoint of the Gesell Institute, that children should be entered in school (and consequently grouped and promoted) on the basis of their developmental or behavioral age, not on the basis of their chronological age or iq. The introduction describes the research in which the Institute studied its theory. The main part of the book depicts the various aspects of the Institute's developmental test, describing its administration, evaluating the results, and defining its use in determining school readiness. Also, the results are used to demonstrate the concept of the existence of a specific age, such as 7-year-oldness. A section is devoted to parents, teachers, and administrators to help them understand the function of the testing and how it can help the child. A bibliography and several appendixes are included. (Js)
Your two-year old : terrible or tender by Louise Bates Ames( Book )

15 editions published between 1766 and 1989 in English and held by 1,562 WorldCat member libraries worldwide

Describes general characteristics of two-year-old children, their behavior with other children, their abilities and typical accomplishments, and their routines, and provides lists of toys and books
Your four-year-old : wild and wonderful by Louise Bates Ames( Book )

12 editions published between 1976 and 1994 in English and held by 1,538 WorldCat member libraries worldwide

The development of a four-year-old child as well as the techniques which can be used to help the child through various stages. Includes a list of toys and books as well as books on parenting
Your six-year-old : defiant but loving by Louise Bates Ames( Book )

14 editions published between 1979 and 1983 in English and French and held by 1,359 WorldCat member libraries worldwide

Discusses the emotional make-up of the typical six-year-old child, his way of thinking and reasoning, and his social behavior
Your five-year-old : sunny and serene by Louise Bates Ames( Book )

9 editions published between 1979 and 1981 in English and held by 1,350 WorldCat member libraries worldwide

The stages of development of a five-year-old child as well as a listing of toys, books, and parental books
The first five years of life : a guide to the study of the preschool child, from the Yale clinic of child development by Yale University( Book )

2 editions published in 1940 in English and held by 1,313 WorldCat member libraries worldwide

Child development, an introduction to the study of human growth by Arnold Gesell( Book )

19 editions published between 1943 and 1969 in English and Undetermined and held by 1,167 WorldCat member libraries worldwide

Your one-year-old : the fun-loving, fussy 12-to-24-month-old by Louise Bates Ames( Book )

9 editions published between 1982 and 2012 in English and Chinese and held by 1,070 WorldCat member libraries worldwide

A handbook on the care of a one-year-old child offers solutions for common problems and includes discussions of discipline, nutrition, and the child's mental development
Parents ask by Frances L Ilg( Book )

7 editions published between 1962 and 1965 in English and held by 439 WorldCat member libraries worldwide

Questions and answers to everyday problems in child raising, selected from a syndicated newspaper column by the authors, long-time associates of the Gessell Institute
Youth : the years from ten to sixteen by Arnold Gesell( Book )

99 editions published between 1956 and 2000 in 5 languages and held by 376 WorldCat member libraries worldwide

First published in New York : Harper, 1956
The Gesell Institute party book by Frances L Ilg( Book )

8 editions published between 1959 and 1963 in English and held by 338 WorldCat member libraries worldwide

Parents' guide to parties for three to fifteen year olds
Your one-year-old : 12 to 24 months, fun-loving and fussy by Louise Bates Ames( Book )

2 editions published between 1982 and 1983 in English and held by 308 WorldCat member libraries worldwide

The child from twelve to twenty-four months of age is a joy to have around'some of the time, that is. This child is growing at an incredible rate, learning to walk, learning to touch, learning to love, and learning to say "No!" for the first time. All of this can be quite a handful for the new parent. In this first book in the series from the renowned Gesell Institute, which includes Your One-Year-Old through Your Ten- to Fourteen-Year-Old, the authors discuss all important questions that concern the twelve- to twenty-four-month-old child. They examine the various stages of development between infancy and toddlerhood: what new things the child can do; how the child acts with parents and other people; what the child thinks and feels. Included in this book: Sleeping and feeding routines A one-year-old's view of the world'and herself Accomplishments and abilities The basics of toilet training Stories from real life A list of age-appropriate toys and books A bibliography for parents "Louise Bates Ames and her colleagues synthesize a lifetime of observation of children, consultation, and discussion with parents. These books will help parents to better understand their children and will guide them through the fascinating and sometimes trying experiences of modern parenthood."'Donald J. Cohen, M.D., Director, Yale Child Study Center, Irving B. Harris Professor of Child Psychiatry, Pediatrics, and Psychology, Yale School of Medicine
Mosaic patterns of American children [by] Louise Bates Ames [and] Frances L. Ilg by Louise Bates Ames( Book )

9 editions published between 1962 and 2013 in English and held by 282 WorldCat member libraries worldwide

"This book reports the results of the submission of 1500 children (aged 2-16 yrs) with whom the Gesell Institute has been in touch for many years, to the Lowenfeld Mosaic test. The plan of the work is a year-by-year analysis of the material and a comparison of the developmental findings invested in this cross section with some longitudinal studies of individual children. In this work the authors have laid foundations for a basic outline of developmental changes in boys and girls, as shown in response to a defined stimulus--the manipulation of a standard set of colored geometric shapes. They give us, at the same time, a detailed study of American children. Being nonverbal, the Mosaic test is free from semantic difficulties, since what the child does with the material offered, the design he makes, constitutes his response. Since the designs made are directly reproducible, they can be studied from many different angles, and can be reassessed, if desired, at a future date. A valuable feature of this book is the inclusion of longitudinal studies of individual children to balance the tables of mean values of different qualities selected for analysis at each age level. These studies are of considerable interest, since they show how individual a series of responses to the test can be. Some of these studies support also the suggestion of the possibility of persistence in a given individual of identical types of response for many years, even, as given in one instance here, the persistence of an identical pattern"--Foreword. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Vision, its development in infant and child by Arnold Gesell( Book )

29 editions published between 1946 and 2008 in English and held by 243 WorldCat member libraries worldwide

VISION- ITS DEVELOPMENT IN INFANT AND CHILD by ARNOLD GESELL, M. D. FRANCES L. ILG., M. D. GLENNA E. BULLIS. Assisted by VIVIENNE ILG, O. D. and G. N. GETMAN, O. D. PAUL B. HOEBER, INC. MEDICAL BOOK DEPARTMENT OF HARPER i-BROTHERS. PREFACE: The background, scope, and genesis of the present volume are outlined in an introductory chapter which follows. There is not much more which needs to be said by way of preface. The investigations of the Yale Clinic of Child Development since its founding in 1911 have been mainly concerned with the growth aspects of early human behavior. All told, the behavior characteristics of 34 age levels have been charted, encompassing the first ten years of life. An intensive longitudinal study of a group of five infants in 1927 established methods for a systematic normative survey. These methods included developmental examinations and inventories at lunar month intervals during the first year of life. Concurrent cinema records were analyzed to define significant behavior patterns and growth trends. Special attention was given to the ontogenetic patterning of posture, locomotion, prehension, and manipulation. Cinemanalysis, both of normative and experimental data, demonstrated that the eyes play an important role in the ontogenesis of the total action system of the total child. The nature and the dynamics of that role constitute the subject matter of the present study. The adult human eye has been likened to a camera. This analogy has had some truth and much tradition in its favor. But it has tended to obscure the developmental factors which determine the structure and the organization of the visual functions during infancy and child hood. The development of vision in the individual child is an extremely complex and protracted process for the very good reason that it took countless ages of evolution to bring human vision to its present pre-eminence. Our culture is becoming increasingly eye minded with the advancing perfection and implementation of the organ of sight. What is that organ It is more than a dioptric lens and a retinal film. It embraces enormous areas of the cerebrum it is deeply involved in the autonomic nervous system it is identified reflexively and directly with the skeletal musculature from head and hand to foot. Vision is so pervasively bound up with the past and present performances of the organism that it must be interpreted in terms of a total, unitary, integrated action system. The nature of the integration, in turn, can be understood only through an appreciation of the orderly stages and relativities of development whereby the integration itself is progressively attained. The authors have attempted to achieve a closer acquaintance with the interrelations of the visual system per se and the total action system of the child. This finally entailed the use of the retinoscope and of analytic optornetry at early age levels where these technical procedures ordinarily are not applied. The examinations of the visual functions and of visual skills were really conducted as behavior tests, not only to determine the refractive status of the eyes, but also to determine the reactions of the child as an organism to specific and total test situations. The objective findings have been correlated with the cumulative evidence furnished by the developmental examinations, numerous inter views, and naturalistic observations of the children at home and in a guidance nursery. Although the conclusions of our study are preliminary in character, we may hope that they will contribute to a better understanding of the child in terms of vision and a better understanding of vision in terms of the child. The two should not be sundered. With increased knowledge it is possible that the visual behavior of the individual child will become an acute index for the appraisal of fundamental constitutional traits
Feeding behavior of infants; a pediatric approach to the mental hygiene of early life by Arnold Gesell( Book )

9 editions published in 1937 in English and held by 207 WorldCat member libraries worldwide

 
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Your one-year-old : the fun-loving, fussy 12-to-24-month-oldYour one-year-old : 12 to 24 months, fun-loving and fussy
Alternative Names
Ilg, F.L. 1902-1981

Ilg, F. L. (Frances Lillian), 1902-1981

Ilg Frances L.

Ilg, Frances L. 1902-1981

Ilg, Frances L. (Frances Lillian), 1902-1981

Ilg Frances Lillian

Ilg, Frances Lillian 1902-

Ilg, Frances Lillian 1902-1981

אילג, פראנסיס ליליאן

אילג, פראנסיס לילין

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Child behaviorYour ten- to fourteen-year-oldYour three-year-old : friend or enemyYour two-year old : terrible or tenderYour four-year-old : wild and wonderfulYour six-year-old : defiant but lovingYour five-year-old : sunny and sereneYour one-year-old : the fun-loving, fussy 12-to-24-month-old