ABSTRACT
The problem of finding out the nature and rate of mental development in pre-school children has been made much easier, in the last few years, by the establishment of various standardized test situations and the classification of normative behaviour. Some behaviouristic psychologists describe emotion as a pattern reaction involving chiefly responses of the smooth muscles and glands of the body. In brief, "social development" is regarded as increase in ability to adjust to social situations, especially in ability to act or behave in a socially desirable way. The more markedly emotional aspects of such adjustments are included in the term "emotional development". Social desirability is the chief criterion of development, though physiological, motor, and intellectual maturity are in part determining factors. A child's ability to solve the problems set in the tests will be in part determined by his ability to make social and emotional adjustments.
