ABSTRACT
Contemporary Growth Scientists are the legatees of a vast body of concepts, theories, and research strategies inherited from the "psychological establishment." The Growth Scientists will be drawn from many disciplines and from diverse areas of psychology including Developmental Psychology. Many experimentalists fail to consider that their own preconceptions may operate as uncontrolled variables within a particular situation. Perhaps most urgently of all, Growth Scientists need to review the accepted principles of learning as they have been articulated and generally accepted. These learning principles were determined largely by animal studies in laboratory situations and studies of children in the classroom. There is a pressing need for totally new guidelines for the benefit of those persons responsible for the management and socialization of the child from birth to three years. The Growth Scientists are challenged to provide a theoretical frame of reference for the education of infants and young children.
