PEDIATRICS Vol. 39 No. 5 May 1967, pp. 649-658
This Article
Right arrow Full Text (PDF)
Right arrow P3Rs: Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when P3Rs are posted
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow E-mail this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My File Cabinet
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via CrossRef
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Richmond, J. B.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Richmond, J. B.

CHILD DEVELOPMENT: A BASIC SCIENCE FOR PEDIATRICS

Julius B. Richmond M.D.1

1 Department of Pediatrics, State University of New York Upstate Medical Center, Syracuse, New York

ALTHOUGH I have considered presenting some of the work of our group on this occasion, I have elected, rather, to discuss an issue which I feel to be of importance not alone to those of us interested in child development, but to all pediatricians (and indeed to all interested in child welfare). I refer to the role of child development in pediatrics—most particularly academic pediatrics.

To the members of this section it is no surprise to observe that teaching and research in child development have not been integrated into the mainstream of academic pediatrics. It continues, with rare exceptions, to be treated as a minority group in the academic community, even though a knowledge of child development is a major concern of the practicing pediatrician. This relative neglect causes me to inquire as to whether we are to have two cultures or one in pediatrics. At the outset I wish to indicate that my bias is clearly in favor of a unitarian view. For, I believe we continue this dichotomy at our peril in pediatric teaching and research.

Perhaps we can deal with this problem better if we understand how we came to be this way. I will, therefore, attempt to develop my thesis from an historical perspective. These periods are arbitrarily defined; although starting dates are given, there are no end points, since each new period is telescoped into the rich history of its antecedents (Fig. 1).

The prescientific era in pediatrics (prior to 1900) was rich in contributions to our understanding of child development.




This article has been cited by other articles:


Home page
 CLIN PEDIATRHome page
R. G. Voigt, A. M. Llorente, C. L. Jensen, J. K. Fraley, W. J. Barbaresi, and W. C. Heird
Comparison of the Validity of Direct Pediatric Developmental Evaluation Versus Developmental Screening by Parent Report
Clinical Pediatrics, July 1, 2007; 46(6): 523 - 529.
[Abstract] [PDF]

Home page
 PediatricsHome page
J. P. Shonkoff
A Promising Opportunity for Developmental and Behavioral Pediatrics at the Interface of Neuroscience, Psychology, and Social Policy: Remarks on Receiving the 2005 C. Anderson Aldrich Award
Pediatrics, November 1, 2006; 118(5): 2187 - 2191.
[Full Text] [PDF]

Home page
 Arch Pediatr Adolesc MedHome page
E. H. Wender
A Young Mind in a Growing Brain
Arch Pediatr Adolesc Med, May 1, 2006; 160(5): 557 - 557.
[Full Text] [PDF]

Home page
 PediatricsHome page
D. Wertlieb
Converging Trends in Family Research and Pediatrics: Recent Findings for the American Academy of Pediatrics Task Force on the Family
Pediatrics, June 1, 2003; 111(6): 1572 - 1587.
[Full Text] [PDF]

Home page
 CLIN PEDIATRHome page
D. Drotar and C. Malone
The Developmental Case Conference as a Method of Teaching Pediatricians About Child Development on an Inpatient Service
Clinical Pediatrics, April 1, 1980; 19(4): 261 - 262.
[Abstract] [PDF]