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The parents' own education and their attitude toward schooling, their occupational and socioeconomic status, their expectations and ambitions for the child, the degree of intellectual stimulation in the home and neighborhood, the pressure of home duties and remunerative work, all are conditions that influence learning. In general, a combination of favorable factors in the child's home environment are associated with school achievement.

However, it is not always physical or social conditions as such that blight family life; the way in which the family perceives its conditions is also to be considered. It is practically impossible to establish a cause-and-effect relationship between the socioeconomic conditions in a child's home and his school achievement or emotional attitudes (42, p. 152, 1957).

2. Which of the following uses of growth tables do you think are desirable and which may be undesirable or detrimental? To suggest the question: "Why is my child's behavior out of line with that of children described in the studies? Are there home conditions that can be improved?" To justify prodding a child who is below the developmental level for his age, regardless of any consideration of the child's capacity and environmental conditions.