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It cannot be too strongly emphasised that curves of height and weight give but an imperfect picture of the marvellously complex mosaic of patterns of growth involved in the different systems of the human body.

At any one particular moment in the child's life one or more organs may exhibit a rapidity of growth which may or may not be reflected in the development of other organs. Furthermore, the ages selected in discussing the six cycles of growth should be regarded as crude landmarks only and not as strict lines if biological demarcation.

The differences in the ages of onset of puberty and menstruation in particular indicate a wide variation in terms of race, social status, environment, nutrition, and family stock.

The evidence indicates that in general the three 'springing-up' periods are peculiarly associated with certain diseases, and that illness occurring at any year of school age tends to leave more severe sequelae [diseases occurring as a result of previous illness], if it comes within one of the 'springing-up' periods, when the child's organism is already taxed to the utmost in providing the energy necessary for growth.

During the first 'springing-up' period to the end of the first year of post-natal life, the infant is specially prone to certain nutritional diseases, such as infantile diarrhoea, rickets, scurvy, and digestive disturbances. During the first 'filling-out' stage between the ages of one and five, and to a greater extent during the second 'springing-up' between the ages of five and seven, the incidence of acute infections and fevers, such as measles, whooping cough, chicken pox, scarletina and diphtheria is heavier than at other periods.

Some of these epidemic diseases tend to leave serious after effects. For instance whooping cough and measles, which involve the respiratory tract, may be followed by tuberculosis in the glands of the chest, and scarlet fever in children between the ages of five and seven is not infrequently followed by running ears and nephritis.

Further, the milk teeth of many children, instead of being replaced by the normal process of aseptic absorption, often become infected and suppurate before they disappear, and are apt to cause digestive troubles. During the second 'filling-out' period between the ages of seven and eleven the incidence of acute infectious diseases is less heavy, but the chronic sequelae of preceding infections may be observed in many children, specially in the lymphoid system of the neck, chest and abdomen.

Thus the problems presented by this stage of development largely centre in the heritage of the diseases and deficiencies of the preceding years. In particular, the second teeth, defects in visions, enlarged tonsils and adenoids, disease of the middle-ear, and disease of the lymphatic glands in the chest, neck and abdomen, demand careful attention.

In fact, this period of consolidation between the ages of seven and eleven may justly be regarded as affording the best opportunity for retrieving past defects in development, and preparing the organism to meet the heavy demands entailed by rapid growth during the third 'springing-up' period of puberty, when the child is apt to outgrow his strength, and again becomes more liable to infectious diseases.

The Development of the Muscular System In the new-born child the actual muscle accounts for less than 25 per cent of the body weight. In the young adult the muscle accounts for about 43 per cent; the muscular system which is closely linked up with the skeletal system in respect of its type of growth develops most rapidly during the last two months of antenatal life, and again during the latter part of puberty and adolescence.

At all age periods it wastes very quickly in acute illness and starvation, and responds to feeding and exercise. During the periods of rapid growth it is a particularly sensitive recorder of harmful stimuli , which are apt to affect the fast-growing tissues. The two bones forming the shoulder blade are not united until puberty. The three bones which unite to form the hip bone do not coalesce till about the age of fifteen in girls and sixteen in boys.

Our medical witnesses urged strongly that no boy or girl up to these ages should be subjected to intense or sustained muscular effort.

These anatomical landmarks on the growing child are definite and precise, and cannot be disregarded without peril.

The erect attitude in itself remains a severe muscular feat since it involves the transference of the weight formerly shared equally between four limbs in the quadruped to two limbs in man.

This attitude is very fatiguing and is in fact a highly unstable position, both on account of the small size of the base covered by the feet, and the high position of the centre of gravity. It was pointed out that children must not be expected to stand like soldiers at attention.

The natural attitude for a child is that which he adopts when playing. He stands with feet apart and knees bent, and delights in squatting.

In view of these considerations we agree with the views expressed by many of our witnesses that adequate facilities for rest should be provided for young children, especially after the mid-day meal. VII and IX, pp. Recent research has shown that every severe illness, whether due to acute infection or to disease of the respiratory system, such as bronchopneumonia, dislocates the normal metabolism and growth of the child, and that such illnesses are recorded on the bones as lines of arrested growth.

When the child is ill, or starved, the epiphysial growth cartilage at the end of the shaft of the long bones ceases to proliferate, and becomes heavily calcified. Though little is known as yet of the extent to which illness affects the growth and development of those organs which exhibit the neural, lymphoid and genital types of growth, the extent to which the skeletal system is involved is far greater than anyone has suggested in the past.

Particular attention was called to the danger of urging young children to work hard before they had completely recovered from illnesses. Variations in general body build and in the form, size and position of the internal organs of digestion indicate that there is a real correlation between the skeleton and these organs. Our physiological witnesses informed us that several attempts had been made to classify the varying types of body build on this basis.

For instance, a child of stout stocky build requires a digestive system of great motility [capable of motion] and rapid contractions to accommodate and assimilate the comparatively large amount of food commensurate with its activity. Mills distinguishes four main types, namely, hypersthenic, sthenic, hyposthenic and asthenic.

In children of the hypersthenic 1 During the period of growth the long bones consist of a shaft diaphysis and two articular extremities epiphyses attached to the shaft by narrow plates of actively growing cartilage epiphysial cartilages.

When growth ceases, the epiphysial cartilages calcify and ossify, thus firmly binding the two epiphyses or ends to the diaphysis or shaft to form an adult bone. Our medical witnesses pointed out that a child by reason of illness or starvation does not undergo any considerable changes of body build and cannot be converted from the hypersthenic type to the asthenic type.

The four main types of Mills, however, admit of a further classification in terms of sub-types, and our medical witnesses thought that by appropriate feeding and exercise a given child might advance from one sub-type to a neighbouring one.

There is thus a definite limit to the amount of change in physique that can be impressed upon a growing child. The existence of these different types of human organism, each consistent with good health and efficiency, 2 each with its peculiar characteristics in respect of the amount of food required, each with a tendency to react acutely to certain diseases, or even to be predisposed to them, appears to be a fundamental fact of biology.

This consideration always tends to impair the significance of mass statistics, and to invalidate the results of large scale experiments. The school medical officer, realising the significance of the body build of each individual child, and the susceptibility to disease involved therein, can do much to guarantee to each child that measure of growth and physical efficiency which is the norm for his particular type. The brain is the part of the nervous system most closely associated with mental life, and its growth might, therefore, be expected to throw special light upon the development of the child's mind.

Our physiological and psychological witnesses, however, informed us that very little is known with any certainty about the development of the brain, though various ingenious attempts have been made to correlate brain weight 1 See diagrams, page Health and efficiency combined with unusual mental powers were often found in a body of poor physique.

The available data indicated that a child of any given body build might well reach the maximum standard for his own particular type. Up to the age of about six or seven, the brain increases rapidly in size and weight, but after that age it grows comparatively little, though the body as a whole at the age of seven is only one third of its adult weight.

An almost imperceptible enlargement continues year by year until the age of twelve or fourteen, when it attains what may be regarded as virtually its maximal size. Thus in size and weight the brain grows more and more slowly from the age of seven onwards. The index of cerebral value recently drawn up with great care by Anthony and Coupin, which claims to present a definite picture of the 'urge' of brain growth, indicates that the sixth and seventh year of a child's life, which correspond to the second 'springing-up' period of skeletal growth described in section 27 above, appear to be very important years in respect of brain growth.

The architecture of the brain in the child from seven to eleven still awaits intensive study and we are acquainted only with the gross differences between the new-born and the adult.

Certain facts which have emerged from the comparison of the foetus, the new-born babe, and the adult, have an important bearing on the problems of education. In any given area of the cortex of the brain, the single layer of nerve cells in the foetus of four months undergoes differentiation into three layers of cells.

These layers are called from within outwards the polymorphic , or inner cell lamina, the granular or middle cell lamina, and the pyramidal or outer cell lamina. The three laminae are distinct at birth, and it is the outer cell lamina, the last to appear, which grows most noticeably during childhood. In any form of amentia 1 it is the outer cell lamina which fails to develop and the middle cell lamina to a slighter extent.

Further, in any form of dementia 2 this outer cell lamina, which is the last to develop, is the first to undergo dissolution. The fact that the order of appearance in normal growth is known, that the susceptibility of the various laminae to maldevelopment and decay is known, that the last layer to develop is the first to suffer, combined with the fact that this 1 Amentia is a condition in which the mind has failed to attain normal development, e.

It is possible that the processes of development and differentiation of the laminae of the cortex are susceptible to malnutrition and disease to a far greater extent than may at present be hazarded.

This process of differentiation of the cerebral cortex into three layers does not take place at the same time in all regions of the brain. It takes place in the visual cortex later than in the motor cortex, but before it occurs in the frontal cortex. In fact, that portion of the brain which is regarded as peculiarly associated with the higher functions is characterised by a later appearance of differentiation. The child kicks in the womb, sees when he is born, thinks later.

Since the area of the brain concerned with thinking is the last to undergo differentiation, this area is brought more and more clearly into the age period when malnutrition and acute disease are most liable to register their effects. It is highly important that the age changes in the cerebral cortex from birth to seven years should be studied more intensively. It is almost true to state that between the ages of two and eighteen years the changes are unknown.

Excluding the gross changes found in aments and dements, it must be noted that, as there are wide individual variations in the degree of apparently normal cortical development, so there are wide variations in the degree of mental development in apparently normal infants and young children.

In particular we want to know whether anatomical age changes are connected with the acquisition of new mental processes, and if so, to what extent; and how far mental processes once lost or impaired can be resumed. The Comparative Rate of Skeletal Growth in Boys and Girls respectively up to the age of Eleven, and its bearing on educational questions The skeletal development varies noticeably in the sexes, the development of the bones in the girl 1 See Chapter III, page The centres of ossification of the bones in the girl appear days earlier in pre-natal life, weeks earlier in babyhood, and from one to two years earlier in childhood and puberty.

Furthermore, the epiphysical union and that knitting of the bones which indicates cessation of growth at the close of adolescence, occurs earlier in the girl. We were told that these variations in development between the sexes had a bearing on the problem of coeducation, since those sex differences which were frequently regarded as emerging at puberty were really more profound and were in operation from the early stages of embryonic life.

The conventional view of the period between the ages of seven and eleven as a neutral stage was thus incorrect. The latest researches indicated that the boy was in fact a boy and a girl essentially feminine from the earliest period of embryonic life.

Throughout childhood the growth of the skeletal and nervous systems, and of the ductless or endocrine glands 1 , in the two sexes was distinct. The psychological evidence which is summarised in Chapter III indicates that the mental differences between the sexes may be insignificant up to the age of eleven.

It is evident, however, that the differences in physical development are very noticeable. We accordingly consider that it is desirable to warn teachers against assuming that, because boys and girls in 'mixed' schools can for the most part learn similar subjects at a similar pace during this age period, they therefore have identical capacity for muscular effort and like resistance to physical fatigue.

We consider it important that even at this early stage appropriate physical exercises and appropriate games should be provided for the girls. The provision of facilities for rest to which we have already alluded, are particularly desirable for girls in view of their greater liability to fatigue. Such glands are the thyroid, parathyroid, suprarenals, pituitary and pineal.

The lymphatic glands are masses of defensive tissue along the lymphatic vessels which return tissue-juice as lymph to the blood stream.

These glands, of which the tonsil is a type, trap foreign bodies such as bacteria and are the seat of formation of some of the white blood corpuscles. The data for a comprehensive psychological description of the period between the ages of seven and eleven are at present very imperfect. The mental characteristics of puberty and adolescence have been exhaustively investigated by Stanley Hall and his followers; and much work has been recently done on the periods of early and later infancy by Gesell, Piaget, and others; but no psychologist has hitherto concentrated specifically on the characteristics of the growing boy or girl from the age of seven to the onset of puberty.

Seven of our witnesses pointed out that the full significance of the period between the ages of seven and eleven in the intellectual and emotional development of the child had hitherto not been adequately understood in the primary school.

Many teachers had expected of children at this age what they cannot give, and had not afforded them adequate scope to give what they could.

In fact, this stage had commonly been regarded as preparatory to some other stage rather than as constituting a definite stage of mental development. Current textbooks on children either still envisage this period as a colourless transitional stage, with no marked features of its own, or else profess to find it in certain distinctive traits deduced from some theory about the general character of mental growth.

The two most notable hypotheses of this character which, partly owing to their acceptance by Stanley Hall, have been reproduced in many educational textbooks, and have exercised a wide influence on the views of teachers, may be described as i the Stratification theory, and ii the Recapitulation theory. According to the former hypothesis, mental development, like physical growth, proceeds by steps or starts.

Certain faculties, assumed to be almost non-existent up to a certain age, are supposed then to emerge suddenly, and to develop rapidly to a maximum. Thus, the first year of life is described as a period of sense-perception.

Later infancy is regarded as 1 A fuller account of the mental development of children up to the age of eleven will be found in the Memorandum by Professor Cyril Burt, printed as Appendix III, pp. The faculty of reasoning is supposed not to emerge clearly until the beginning of the pubertal period.

The Recapitulation theory, which, to judge from our evidence, is widely held by many teachers, may be briefly described as the doctrine that the development of the individual tends to reproduce in rapid and abbreviated form the evolution of the race. This view represents an attempt to deduce the course of psychological development from a theory based a on the supposed facts of embryological growth, and b on the argument from the biological transmission of acquired characteristics.

The individual child is assumed to inherit the capacities, memories and habits of a long line of ancestors, pre-historic and civilised, and to exhibit them stage by stage in much the same order as that in which they were originally acquired.

In view of the extent to which these theories are accepted by many teachers, it is important to point out that the general results of recent psychological research tend largely to undermine such plausible generalisations. The main outlines of mental development as disclosed up to the present by the direct application of mental tests or of controlled statistical observation, are briefly described in the following sections.

The Intellectual Characteristics of Young Children The mental capacity which is of most importance for intellectual progress, is 'intelligence. One of the most significant facts revealed by intelligence tests is the wide range of individual differences between children and its steady expansion from year to year.

For instance, at the age of five children are spread out between the mental ages of about three and seven or eight, a total range of four to five years. By the age of ten this range has doubled, and it probably continues to enlarge till the end of puberty.

Section 68, pp. During the infant period pupils may be grouped together without much regard to varying degrees of mental endowment, but by the age of ten children in a single age group should, if possible, be organised for teaching purposes in at least three distinct sections, and at the age of eleven the range has become so wide that a still more radical classification is required. The general result of recent investigations is that all intellectual activities seem to be closely correlated with one another in children between the ages of seven and eleven, though towards puberty these inter-correlations tend to diminish.

Thus, during the period between the ages of seven and eleven, one central underlying factor tends to determine the general level of the child's ability. While, therefore, there is need that older pupils should be educated in large schools where they may be freely classified according to their differing qualifications and special abilities, there is not, in the opinion of our witnesses, the same need for elaborately graded schools before the age of eleven, except for definitely defective children.

We received also from psychological and medical witnesses some evidence bearing on the sensory capacities of children. Up to the age of eleven the essential characteristics of sense-perception show little change.

These activities mature earliest, and during the stage up to the age of eleven probably change less than any other intellectual process. Nevertheless, the age norms recently obtained by the application of standardised tests indicate that the power of fine discrimination exhibits a distinct improvement in sight and hearing, the two senses which are most important for the traditional work of the primary school.

The young child's eye is an imperfect organ, naturally under-focused and ill-adapted for close work. As the child grows up the degree of normal sight steadily improves, 1 See also Chapter V, page However, among a limited number of children, there is a noticeable deterioration due no doubt primarily to pathological causes, but in some instances aggravated by the conditions of work in school.

In the infant school, the commonest defect is longsightedness, but in the primary school myopia becomes increasingly frequent. Defects of visual acuity are rather commoner among girls at this stage, but their colour discrimination is superior to that of boys, and colour blindness, which is comparatively frequent among boys, is very rare in girls. Auditory acuity is practically mature by the age of seven.

In spite of increased medical attention paid to such conditions as adenoids and catarrh of the middle ear, much deafness still prevails among young children that is definitely preventable. The detection of such defects largely depends not merely on the results of necessarily brief medical examinations, but on the alertness of the teacher in watching for intermittent symptoms.

Undetected visual defects in the infant school and undetected auditory defects in the primary school are responsible for much educational backwardness at a later stage. The data obtained from tests of auditory discrimination suggest that inaccuracy in singing among children after the age of about seven is due more to imperfect muscular control of the voice and lack of training than to auditory incapacity.

It may accordingly be concluded that pupils entering a primary school at the age of seven are fully capable of the tasks ordinarily required of them in musical instruction. It would seem that during the greater part of the primary school period, harmony does not appeal to children so much as melody, nor melody so much as rhythm. The most recent investigations indicate that there is a steady improvement in the muscle-sense from the age of seven up to that of about twelve.

All investigators have found boys superior to girls between the ages of eight and eleven. The refinement of muscle-sense is so essential a factor in the improvement of manual dexterity, that far more should be done to cultivate it at this period. The sense of touch is one of the few capacities in which children are definitely superior to adults. In general the sense of touch degenerates after the age of seven though less in the case of girls than boys.

Sheer strength increases far more rapidly towards the end of the school period than at the beginning, the difference in this respect between boys and girls being small compared to that obtaining in later years. The sex difference in muscular endurance also becomes evident at this period. Though in the classrooms the sexes may be educated together at this age, in games and physical feats, sex differences cannot be ignored.

There is no clear or consistent sex difference in dexterity at this stage. During the infant stage the child is learning to control the larger muscles of the trunks and limbs, but during the stage with which we are concerned he is learning to control the finer muscles, those of the eye, tongue and fingers. At this stage the aim of the curriculum should largely be the use of the eye in active observation, of the tongue in clear and expressive speech, and of the fingers in simple arts and crafts of different kinds.

Standardised tests in respect of the higher intellectual capacities have not as yet been applied on an extensive scale. The data at present available must be used with caution.

The scope of attention in young children appears to be very limited; this is probably the main intellectual difference between children aged seven and fourteen. The young child is strikingly lacking in the power of mental organisation.

Probably few teachers realise how narrow are the limits of a child's apprehension. The evidence of standardised tests indicates clearly that, if a child is to grasp a group of ideas as forming a single whole, and to understand 1 See also Chapter II, page 31; Chapter V page 77; Section on Physical Training and Games, page Section 44, p. The child's power of sustaining voluntary attention increases rapidly between the ages of seven and eleven, though in the lower classes of many schools this power tends to be overestimated in the work still traditionally considered appropriate.

If, however, the efforts of concentration be made brief but intense, it will be found that a child's intellectual penetration is far more acute than is ordinarily assumed. In the opinion of our witnesses, the matter presented to the child under the age of ten should be limited to a small number of simple facts, or to two or three short steps in reasoning, e.

If during the course of a lesson there was plenty of change and the child were allowed ample freedom to use his hands, to move about the room, if need be, and to talk, his attention would be sustained. When, however, the child reached the age of ten, he might well be practised in the power of maintaining attention by a continuous effort of will, even when interest was waning and the pleasure of novelty had worn off.

Fatigue and Weariness. The young child is comparatively free from mental fatigue up to the age of eleven; often what the teacher assumes to be mental fatigue is only boredom. The child's interest, but not necessarily the child's capacity, is rapidly exhausted at this stage. The lessons in which fatigue will become most quickly manifest are arithmetic and prolonged reading and writing, in which the fine muscles of the fingers and eye are most likely to become overstrained; but this is due to physical fatigue.

Our psychological witnesses accordingly urged that long sums, lengthy compositions and dictations, and prolonged memory drill on tables and spelling, should not be set as tasks to children. At the same time it is true that the harm resulting from excessive intellectual activity is likely to be physical in origin, rather than mental, and to be due to lack of exercise and fresh air and to the maintenance of an unnatural sedentary posture.

He had left behind him much of the liability to epidemic sickness which interfered so much with the work of the infant school, and had developed an untiring activity.

The physical changes preceding the onset of adolescence were still in the future. There is a widespread popular idea, to which earlier psychologists, such as Binet and Stanley Hall, lent the weight of their authority, that the salient characteristic of young children up to the age of eleven is their excellent mechanical memory. This view is not corroborated by the data obtained from the application of memory tests.

A child's memory stands out in high relief at this period only because his higher intellectual capacities are comparatively undeveloped, or unused.

The memory of a child of nine or ten years is inferior to that of the older child, especially as regards 'long distance' or delayed memory. His performance in tests of 'short distance' memory depends largely on his power of attention. The view held by teachers that young children delight in memory work was in the opinion of the psychologists only partially true.

It is true that in the earlier stages up to the age of eight or nine, the child exhibits a singular fondness for mechanical repetition and, in the lower classes of the primary school, the teacher may legitimately take full advantage of this characteristic. But by the age of nine the mechanical method of memorising is being superseded by a more intelligent process in the childish mind.

The pupil then begins to discover his powers of logical memory and is naturally anxious to exercise them to the full. The teacher should take account of this change. The older methods of instruction, which were apt to regard memory work as specially appropriate for the lower standards of the public elementary school, were partly based on an erroneous assumption. The essential thing is that proper incentives should be provided and that adequate interests should be stimulated.

Many teacher witnesses spoke of the development of memory, when presumably they should have spoken, not of developing the memory, but of developing the habit of attention, which is necessary to the exercise of memory.

The opinion, however, seemed to be general that the primary school period affords special opportunities for training the child in the use of memory. Many teachers, like the earlier psychologists to whom we have referred, spoke of the 'excellent memory' of children between the ages of seven and eleven, and in this presumably they were wrong, since memory does 1 See Chapter VII, page They were, however, in substantial agreement with later psychologists, since they obviously regarded it only as relatively precocious.

Hence many routine processes were less irksome than at a later stage, and much might be taught through the aid of mechanical memory. Reliance should be placed at this stage not only on mechanical memory, but also on that aspect of memory which is assisted by reasoning and understanding. It is of course true that the primary school is the place where the child should acquire the mechanical elements of reading, writing and arithmetic.

It would be a grave misfortune, however, were the attention of the teachers concentrated merely or even mainly on helping him to master these necessary attainments. It is essential at this, as at later ages, to give meaning and content to the child's studies by relating them to living interests; to appeal to and cultivate his imagination; and to encourage him to develop, in his small way, habits of independent thought and action.

While, in short, some degree of what may be called 'mechanical aptitude' is necessary, it is a means to an end, not an end in itself. It will be most valuable if it takes its place in an education designed to develop all sides of a child's personality, including his emotions, his imagination, his reasoning faculties. Reproductive Imagination. With very young children it is difficult to investigate imagery in any great detail; but certainly from the age of eight or nine, if not, indeed, at earlier ages, most children possess excellent visual memories, and visual imagery now dominates over all other forms.

It would seem therefore that concrete pictorial and visible forms should be presented or suggested by teachers to children up to the age of eleven. Towards adolescence the power, or at any rate the habit, of visualisation tends to diminish, and the more intelligent children, partly perhaps on account of the verbal and literary character of much current instruction, are apt to think in terms of words rather than of concrete images.

Our psychological witness accordingly urged that up to the age of eleven the school subjects and their presentation should be kept closely related to the children's concrete knowledge and immediate experience. Constructive Imagination. In scientific as well as in literary and artistic work, the young child's imagination is fully capable of taking considerable nights provided only that what is to be imagined can be pictured in concrete form.

Our witnesses were of opinion that during this age period the exercise of creative as distinct from reproductive imagination should be cultivated; but that when children pass from the infant school into the upper part of the primary school they should gradually be taught to bring to bear on the world of experience the constructive imagination which has been, and is being cultivated in the world of 'make-believe'.

If at this stage contact with reality is firmly established, then the risks of morbid daydreaming, and of over stimulated imagination, to which the adolescent is so often prone, would be largely reduced. The young child's pleasure in imagination, judiciously disciplined, should provide an inexhaustible reservoir of educational motive.

The results of recent investigations indicate that the working contents of the average child's mind on entering the primary school are likely to be far more limited than most teachers assume. Evidently, therefore, at this stage it will not be sufficient to use names of common everyday things and assume that the child at once calls up a clear and concrete picture of the things for which the name stand. At the primary stage the child's power of classifying the chaotic objects of his experience is rapidly improving.

He no longer classifies them merely from the personal or subjective standard of their use, but tries to arrange them as elements in a universe which is at bottom orderly.

Secondly, names are not at this stage clearly distinguished from the things which they designate. Watch: This weekend's forecast. Temperatures set to soar in the North East as parts of the UK hit freezing point As parts of the nation wake up to yet another chilly start, temperatures in some parts of the country will hit freezing point.

Police issue warning ahead of planned protest in Newcastle city centre Northumbria Police have issued a warning ahead of a planned protest in Newcastle.

Police incident on the Quayside A man has been taken to hospital with head injuries following an incident on the Quayside in the early hours. Southbound carriageway now fully reopened The A1 southbound has now fully reopened and the vehicles have been recovered.

No one has been injured A spokesman for the North East Ambulance Service confirmed that there were no injuries in either collision and they were not needed. Video from the A1 Traffic remains very heavy:. Two separate incidents Reportedly, there are two separate incidents on the northbound and southbound carriageways. Traffic on the southbound is currently stopped while the fire service assess the situation.

More to follow:. Check traffic where you are Check traffic and road closures near you by typing in your postcode. Katie Collings. Today's weather forecast "Locally chilly to start, but otherwise a fine day with pleasant warm sunny spells and light winds. Good morning If you would like to get in touch with us today about any breaking news, here are my details: Phone: Email: katie.

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