Parenthood and Child NurtureMacmillan, 1926 - Всего страниц: 178 |
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... · 42 57 75 • 96 107 • 127 · 149 171 VIII PRINCIPLES OF EDUCATION IN MIDDLE CHILDHOOD IX EDUCATION IN LATER CHILDHOOD X THE ACTIVITIES OF CHILD LIFE IN THE HOME . BIBLIOGRAPHY Robert con- give pleasure to the family and friends .
... · 42 57 75 • 96 107 • 127 · 149 171 VIII PRINCIPLES OF EDUCATION IN MIDDLE CHILDHOOD IX EDUCATION IN LATER CHILDHOOD X THE ACTIVITIES OF CHILD LIFE IN THE HOME . BIBLIOGRAPHY Robert con- give pleasure to the family and friends .
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... LIFE FROM SIX TO EIGHT 96 · VIII PRINCIPLES OF EDUCATION IN MIDDLE IX CHILDHOOD EDUCATION IN LATER CHILDHOOD X THE ACTIVITIES OF CHILD LIFE IN THE HOME . BIBLIOGRAPHY 107 · 127 149 171 INTRODUCTION IN the poem " Father and Son " by.
... LIFE FROM SIX TO EIGHT 96 · VIII PRINCIPLES OF EDUCATION IN MIDDLE IX CHILDHOOD EDUCATION IN LATER CHILDHOOD X THE ACTIVITIES OF CHILD LIFE IN THE HOME . BIBLIOGRAPHY 107 · 127 149 171 INTRODUCTION IN the poem " Father and Son " by.
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... education; the instinctive equipment and the opportunities there; the mental activity and its guidance; and the spontaneous interests which afford the point of attack for education. We shall also add one chapter on the technique needed ...
... education; the instinctive equipment and the opportunities there; the mental activity and its guidance; and the spontaneous interests which afford the point of attack for education. We shall also add one chapter on the technique needed ...
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... mental differences not so outwardly apparent have been a subject for conjecture and have never until quite recently been taken seriously or properly considered in planning a program of education for the child . It THE STUDY OF THE CHILD 3.
... mental differences not so outwardly apparent have been a subject for conjecture and have never until quite recently been taken seriously or properly considered in planning a program of education for the child . It THE STUDY OF THE CHILD 3.
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Edna Dean Baker. planning a program of education for the child . It has required recent psychological tests and ... education . Every child should be considered to some extent a separate problem and treated accordingly . A note of ...
Edna Dean Baker. planning a program of education for the child . It has required recent psychological tests and ... education . Every child should be considered to some extent a separate problem and treated accordingly . A note of ...
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adult asked baby baby's begin bird body Book to Childhood chair Chapter character chil Child Development Child Nature Child Study Child World child's play coöperation desire doll Dorothy Canfield Fisher dramatic dren Edgar Guest Educational Psychology Elizabeth Harrison emotions experience expression father fear feeling flowers FORBUSH give gradually growing habit hands handwork happy Houghton imagery imitation infant instinct interest Kenneth Grahame kindergarten child KIRKPATRICK later learns little child little children little girl Macmillan manipulation material ment mental grasp Milton Bradley moral mother motor activity movement needs nervous NORSWORTHY objects observation PALMER parents and teachers Patty Hill pets physical picture Play in Education prayer Psychology of Childhood questions response rhythm says sense singing song spontaneously stimulate story Story-telling suggest Sunday-school tell things thinking tion toys Uncle Remus uncon understand Understood Betsy wonder words
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Стр. 14 - THERE was a child went forth every day, And the first object he look'd upon, that object he became, And that object became part of him for the day or a certain part of the day, Or for many years or stretching cycles of years.
Стр. 94 - ... (3) Every teacher on starting with a new class or in a new locality, to make sure that his efforts along some lines are not utterly lost, should undertake to explore carefully section by section...
Стр. 94 - That there is next to nothing of pedagogic value, the knowledge of which it is safe to assume at the outset of school life.
Стр. 94 - The best preparation parents can give their children for good school training is to make them acquainted with natural objects, especially with the sights and sounds of the country.
Стр. 108 - GOD who created me Nimble and light of limb, In three elements free, To run, to ride, to swim : Not when the sense is dim, But now from the heart of joy, I would remember Him : Take the thanks of a boy.
Стр. 14 - ... situation and is too easily modifiable to be called a reflex. When the tendency is to an extremely indefinite response or set of responses to a very complex situation, and when the connection's final degree of strength is commonly due to very large contributions from training, it has seemed more appropriate to replace reflex and instinct by some term like capacity, or tendency, or potentiality. Thus an original tendency to respond to the circumstances of school education by achievement in learning...
Стр. 94 - Every teacher, on starting with a new class, or in a new locality, to make sure that his efforts along some lines are not utterly lost, should undertake to explore carefully, section by section, children's minds with all the tact and ingenuity he can command and acquire, to determine exactly what is already known. (4) The concepts that are most common in the children of a given locality are the earliest to be acquired, while the rarer ones are later.
Стр. 91 - Be more than his dad, Be a chum to the lad; Be a part of his life Every hour of the day; Find time to talk with him...
Стр. 30 - This dear little naked mendicant pretends to be utterly helpless, so that he may beg for mother's wealth of love. Baby was so free from every tie in the land of the tiny crescent moon. It was not for nothing he gave up his freedom. He knows that there is room for endless joy in mother's little corner of a heart, and it is sweeter far than liberty to be caught and pressed in her dear arms.
Стр. 24 - ... smiling when smiled at, laughing •when others laugh, yelling when others yell, looking at what others observe, listening when others listen, running with or after people who are running in the same direction, running from the focus whence others scatter, jabbering when others jabber and becoming silent as they become silent, crouching when others crouch, chasing, attacking and rending what others hunt, and seizing whatever object another seizes.