Parenthood and Child NurtureMacmillan, 1926 - Всего страниц: 178 |
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Стр. 93
Edna Dean Baker. it the child has the ly or something . ars continues most › . We have already wledge through the ponsibility of those atmosphere , to set knowledge that this udes of friendliness , of interest in and pol , of kindness to ...
Edna Dean Baker. it the child has the ly or something . ars continues most › . We have already wledge through the ponsibility of those atmosphere , to set knowledge that this udes of friendliness , of interest in and pol , of kindness to ...
Стр. 20
... continues with the statement that there is no gap between reflexes , instincts and tendencies and that it is impossible therefore to make hard and fast distinctions . It is more useful and more scientific to avoid such distinctions in ...
... continues with the statement that there is no gap between reflexes , instincts and tendencies and that it is impossible therefore to make hard and fast distinctions . It is more useful and more scientific to avoid such distinctions in ...
Стр. 30
... continues as an important form of suggestion all through life , but it is particularly potent in these early years . As Kirkpatrick says , all persons and chil- dren especially are like mirrors reflecting back what they observe . Ugly ...
... continues as an important form of suggestion all through life , but it is particularly potent in these early years . As Kirkpatrick says , all persons and chil- dren especially are like mirrors reflecting back what they observe . Ugly ...
Стр. 38
... continue . Some of the shorter Mother Goose rimes , as Jack and Jill and Little Miss Muffet , may now be used and realistic stories told about the child's own experiences and those of other little children . The child should never be ...
... continue . Some of the shorter Mother Goose rimes , as Jack and Jill and Little Miss Muffet , may now be used and realistic stories told about the child's own experiences and those of other little children . The child should never be ...
Стр. 45
... continues . Songs also should be very short , as the repetition with a slight melodic variation of a single sound like the " Choo- Choo " of the train or the " Mew - Mew " of the pussy . When the child's grasp of this material is ...
... continues . Songs also should be very short , as the repetition with a slight melodic variation of a single sound like the " Choo- Choo " of the train or the " Mew - Mew " of the pussy . When the child's grasp of this material is ...
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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.