Guidance of Childhood and Youth: Readings in Child StudyMacmillan, 1926 - 324 páginas |
Outras edições - Ver todos
Guidance of Childhood and Youth: Readings in Child Study Child Study Association of America Visualização completa - 1926 |
Termos e frases comuns
acquired action activities adolescence adult adult standards animals attitude baby talk become boys and girls capacity Chapter character child childhood chromatin chromosomes clubs coeducation conduct coöperation corporal punishment cowardly custard curiosity danger daydreaming desire doll effect effort emotional environment experience fact factors fairy fairy tale fear feeling FELIX ADLER fighting fighting instinct gang give growth habits hand heredity hobby human ideals imagination important impulses individual infant instinct intelligence interest kind living masturbation means ment mental merely mind moral mother motive nature neurones normal objects opportunity organism parents period person physical play pleasure polar body possible problem puberty punishment questions relation responses result satisfaction sense sex education sexual social speech stage Stanley Hall stimulate stuttering teacher tendency tests things tion toys truth vocational young
Passagens mais conhecidas
Página 156 - Every child should have mud pies, grasshoppers, waterbugs, tadpoles, frogs, mudturtles, elderberries, wild strawberries, acorns, chestnuts, trees to climb, brooks to wade in, water-lilies, woodchucks, bats, bees, butterflies, various animals to pet, hayfields, pinecones, rocks to roll, sand, snakes, huckleberries, and hornets; and any child who has been deprived of these has been deprived of the best part of his education.
Página 42 - All night long and every night, When my mamma puts out the light, I see the people marching by, As plain as day, before my eye. Armies and emperors and kings, All carrying different kinds of things, And marching in so grand a way, You never saw the like by day.
Página 165 - Man is a creature who lives not upon bread alone, but principally by catchwords; and the little rift between the sexes is astonishingly widened by simply teaching one set of catchwords to the girls and another to the boys.
Página 196 - Observations seem to show that the hampering of the infant's movements is the factor which apart from all training brings out the movements characterized as rage. If the face or head is held crying results, quickly followed by screaming. The body stiffens and fairly well coordinated slashing or striking movements of the hands and arms result; the feet and legs are drawn up and down; the breath is held until the child's face is flushed.
Página 93 - VI) that the educative process is its own end, and that the only sufficient preparation for later responsibilities comes by making the most of immediately present life, applies in full force to the vocational phases of education. The dominant vocation of all human beings at all times is living — intellectual and moral growth.
Página 183 - Examining more closely our flock of children, the most extraordinary thing that we discover about them is the astounding diversity in their fundamental make-up; the amazing variety of type that nature has put into the collection. No two look alike, nor like any specimens in any other collection of children. It is only in the past few years that we have come to know, as a part of organized science, that this is no mere matter of superficial appearance ; the diversity is in their very foundations ;...
Página 198 - The pre-school period is biologically the most important period in the development of an individual for the simple but sufficient reason that it comes first. Coming first in a dynamic sequence, it inevitably influences all subsequent development. These years determine character, much as the foundation and frame determine a structure.
Página 57 - Then there is the instinct of making — the constructive impulse. The child's impulse to do finds expression first in play, in movement, gesture, and make-believe, becomes more definite, and seeks outlet in shaping materials into tangible forms and permanent embodiment. The child has not much instinct for abstract inquiry. The instinct of investigation seems to grow out of the combination of the constructive impulse with the conversational. There is no distinction between experimental science for...
Página 38 - Now mental control, or doing something and having something happen, is satisfying in very many concrete forms. Not only making movements and thereby getting sensations, but also making an ideal plan and thereby getting a conclusion, making an imaginary person and thereby getting further imaginations of how he would act, and countless other 'gettings from doings,
Página 196 - The response varies. If the infant is crying, crying ceases, a smile may appear, attempts at gurgling, cooing, and finally, in slightly older children, the extension of the arms, which we should class as the forerunner of the embrace of adults.