History and Theory of Early Childhood EducationC. A. Jones Publishing Company, 1972 - 397 sider |
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Side 191
... objects and actions . As a result , ego pro- cesses remain diffused and are unable to process the particular objects as they relate to one another and to the assigned task . The lack of sufficient ego - differentiating experiences in ...
... objects and actions . As a result , ego pro- cesses remain diffused and are unable to process the particular objects as they relate to one another and to the assigned task . The lack of sufficient ego - differentiating experiences in ...
Side 299
... objects and ob- serving and systematizing the objects ' reactions . Dropping , folding , stretching , squeezing , and tapping are examples of actions the child can attempt on almost any object in his environment to find out how it ...
... objects and ob- serving and systematizing the objects ' reactions . Dropping , folding , stretching , squeezing , and tapping are examples of actions the child can attempt on almost any object in his environment to find out how it ...
Side 300
... objects ) . For example , when the child brings two , three , or four objects together , the result is a group of objects . When he makes two groups of objects by one - to - one correspondence between the action of the two hands , the ...
... objects ) . For example , when the child brings two , three , or four objects together , the result is a group of objects . When he makes two groups of objects by one - to - one correspondence between the action of the two hands , the ...
Indhold
Introduction | 1 |
Early Educational Theorists | 10 |
Pestalozzi Froebel and Kindergarten Education | 45 |
Copyright | |
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History and Theory of Early Childhood Education Samuel J. Braun,Esther P. Edwards Uddragsvisning - 1972 |
Almindelige termer og sætninger
activities adult Aristotle attention become behavior believe cation chil child development classroom cognitive concepts contrast group cultural curriculum disadvantaged dren early childhood education effective ego processes emotional environment experience experimental group feel Froebel function girls give grade growth human ideas important individual infants institution instruction intellectual intelligence interest Joseph Featherstone Kaiser Kaiser Centers kindergarten knowledge language Lawrence Frank learning living Margaret McMillan materials McMillan means ment mental method Montessori Montessori Method mothers National nature nursery school objects Open-air Nursery School parents Patty Smith Hill percent period Pestalozzi physical Piaget Plato play preschool preschool education problems psychological reading reinforcement relationship responsibility role seriation skills social society staff Stanford-Binet stimulation symbols task taught teacher teaching things tion Ulich University verbal words York young children