Download Child Development and Education: A Piagetian Perspective by David Elkind PDF

By David Elkind

A set of essays masking a huge variety of issues, together with day care, the roots of homosexuality, generational clash, and kid's thoughts of lifestyles and demise. "Richly suggestive." --Contemporary Psychology

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Like Pestalozzi, Froebel began by starting his own schools and developed his ideas about education from direct observation of children. Froebel was a deeply religious man who believed in the essential goodness of children. His educational program was moral and philosophical as well as instructional. The aim of education was to create individuals who could realize themselves fully and totally. Evil and badness did not exist separately but were manifestations of incomplete, interrupted, or stunted development.

She believed that teachers have to watch how children use materials for clues as to how the materials should be best presented. It is important to emphasize this point, because some of Montessori's followers have rigidified her teaching practices to the point where children are allowed to use materials only in prescribed ways. This is contrary to the spirit of Montessori teaching, which is to allow children to experiment on their own and to take clues for teaching practice from children's spontaneous explorations.

In his book Experience and Education (1938) Dewey made it clear that experiences could be mis-educative as well as educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience. An experience may be such as to engender callousness; it may produce lack of sensitivity and of responsiveness. Then the possibilities of having richer experience in the future are restricted. Again, a given experience may increase a person's automatic skill in a particular direction and yet tend to land him in a grove or rut; the effect again is to narrow the field of future experience.

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