Give your child a superior mind: a program for the Preschool Child
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Simon and Schuster
1966
|
| Ausgabe: | 7. print. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 317 S. graph. Darst. |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804142920008204288 |
|---|---|
| adam_text | CONTENTS PREFACE PART ONE 1: THE FACTS 17 11 HANDS-OFF ARGUMENTS: THE
CHILD WHO RECEIVES A PRE- SCHOOL EDUCATION WILL BE BORED IN SCHOOL 17;
THE CHILD WHO RECEIVES A PRESCHOOL EDUCATION MAY BECOME SOCIALLY
MALADJUSTED IN SCHOOL AND LATER IN LIFE 18; THE PARENT IS NOT
QUALIFIED TO EDUCATE 19 THE ENVIRONMENT IS THE TEACHER 23 THE PHYSICAL
ENVIRONMENT-THE FIRST TEACHER 24 THE SOCIAL ENVIRONMENT 26 2: THE STORY
OF GENIUS BUILDERS 32 3: THE THEORY 47 THE LEARNING PROCESS-A STEP AT A
TIME LEARNING AND EVOLUTION 47 48 5 CONTENTS LEARNING AS EVOLUTION 50
RULES, RULES, RULES 53: LEARNING INVOLVES THE ENTIRE CHILD 55; THE
ILLUSION OF GENERAL LEARNING 62; TRANSFER AND GEN- ERALIZATION: THE LAZY
MAN S WAY TO LEARN 64; MEANING WHAT? 65; LANGUAGE, THE CONCEPT CARRIER
67; AN ACTIVE ENVIRONMENT, A CLEANER LEARNING PROGRAM 68; SUMMING UP 70
4: WHAT YOU MUST KNOW 72 RECOGNIZE THE FACT THAT THE CONCEPTS THE CHILD
LEARNS BEFORE HIS FIFTH BIRTHDAY ARE AMONG THE MOST DIFFICULT HE LL EVER
ENCOUNTER 72 RECOGNIZE THE IMPORTANCE OF ROTE LEARNING 73 RECOGNIZE THE
IMPORTANCE OF LANGUAGE 73 RECOGNIZE THAT THE WORLD OF CONCEPTS DOES NOT
HAVE A COM- PLETELY CONSISTENT PATTERN 73 RECOGNIZE THAT THE CHILD S
RULES CAN ALWAYS BE INFERRED AND EXPRESSED IN WORDS 74 PRESENT MINIMUM
NECESSARY RULES 74 TRY TO APPRECIATE THE MEANING A CONCEPT HAS FOR A
CHILD 75 RECOGNIZE THE THREAT OF THE LEARNING SITUATION 76 STICK TO A
REGULAR TEACHING SCHEDULE 76 KEEP YOUR EXPLANATIONS SHORT AND SIMPLE 77
ISOLATE THE CONCEPT YOU RE PRESENTING 78 REQUIRE COMPLETE RESPONSES 79
REQUIRE THE MAXIMUM NUMBER OF RESPONSES 79 RECOGNIZE THE EFFECTS OF
STRESS ON LEARNING 80 ALLOW THE CHILD TO LEARN A FULL RANGE OF
ABSTRACTIONS 81 TEACH THE CHILD A SET OF RULES THAT WORKS 82 RECOGNIZE
YOUR LIMITATIONS 86 THE GRAND PRINCIPLE 87 6 CONTENTS PART TWO: THE
PRESCHOOL CURRICULUM 5: BIRTH TO EIGHTEEN MONTHS 93 HELP THE CHILD
DEVELOP A POSITIVE IMAGE OF HIMSELF AND HIS WORLD 95 PROVIDE PLENTY OF
SENSORY STIMULATION 95 PROVIDE ADEQUATE PHYSICAL STIMULATION 96 TEACH
THE NECESSARY GROUND RULES OF LANGUAGE 97 6: EIGHTEEN TO THIRTY-SIX
MONTHS 101 NAMING OBJECTS 101: NAMES FOR PARTS OF THE BODY 103; NAMES OF
OBJECTS THE CHILD COMES IN CONTACT WITH REGU- LARLY 104; LEARNING NAMES
OF ANIMALS 105; THE NAMES FOR LETTERS IN THE ALPHABET 107; LOWERCASE
LETTERS 113 QUALITIES, ACTIONS, GEOMETRIC SHAPES, AND RELATIONS 116
QUALITIES: COLOR 117; LIGHT-DARK 118; HOT-COLD 118 ACTION WORDS 118;
ACTION WORDS OF THE SENSES 119; SIGHT 119; HEARING 120; TOUCH 120; SMELL
120. GEOMETRIE SHAPES 121: THE CIRCULA1 BLOCK 122; THE SQUARE BLOCK
122; THE RECTANGULAR BLOCK 122. POSITION RELATIONS 123: IN 124; ON 125;
NEXT TO 125; BEHIND 125; OVER 125; UNDER 126; AROUND 126; BETWEEN 126.
COMPARATIVE WORDS 127: BIG- LITTLE 128; FAST-SLOW 128; TALL-SHORT 129
COUNTING 129 RIGHT-LEFT 130 STORIES 131 MUSIC 132 HOW THINGS WORK 133 7:
THREE YEARS TO FOUR YEARS 136 READING 137: THE LOOK-SAY METHOD 137; THE
PHONIC METHOD 140; OUR METHOD 141: TEACHING THE LETTER SOUNDS 141; 7
CONTENTS THE GROUP-ONE LETTER SOUNDS 143; THE SHORT-VOWEL SOUNDS 145;
READING WORDS FORMED WITH GROUP-ONE CONSONANTS AND SHORT-VOWEL SOUNDS
148; THE GROUP-TWO CONSONANTS 150; READING WORDS FORMED WITH GROUP-TWO
CONSONANTS AND SHORT-VOWEL SOUNDS 151; THE GROUP-THREE CONSONANTS 153;
READING WORDS FORMED WITH GROUP-THREE CONSONANTS AND SHORT-VOWEL SOUNDS
154; THE LONG-VOWEL SOUNDS 154. READING FROM BOOKS 155 ARITHMETIC 161:
COUNTING OBJECTS 162; PICKING UP BLOCKS AS THEY ARE COUNTED 164;
COUNTING OUT A SPECIFIED NUMBER OF OBJECTS 165; COUNTING TO THIRTY 167;
COUNTING BACKWARD FROM TEN TO ZERO 167; THE NUMBER SYMBOLS THROUGH 10,
168. WHAT NUMBER COMES NEXT? 169: PATTERN ONE, COUNT- ING EVERY OTHER
NUMBER 170; PATTERN TWO, WHAT COMES AFTER ONE? 170; PATTERN THREE, THE
SKIPPING PATTERN 171; PATTERN FOUR, THE BACKWARD PATTERN 171 STATEMENTS
ABOUT THE WORLD 171: WHAT FACTS TO TEACH THE 3- TO 4-YEAR-OLD 173; FACTS
ABOUT THE CHILD S FORMAL RELA- TIONS WITH OTHERS 174; TIME CONCEPTS
(DAYS OF THE WEEK, TODAY, TOMORROW AND YESTERDAY, THE MONTHS OF THE
YEAR) 175 QUALITIES, ACTIONS, GEOMETRIC PATTERNS, AND RELATIONS 179:
BEFORE AND AFTER 179; FIRST AND SECOND 179; NEW-OLD (YOUNG-OLD) 179; THE
SAME AND DIFFERENT 179; BECAUSE 180; PATTERNS 180; VISUAL INFERENCES
180; RIGHT-LEFT 181; RIGHT AND LEFT TURNS 182 IDENTIFYING THE PLANETS
183 IDENTIFYING DINOSAURS 184 HOW THINGS WORK 186 OBJECTS 186 8: FOUR
YEARS TO FIVE YEARS 188 READING 188 MATHEMATICS 193: DIAGRAMS 194;
SHOWING THE RELATIONSHIP BETWEEN COUNTING AND ADDING 196; READING
ADDITION PROB- LEMS 197; WORD PROBLEMS INVOLVING ADDING 1,201; NUMBER
PAIRS 202 ALGEBRA PROBLEMS 203: ALGEBRA PROBLEMS INVOLVING +1, 204;
ALGEBRA PROBLEMS INVOLVING NUMBER PAIRS 206 8 CONTENTS IF-THEN
PROPOSITIONS 207: RULE FOR +2, 211; CONTINUITY GAME 213; SUBTRACTION 214
REVIEW MULTIPLICATION 222: MULTIPLICATION PROBLEMS 228; MULTIPLI- CATION
INVOLVING ALGEBRA 231 AREA OF RECTANGLES 233: AREA PROBLEMS INVOLVING AN
UN- KNOWN 237 TELLING TIME FRACTIONS 244: SUBTRACTING FRACTIONS 249;
ADDING PARTS TO MAKE A WHOLE 249; RULE FOR FRACTIONS THAT ARE EQUAL TO
ONE WHOLE 250; RULE FOR FRACTIONS THAT ARE MORE THAN ONE WHOLE 250;
ALGEBRA PROBLEMS WITH FRACTIONS 252 DIVISION MONEY COLUMN ADDITION
COLUMN SUBTRACTION MORE ABOUT THE RELATIONSHIP BETWEEN THE TERMS OF A
PROBLEM 277: MULTIPLICATION AND DIVISION 289; COMBINA- TION PROBLEMS 294
ARITHMETIC REVIEW SPATIAL RELATIONS, I~FERENCES, AND PRACTICES 297:
SPATIAL RELATIONS 297; PLAYING SPATIAL GAMES 297; JUDGING DIS- TANCES
302; DIRECTIONS 302; INTERPRETING MAPS 305. INFER- ENCES FROM STATEMENTS
309; PUT IT IN YOUR OWN WORDS 311; COMPLETE THE STORY 312 PRACTICE IN
SKILLS ALREADY MASTERED EPILOGUE: PAST FIVE 315 221 237 254 256 262 276
296 312 9
|
| any_adam_object | 1 |
| author | Engelmann, Siegfried 1931-2019 Engelmann, Therese 1820-1907 |
| author_GND | (DE-588)131766821 (DE-588)116497130 |
| author_facet | Engelmann, Siegfried 1931-2019 Engelmann, Therese 1820-1907 |
| author_role | aut aut |
| author_sort | Engelmann, Siegfried 1931-2019 |
| author_variant | s e se t e te |
| building | Verbundindex |
| bvnumber | BV036438632 |
| classification_rvk | DK 2002 |
| ctrlnum | (OCoLC)257600146 (DE-599)GBV193768429 |
| discipline | Pädagogik |
| edition | 7. print. |
| format | Book |
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| spelling | Engelmann, Siegfried 1931-2019 Verfasser (DE-588)131766821 aut Give your child a superior mind a program for the Preschool Child by Siegfried and Therese Engelmann 7. print. New York Simon and Schuster 1966 317 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Vorschulerziehung (DE-588)4064016-4 s DE-604 Engelmann, Therese 1820-1907 Verfasser (DE-588)116497130 aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020311031&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Engelmann, Siegfried 1931-2019 Engelmann, Therese 1820-1907 Give your child a superior mind a program for the Preschool Child Vorschulerziehung (DE-588)4064016-4 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4078704-7 |
| title | Give your child a superior mind a program for the Preschool Child |
| title_auth | Give your child a superior mind a program for the Preschool Child |
| title_exact_search | Give your child a superior mind a program for the Preschool Child |
| title_full | Give your child a superior mind a program for the Preschool Child by Siegfried and Therese Engelmann |
| title_fullStr | Give your child a superior mind a program for the Preschool Child by Siegfried and Therese Engelmann |
| title_full_unstemmed | Give your child a superior mind a program for the Preschool Child by Siegfried and Therese Engelmann |
| title_short | Give your child a superior mind |
| title_sort | give your child a superior mind a program for the preschool child |
| title_sub | a program for the Preschool Child |
| topic | Vorschulerziehung (DE-588)4064016-4 gnd |
| topic_facet | Vorschulerziehung USA |
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