The child and his curriculum:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Appleton-Century-Crofts
1950
|
| Ausgabe: | 2. ed. |
| Schriftenreihe: | Appleton series in supervision and teaching
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVI, 710 S. |
Internformat
MARC
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| 245 | 1 | 0 | |a The child and his curriculum |c J. Murray Lee ; Dorris May Lee |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a New York |b Appleton-Century-Crofts |c 1950 | |
| 300 | |a XVI, 710 S. | ||
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| 650 | 4 | |a Programmes d'études | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Child development | |
| 650 | 4 | |a Child psychology | |
| 650 | 4 | |a Education | |
| 650 | 4 | |a Education |x Curricula | |
| 650 | 4 | |a Teaching | |
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Datensatz im Suchindex
| _version_ | 1804121746003984384 |
|---|---|
| adam_text | Titel: The child and his curriculum
Autor: Lee, Johnathan Murray
Jahr: 1950
Contents
PAGE
PREFACE......................................V
EDITORS INTRODUCTION........... ix
LIST OF ILLUSTRATIONS............XV
PART I
UNDERSTANDING THE ELEMENTARY-SCHOOL CHILD
CHAPTER
1. WIDERGOALS..............................3
Our Desires for Our Children......................3
Our Desires for a Democratie State..................5
Objectives Evolve from Our Ideals for Children and Democracy . 7
A School of Living to Realize our Objectives.......10
A Look Forward...............17
2. THE CHILD AS A GROWING ORGANISM. ... 21
Growth of Preschool Children—Its Significance.....22
Grówth of the Physical Body...........23
Growth of Muscular Control...........27
Growth of Intelligence.............32
Development of Certain Mental Abilities........44
Social Development of the Child..........48
3. THE CHILD AND HIS DEVELOPING EMOTIONS. 64
Emotional Health: Balance or Break-Up?........64
Basic Needs: A Sense of Personal Worth.......69
Basic Needs: Mutuality.............77
How Can We Recognize the Problems of Children?.....79
Techniques Which Help in Child Study........93
The School s Responsibility: Administration......104
The School s Responsibility: The Curriculum......109
The School s Responsibility: Teachers........112
The School s Responsibility: Home and Community Relation-
ships..................128
The School s Responsibility: Direct Approach to Personality
Problems.................129
4. THE CHILD AS MOTIVATED BY PURPOSES
AND INTERESTS..............137
Interest: A Basic Factor.............137
How to Make Use of Existing Interests........144
xii CONTENTS
CHAPTER . PAGE
5. THE CHILD AS A LEARNER.........153
Some Basic Concepts..............153
Learning for a Democracy............155
The Process of Learning ............163
The Basic Conditions of Learning..........172
Conditions of Learning: Related to the Child s Success . . . 176
Conditions of Learning: Related to Physical Aspects . . . . 183
Conditions of Learning: Related to Method .....185
PART II
EXPERIENCES AS THE CURRICULUM
6. GUIDING LIFE IN THE SCHOOL:
THE CURRICULUM.............197
Child Study Supplies Basic Principies of Curriculum Development 197
Contrasts of the Old and New in Education......205
Newer Practices are Better!............207
Developing a Newer Program—Some Suggestions.....210
7. ORGANIZING LIFE AND LEARNING IN THE
school: the UNIT OF WORK.......222
What is a Unit of Work?............222
Characteristics of Desirable Units..........224
Developing a Unit..............230
Types of Activities..............234
The Relation of Skills and Abilities.........238
The Relation of Study Techniques to the Unit.....240
Planning in the Unit.............242
Evaluating the Significance of the Unit........246
The Rôle of the Teacher............249
Suggested Unit Outlines .............252
Programming the Day s Work...........255
8. RESOURCES FOR LEARNING.........261
Learning Through Community Experiences......263
Learning Through Creative and Socializing Experiences . . . 268
Learning Through Audio-Visual Experiences......273
Learning Through Reading Resources........288
9. SOCIAL EXPERIENCES . THE STUDY OF MAN. 296
Why Social Experiences for the Elementary-School Child? . . . 296
Recent Emphases on Social Experiences........301
What Social Situations are Vital to the Child?......309
What are Understandings and Concepts, Techniques and Abilities,
and Attitudes Essential in Meeting Situations?.....317
Basic Guiding Principies . •...........327
Types of Social-Studies Programs..........32g
Social Experiences......................340
Teaching Procedures...............343
CONTENTS xiii
CHAPTER PAGE
10. LANGUAGE EXPERIENCES:
LEARNING TO USE LANGUAGE.......351
The Changing Concept of Language Arts.......351
The Changing Concepts: Language Reflects Cultural Leveis . 356
What Language Experiences are Vital to the Child .... 361
Types of Programs in Language Arts.........366
Basic Guiding Principies.............368
Developing Better Oral Communication: Talking and Listening 368
Developing Better Oral Communication: The Problems of
Voice and Speech........ .......377
Understanding Written Communication: Recent Developments
in Reading........ ........381
Understanding Written Communication: Fundamental Reading
Concepts .................386
Understanding Written Communication: Special Problems . . 393
Understanding Written Communication: Diagnosis and
Remedial Work in Reading...........399
Understanding Written Communication: Reading for Varied
Purposes.................405
Understanding Written Communication: Reading Interests . . 409
Developing Better Written Communication: Written Expres-
sion .............. .... 417
Developing Better Written Communication: Spelling . . . 420
Developing Better Written Communication: Handwriting . . 427
Diagnosis in Language Arts...........430
11. NUMBER EXPERIENCES:
DEVELOPING QUANTITATIVE THINKING . . 449
Development of Quantitative Thinking........449
What Arithmetic Shall We Teach? ..........453
Readiness to Understand Number..........454
Changes in Grade Placement...........456
Number Experiences in a Functional Setting......459
Basic Guiding Principies............466
TransitionaI Programs.............467
Improving Problem-Solving............472
Diagnostic and Remedial Procedures.........475
12. SCIENTIFIC EXPERIENCES:
DEVELOPING SCIENTIFIC CONCEPTS .... 483
Why Scientific Experiences for the Elementary Child? .... 483
Which Scientific Concepts are Vital to Children?.....488
Interest—What Rôle Does It Play in Selecting Science Experiences? 492
Basic Guiding Principies............493
Science Experiences—What Types?.........495
How are Science Experiences Organized?........500
What Materials and Apparatus are Necessary for Effective
Learning?................517
13. HEALT II FUL EXPERIENCES:
PROVIDING FOR HEALTHFUL LIVING . . . . 524
The Health Program..............524
Basic Guiding Principies............526
Healthful School Living.............527
xiv CONTENTS
CHAPTEK PAGE
Health Education..............530
Types of Programs..............555
Health Service................561
Evaluation and Appraisal in Health and Physical Education . . 574
14. CREATIVE EXPERIENCES:
PROVIDING OPPORTUNITY FOR
CREATIVE EXPRESSION..........586
Characteristics of Creative Experiences........586
Guiding Creative Experiences in Music . ......595
Guiding Creative Experiences in Graphic Art......610
Guiding Creative Experiences in Literatüre......621
Guiding Creative Experiences in Dramatic Play.....630
Guiding Creative Experiences in Rhythms and Dancing . . . 636
15. EVALUATING CHANGES IN THE CHILD ... 650
Evaluating the Attainment of Objectives........651
Recent Developments in Evaluation Instruments.....657
Improvement in the Child Due to Evaluation......668
Cumulative Records . . . . . .........670
Essential Elements in an Adequate Evaluation Program . . . 673
INDEX....................687
|
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| spelling | Lee, J. Murray Verfasser aut The child and his curriculum J. Murray Lee ; Dorris May Lee 2. ed. New York Appleton-Century-Crofts 1950 XVI, 710 S. txt rdacontent n rdamedia nc rdacarrier Appleton series in supervision and teaching Programmes d'études Erziehung Child development Child psychology Education Education Curricula Teaching Lee, Dorris May Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=004849160&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Lee, J. Murray Lee, Dorris May The child and his curriculum Programmes d'études Erziehung Child development Child psychology Education Education Curricula Teaching |
| title | The child and his curriculum |
| title_auth | The child and his curriculum |
| title_exact_search | The child and his curriculum |
| title_full | The child and his curriculum J. Murray Lee ; Dorris May Lee |
| title_fullStr | The child and his curriculum J. Murray Lee ; Dorris May Lee |
| title_full_unstemmed | The child and his curriculum J. Murray Lee ; Dorris May Lee |
| title_short | The child and his curriculum |
| title_sort | the child and his curriculum |
| topic | Programmes d'études Erziehung Child development Child psychology Education Education Curricula Teaching |
| topic_facet | Programmes d'études Erziehung Child development Child psychology Education Education Curricula Teaching |
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