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Re aelx.rOh '"ana Dfizvelopiiien:', '' , 0.

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19-4p:i i .

ii , ?', .'tit/40.83 Pluif Postage. MC' sot,' AValirahle frog 'EDP$.ClaSsification: *Cognitive Development:, Creativity;*Curriculum GOA0P; *Early Chi,tdhOOd EducatiOn; ,

,,

.Imagination; Kindergarten; tlanguage DA Velopment:*l.earning hctivities; : Primary Bducation;, Prob.leiSoliing; Teachin,g Methods , , .

,PrOjeCt Vollow' Through; Tucson' Ear* EducationModel ',

9, , .

AMSTMACV, ,The lea ning activities in this's handbook were taken

ditectly from Tucson 'Early EdndatiOn Model (TERM) classroom*, and ''designed' to foster intellectual and,. language development,: More40eifically. these activities are slesigned to foster linguisticawareness, sensory perceptiOn, curfosity, and imagination, ,t"o guidethe child in differentiating fantasy from reality, to foster. the'creative proctis,' the habit of 'labeling, identification .anddisbrimipation, classi,fication skills,' spatial relations, tiateAnderstand,ing, and the concepts of guaniity and change. The, conceptof change ,includes spatial, temporal, textural, develo6wente4.cyclic, atmosphe,rio, 'mechanical 4and 'chemical changes. In addition,the activities are designed, to produce awareness of cause And effect,to fOster the' practice of , tentativeness, to teach how to makechoicek, to develop the ability to be .r.levant, to 'teach planning andto facilitate problem solving (social and intellectual).', (MS)

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.**********Ii*******'**********,******************************* ************ , Documents acquired by ERIC \include Many inf ormal Unp lished- *

* ,matexials not available from other sources, ERIC makes every effort ** to obtain the best copy ovailable. Nevertheless, items of 'maiginal ** reproducibility are often encountered and this,affects the quality ** of the micrefiche and hardcopy re,productions. ERIC' makes, available *

,* Via the Enc Document Reproduction Service (EDRS). EDRS is not trit* responsible .for the quality of `the original document. Reproductions ** supplied- by EDRS are the best that can be made from the original. *

********************4**********1********,*****************40*************

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"-''''The'telcher is Ohlignie to structure'and c.onstrrn.a ,, ,,,, ',,,..4h,ti,tiiii2e ncl'''t.,t Separk,, ,at , n, ,ntc,. ,y , of :,,t,ii ,,,,,,,u,t,t,uts c ,,, , 1,,,,,,,,1situntiO'f,i''' itha.f,, Of( SifMitlate the,' iiraetio, 'of ,' a': ,'S.peeifie '',,', , .lan,u,age ,e,,itil, respeet t.t) 'forrns,, le' ini'''tiCabulary),, idiotn..;,'t

'sl5ill',ciiitll'',,,,:it's, -..,intrinsie,, ,Itinguage; '',, thus', ,it l'S'.: ,,her ' ,..,',:,,fig4:ra,fivIangnaos cnnerefe tp, bitracc 66004 and, in,

tisPonSibilitY.,itructurelthe efivirkthent so tbatiiic'ore.'' .; .i li

sit, ,S'i' bili ; ''' .1 .; - II Is'0 , .

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folits:retated "to, sUc.,h,thottglit.'.', '' '. .' '''' : 'e:it:ires'sion and 'interest- with'. ,ielciii'v'e'll(;irifii)rce,mti:ii (ir. thg,, . . .

, 1 ,, 1 i A f 1

L.Tho, blisisAot.thi$' buileolytemi dkeetly from twd inliiir- . , '..

beliefs within'tbti il'',E.,E11..,pr,oleet: ' ', '' ', ; '',' , ' ;

';,0016Ve.,',grovth ,and',,11,anguage: 'deleielonient, arc. ,

0

41.io'r4cling'proeesses, eaoh stithulnting the''Other'"and

l'eStillin8"),roni the'other, '' . ,'' '.' '. ': .

. , . - ., r., ; ; ' ,., ,,'',' " ' ; .,. , ; , , :4 ',

2, '' Langnage, with itS,":.pliabbitigical, yittactical,

semantic systonS., is' learned Ihy:',

,,t'. : gelling ,meaningfrOm a .1,41tnation.,,: ',,,, ,,,',, ,, ,',', .,

I,;,;', inik.riting verbally' Vii,ith an :'' adult' vtrh'd mOdels''''

,niore 'nod more ,cOmpiek', langnage atterns hi,

,,Y,,, , ., 1,1,1c ,c!hild.,.,,, , ,,,.,,,,-, ,,', ,', ''' : ,..!,' '; ,' , ,' ,' . , : ,,

language,..thg 'cod with precision, clarty, and.Yacsthette. . ,

p

tc,i.say,'nothitk of, modeling selectively.: , ,

.lt is important ,for the r teacher' to' reeogniie, thai .,..,

admerated e by no' Meinszhauslive of ail attasiOf

cognitive growth, Jo he rnol e detailed Might, tend; tt .;

,fraimient, 'the' c'etiecter's elf ort, hence the ptaclictl lthiitation

to nifleteen ateas, dt, may vt, ,lece,ssmy eyentua 't, ,

' extend the list in Order to i'rieet'e;lassroom needs.Y ' ;'

''' There is nO pretete',at Organi?ing 'fhe areast They, luive ,riOt

lcen arranged' in a, blerarchlei order., fron

he'xati'se' the ,spirallini'nature', of; coneeptualintion; , . , ,,

,

,..b.10',.. h .-, an vtdeting,. .,11eithit.: re' they artiqed

'.,sequentially geeqding to the ehtoplokleal ordet, of, mastety.

'. of conciepts beci4se the ovetjapOing.of areas tends to confuse

, the .0ot 4 sequence,.

, Thcte has' been no.' effort It pro's',.

I inVentory avail possibifdtes of, tb ,,, a

3 spteic skiil. The example sent Itsed

verbatim by 'the teacher for tht i,, fit) be

. o

, suggestive oNhe kinds uf language a t,,,,,:iia could adapt to

a, unique situation with jiarticuIar children.

/ The inventory, of languilge patterns k not intended to

dictate,the'gramMar that k to 10 taught. Rather, it provides

the general range of pattern uthat t,fie teacher could'nwdel iti

;. 'order to shitrpcn the intelh tual process,

it,is important for ,the teacber to collect samples of.the

cltild's' language,. her own language, and of the. total

,initraction. Such samples are useful for the teacher's analysis

of language and the child's Mtelleetual need..,.

While, conscientiously planning the learning environment

so as to implement TEEM, the teacher must be al the same

,time,,evaltrating her own latiguago 'behavior, This must be

d0111' to disetwer whether she is also stimulating. the,child

through the language concomitant of classroom activities,

Cdteria for self-evaluation of teacher language are implied

throughout The Natural Method of Language learning:

Systematixd, litif,.they are best developed by the teacher

while increasing intetaction sensitivity and linguistir,

sophistication. As a starter, perhaps, such itteries as the

following eoold guide the teacher in self-evaluation.

1, Is my expression resmisive to' the child or iS it

controlling and directing?

l'3

4.

7, :Does illy expr6sion,linvite,further child'itiOlteinen" t?,

,3. Nes ntx, lani age provoke. .furthet,'

Obes .my, lang e 'heighten thilt,awatOess and

vnsitivity?

7.

Are my s(ructures complex and elaborated?

Is my langua oncret'e and abstract'?

Do I talk i way, as to encourage specificity?,V,

S. ls my languat-.: in meaning?. 4

Do I "play" with language so as to awaken the child

to the aesthetic, tojile:tigurative, and to fiumor?:

10, DOes ny language.nlarge en'neepts Of .the ,universe

both time-wise and Si).nee-wise?

I 1 Does my language use' tense variation, prepositional

phrases, clauses:and modifiers?,

12,, Are my verbs "power-packedr e.g., rather than saying

the snake moVed, 1 lalk aboitt 'sliding, writhing,

,dading, etc.?

13. Does my language encompass, a wide range of selective

synonyms?

A majorquery would be, "Do I first examine my language

to be MIN it has a mediating and coding vahie for the child:

or lo I kel compulsion to change and totorrect child

language?'"Jhe appropriaie philosophical calphasis would

be to examine self first,',

It is hoped that the material which follows wiR increase4

!parr awareness of learning skills and will alch the teacher

to the varieties of language intrinsic to the skills of learning

to legn.

Yon will notice handwritten comments made by a teacher

wlo has already perused this material, She has responded as

14

the atithdrs had hoped, using the sthimitik,to generate- mOre.

ideas and more creative wgmtions. 7rhe bulletin is meant tosetIie as ao appoint' CO whet your. appetite about languageland cognitive impliCations Of.lan'guage.:

11 he monograph \. it I Ittrn ti 11011101C(I ifi 1473

hs, the Artiona Centel tol IiITlTtIiiIhLI 1:ccatch tit -,Developmetit,ol I itiuii, rtilNE.,11. At t/ona, Fueson. It states the

lanwiage phlio,ophv ir,til 11% OW I ti.ii. rark FlitIC.111(111

IhIPIUI I.ITiii To. Contramtc

ix

Jo foster lingniste...iwarencsS

To eighten .sensdy. perception .

3, To arouse Curiosity

4. Toacourage imag nation

gu'ide violate l'antasy, from !Th.iiiH

6. Job tw

7. '10 lose e .ahlt 0flabehil,;

8, To'foster identification'and diserimination

9. To 'dei.elop classification skills

10. To develop spatial comprehension

111,, 14To develop lime understanding

12, Yu develop the concept of gum ity

13, Tu develop the concept of change

16

xi

. 'temporal,

, textural

developmeittal.(gowth, process)

cy ittitttlieN

, mechanical

, chemical

-14. To produce a'arelfos.l'il,eause and effect

fo.ster.the practi4 Of tentativeness.

.16,. To teach hoVv to choose,

To (t;veltip. lce ability 16 be releVant

,18, To leach planning

19, To lacilitate problem solving !social and intellectual)

17

The Importance oilinguistie Awareness

Watts (p. .145) 'quotes Williain James in describing die

wOrld',of the neWly born infant as a "big, blooming, buzzing

..tortfUsion.",Watts believes that the child passeS out of this:

field .of percePtion 'because of his mastery Of the l'anguage. . . -

inStruments. While he is conceptualizing abont hiS .

, -emir( nMent, he i's discovering a language order in tkspeech

sonn' s of his environment, It' is 'this^ symbolic mediation, ,

. 'Akron Ili oral language that 'makes further conceptUal

develOpment pOssible. The infant 'discovers the system- and

order of language b) maniptilation of sounds. This sound

' play lead's him tO the intrinsic syStem of his language.

. Continued sound play plti's words and 'semantic play will lead

the developing Ofild to .a more elaborated language with. ,. .

whieh he can ;better hit his thinking to higher and more

. complex concept levels,.

Loban (p, 88) in his Study, The Langithge 0.1 Eknntary,

Schnol children, concludes: ",.... Not basic sentence

patterns but what is done to achieve flexibility within pattelm .

proves to he A measure of proficiency with language at this.

level: Since formal instruction higrathmar, whether linguistic

or traditional, .seems to be an ineffective methOd of

imprOving expression at this level of development; one can

etmeltide that dementary, pupils need many opportunities to

grapple with,their own thought in situations where they have

.sonieolie to whom th0 wish to communicate successfully.

Instrnction can best aid the pupil's expression 'when

18

individuals or small 'groups with siMilar problems.are helped

to see how' their.4n.4.vpression Can be intprOved For the:

pUpils, the approach,woUld usually be through models; and

reastmingyater than through:the apPliCation..Otritles. Qn:

the other hand; the teacher would need tO be aware''of the

,.struCtural.,,[irobleMs: behind the sethantie difhculties and

would 'be.,=Iiiiided by research in deterrn .04 toemphasiz(tiiid, to ignore."'

An adtt.,Oided by such: research, is Aare of(!three

systenis flitiettOM;ng in thc language, all needing eniphasis,:

They are, aceOrding fo Bruoks, Hockett,.'and

Q., I 2); 'as :follOWS:',

I. The Sound ySterti which is always unique toAch

langnage:

2, GrathmatiCo4exical system' consisting of 'Words,

phrases, and significant,parts otwords .7.. together

with 'patterns by which, larger meaniiigful expres .

sions of, VatiouS Sorts and ,sizes'ean,be built out ,of

elementary ones."

3. Paralanguage Or kinesics'," which is the gestural

element of commimication. Codification of this

system is not available and, varies culturally,

child enjoys' play with words, often initiating suCh

play. A linguistically 'alert adult can guide such interest by

responding and joiniug in with such delight that the child

feels very good about the activity.

Child iiiitiatic.with enthusiastiti adult 'responSe uti .

doubtedly helps' the child tO feel good about his. own

19

f

lanOtge, learning, Thar,ller,.r.espOnSe,flopld ,l)(Li t'li t*e'. ,

.,.

. , . 1

,U,...0: 'of larigiiageaWat,eiftSS,iii, lovi(Al'sly mOitionedi :,

, .,,, . , , ,

,

sound,

:Word

, parafanguage. or kinusics

However, teacher modeling mav be the child's lost

invitation to language playlUlness. Tic classroom ormiia .

tiOn would' include soine structured opportunities for thlking

about talking. The sittla tions voidd not arid sllould not !

. ,

014, The I.41ct.tilftt activities Should help the child to reflect

.on'and to talk; about Ids oWn talking,

!,

)

lirook, tidsiin lIth.ken, F.; O'Rourke, I'vertl V. Lun,onv Invruetion

PcrvIcei6.0 un d 'royecoo, 1101.10in of(:',Ilifornia,

I.ohan, W,11(er I) lbc tatt.t!riago ot 1,1colcutur,v Selrool t'billnw,

ch,unpaign, Ilkok: Nmion,i1 Council 4:leaders' of Iiglish.

W;fits, ,A,F, The laTuage und Moual nevebipment of. Childtvn,

Nok York: D.C. litlffi & Co,, INS,'

2 02

04,

room

,

,

Use word: gattes; riddles. and :written terials that help

hildren diseO'ver that meal* is.contro ed bY U',e,h41.1ge:

'in position or'stresS,:

'As I read .theSe-ptiraSeS; listen '14 -a--ditference rn

Meaning 'and 'then, we can illuStrate the. phi ases for

FOrnpleS.: hOrse FbY.

.',2, ',HIG.It.sclibol;'.high...scHooL.-

..3, ROLLING piti..r011ingTIN,

A0T:thig;, hot. 'Dpo

,itetN. Were ,,setYed at .fliy' birthday party?

ha0,,ehoeolate:iee cre4m,calce and eandy,"

Mitke.up,and:act out sitOons.that WO* Change,,

the meauing ),of th SeUtetiee:, Give the, 'punch ,tifi her

mother:."

yo,u 'think of sot* other phraseS that, change,

meariiiig through '

Lasked."'Jcii'v; does yotir watch telrtiMe?"

'lie said; "Yes',",

"'But thAk u61 true, JerrY, because if didn't tell .61m;,

yon had to look 'at it,."

hor41 0400g, diakigue:and creative movements tO

pr yide ehildten,;with OpportunitieS to.diScoverrelatkin,:,'

shipS betwcen pitch'used,in.peech ahd:the meanfug of '

a sentence,or,pbrase.,

'WA your partners',;s'je,, hOw the sti'me sentence, or

phraSes, Change. ,Mealcing, anci even Snund clilferent as

yOu make up'Situations.when.they mightbe used,":'

.ExanipleS': A ,sntike

He's out ,

3: I'm gOing

4. Help me

'Work 'Iry small groups to 'Conte up With as ma* .

different 'pitch pattetits :as, you can'"for this. .Selet

one sample Utterance abtive.) You could .(19 sOMe Choral

reading' witli it; and Maybe yon would vven like to

have' a narrator set the scene,before yon read"

"HoW Many.,dillerent meanings can 'you get frow,the

'following words by ehanging piteh patterns?"

Examples: no, yes,,,please

'Let's read tiles/ ipspaper headlines and try different

l'resS patterns that coltld miSlead a'reader.''

Examples:. Oraft.card btners,

lown boinbed

Provide time fOr (ltanna and ,lisfening activities that

demonstrate ltle power of juntture or pause within a

wt:it,d, between words or .groupS of words and between.

senien4s...

"What'do, I man? I, Get along little doggie:

Get a lonp, little doggie,'.'

f

t,

2.2

Use:, w,tipeil patterns,,i'Ai and' stoup, discassions'

ord',Order4ord s stitution and:Word, forin

10,help tchilii4n,,deserihe!;.: in termS,V7funetion, th

, language theYliave-alrogy*

14Cia saki, tiog isjunning away,' What else

cdüld rum aWay?,: Sue Danny, a boy, Can ritn away:. ,

,41s list your ideas On the chalkboard.'

Example: The dog

boy

-I se

4

dino aut

'oldster'

"How 'else can, a.nlonstiet 'get away besideS 'running?:

'running away

'I'hts an interestingJdea, Rosie;he ,etiuld he. slinking

away.,1`11.add yoiir 'Word to the entence."

FAA-triple:, The dog i.5 running iway

bo

ho se

dinosaur

monster

"See if you can put your knowledge" of word order to-

Work on thiS game. I have ,pielted 1,0 Sentenees' frbm

our'stories, and the object of the',game is tO get as

many mearopgs fp each .of the sentences as possible

by changing,the;poSition of the words. No tair adding

wor'ds. The group that creae th'e most sentences wins,

We can vote on any sentences in qiidtion to decide,

whether or not it soundS' like a possible :English

senthee,"

Eamples of ientences:

'That Mean 6th grader ideked my siSter.

The Indian Tman 'Nkkted a big picture of a horse on

his waft. 4 e'There are clues in word endings 'that give us facts,

such as who, what, how many, 'and when. Listen to the

tape of your' ghbml reading and , thei; iv,e can ifOrk

togtiret to ".,Weniit'' tn0 fasts Ontaill0 in ench

sentence iiini'Wt10,endipgS,'silnal this information,',",

inOlyid.* basis ':eipAnd and

nianipulate his verbatand wrift laneao,

"i3enjie, I'm interested \ in ,knowing more about yont'

pitching experience, Yoti wrote, 'llpitched, soft ball,'

and your sentenee seems:like &teaser to me. Write your

sentence again and add words.,,that tell me where you

,pitched, when you Pihed and htiw you pitched,"

"Misty, I haire' retype. your storY, Wit,h,blanks added.,

See if you 'can fill in some words that will, help the art,',

conimittee illttstrate your ideas,"

P

xamp e. y ro er, os ,I . M b th' t

.qog,' He likes ta 'shoW his

teethlut hoonly bites

bad:guys ----T.-7.,

He. has long

He has a_ ,

,A

"1:,et's 'add words to your sentence Dvid, :so !that ,it

Makd,,a pi,cture i the'readet's inior

Examplet The kids,,built a fort,.

1. What words woUld 'help me know the, ,

kind of,fort?

2, What wOrds could' you use* to, help Ile'seapoitfvular. rort?

3. HoiV did the ti(is bUild the fort?

4. What, wordslitight you add to tell where

or When*the fort was built?!

6. Introduce 'technical as*ts of phonics' when the child is

involve,d in personal language experiences that require

their application,

"Alex, I can ,ii'nderstand why you might have thought

it wanted a sttaight pin rather than a :pen. The, two

words, pin and pen, sound very much alike, took at

;;'; (; ''''1 '';;;;' ;, ';;;3.';;;;;; ';;;'

;

"' ,;,; ?..,

wotils an

nd .1

o am' est bin 1:ben

'tin ten

3, nit ,, 'net

'Maá gVil b,et yo4, , Meant to wtite :Goldilecky .

(m. the big illair,,(ather., thak on ,the.,,big shoir

Chairciatis like1,chimichanga and chicken' and help

me 'think a 'sonte other , word's 014 start with the

, letters 'ch.

can write ,',the' word' hat The ,first,,lettpr is' the same letter that, hegins the Words Betina,

Bullwinkle and,

7 '''AlWays; teacher responsiVenest 'to child , speech should

he ieinfi)reing te' the child's language Initiative and'

shonld offer more adequate' coding by modefini a More

:1)4reclie Nati 'or word. This elaborated 'adult' response

should sensitively avoid correction.; e.g., ;the ciId

, who, sees an oval' platter .11$ but net really

round" Can'be complimented for, seeing differences and

likenesses butan be told, "It is not a round' plate,

but it is an oval platter. You have very good eyes to see

',;;;; ;"'-' "

"

, all that,"

' /

luestiOnsIvneeriting your'seript:,', Whit 'dO you nietio: bY, the

teach'er."?;'',

'; You know,I,,,

snit. f',)o you wiint,tO sny that lhe teacher.is,daneina.br,that sie

:,.."06hqs,dincing"?

teacheslidatteingi

eiCher. Nowt underStiort what, you 'illeattih,e

,had,,Od,+"Th.e wctild have nieant

I

,

.Stress,

k

II

, , ,, " , 1

'

1

,

,

1

,

r , ,1'',,, ,,',.. ,, ,

,1 1,..!,',,''.,'",i.,

,

, ,,

,

I

I 4, , ' 1

, ,

1I ' , , ,

'ill ,'. ' '' 'I ',

'. I

, I , ' i

, 0 ' ' '. 11

,, ,

,I I

Tea,,

cher ,: lit'lhe party seene; the,,'hOst' says, "ve sontertake AO her' hahy,.''. IS he

eallia(the ttai(t 5aby',',or,',dOes Ite,:Want,,th,e Maid 1,6,giVe-ipieee ,of,cake

:to an infant WhOlsat the party?, : ,

, aug ter,

Chth , She gives cake to a little baby,:

,Teaeher: 0,K. I 'guess I wk pausing after the word "her" and, that s what

confused the meaning, a

, Teacher: How will the teacher's part he read?

,

I

I

Juncture

I

I,

I

' I

'r

,

child.; , What dOyou , ,,

:

''

4 '',': ' ''!;1. 1.°1', .1I /

I

Teacher:I:, Will thejeacher talk in, almean WIT to the, kids ,at' the,,party`i I-,t0II;r Will ,,:

: ,, ,, ytieistions' or statempnts. :,',,-'',.., ; , ,,,,,.,',,, ''',.%'.,'I'l

I

one of,yoice iffetiogone4n# '',',

o I

0,,,i ', ,

4. .

,, 11 , ,

,

,

.Child:, Shes not real, mad;''She,)tist, Wants the, kids to' be, good.: $he '!4lks' itiliI

I ,

,I

I

I

I I

I I

,': II.k

II .

grown, tip,' grutripy ktnd pt,voice.,

, 4,-

,,, . , 1 ' 1,

,

o

141,1,

., ) '. '

I ,

1 ,

,

I

I I .

,

I.

. ' . . . li. f I I

II

I .I

. , I . ,

,I , . ,

,I

,

I

I, I ,I ,

I I, ,

,I p

II

I, I I

I k, 1 I I I

. II. I

I.,

I

II

I

; k.,, kkk ou of the \in4 Yliii'iiiitils',,i)liiYtid"Witt'i'rhglinl''

, 1 ,

t 1d SVhce r.,:iii",,#,6': play ' yr,0:19v'Ork1

1,

,_

o:the:rOtlid'slite,,Wh* Oie, Is ,scirOillii4i.aoiii:tit;ttit ii ',ittin

n'the,bitth.'outf.,tiybe yøu ;ould ;ve,O.11514:sqrljii1O'.e'V:40.:1)1011'te

'aid"'0(koiv $.. h, 1 ,

Tfie' parrapr..g ,41,ne'ar'c.:,:li0tifpi, You, use so 'fluitty:LdeSeriOtivel Ords,

fit'4(iy or 1,ttiidierie6:wifi :east ly:be visittOe' of the ,b11".!;t4ge,, ,.,, , ,

Riivrcenioit o f el1d' iiIigtlistic kiIl

,

'StoOnt

11161( effect on'Imehoing of setttenee,

Thc :Importanee:of SOnsoq Alotenetis

pr most,PeOPIC,,..t1V. hateV0'..the,age,,the.senSOryleVel'is., theH

,entrY. Most learning originates

:direct,....?,:eonerete,,,experienct whatoer the.f,40, the

learner',.rasp .,bf' the abstraetncsS..,and:.off,

OperafiptiS,, usually..'has. its rootS..:10'., the ..';direct; conerete

eXperienee. ,

Thle.,'more dch4Can: experience something,:the better he

can.' utiderstand th more., SiMies'' a' 'cnil& .oses rn .gettin

Mfont4tion from.:fthe ,W,orld, abbot the '1,,vOrld, ,the- 'More

,a.egyiteS;, and, the Mort aware. he.' 'IS ,:of' the

worl&and its'cOMplex relationships.,.., .

"f.hefollo'vving elassiooM actiVities'cOuld be developed 'to,

heigliii*such.aWitreness',Continued openness to new information and to fresh

experiences Cati Make learning a life4ong paftern, ,It is very

im'pottant that keen sensory perception be develope4 and

maintained even as a knife mist be'kept sharp if it is to cut.

'Unless the senses are keen, the homan being is net 'quite

alive, Open' enjoyment .and, generous sharing of sensory

experiences help a 'person to maintain this capacity for

perception. What's more, an adult pnwides a model for a,

child to emulate, hence it becomes an obvious; responsibility

for a teacher to assume this role,

Fovvler (p, 86) indicates that the earliest child contepts are

"grossly incomplete, immediate, and little ge ralizedi He

relers Napes distribution, between the early mental,

structures of reality and the more foaL[ogica1. ,operationsi--,

--Hti*ikiof the "long developmental distance" \roM one to'

the other! Tlia distance may not be so long, tici\i certainly is,

not uninteresting to cover, if an adult is available lo help the

child to Comprehend the interrelatedness' of 11;is sensory

experiences and to code his comprehension, For,' eXample,

redness in one situation may signal danger and in another

may symbolize life and warmth.

....'0,.. ..

Fo"o.*;:.yoli.a.m.."(*e:pt, 'iztriiing ip.,'.fia0tchikihoodUchio.:t.k;

Dis.agv4ilfoged Child Isi,ew. , York:, ''N0901 AssoCiOkin 1,)t' ,::thi;

I'',,ducati*of Yoioig Children, lq66, 0.,8679fr.:., .

I

stO

Iha(*41(,41,ta

.,b;k1(1)6Y,

a e, e tanut. sheit,:and, see Al you can itelt,,by the

,..sOund 'if the nut .inside.

1.0`iie,,the!,s6eili,.(if:yanilia.,but it (a es, terrible , to; me

1ti,,i'0"......thet certain foods that. :'40pe0 t0i9ncpf;, yottr

Seti,s.tiit ..itOt-(ii': ti,h4it'Ir?' '''' '7' ''''' ',.. : 1 ' ,.:, :, '',...' '1'

21,..:.,11tiide: a ,,`,!totieh*e!,."Or:bai', that,' het !is ,ch,i1drO, ',TeetiS':',,

0,1Wh,pi 'Sletis4,*i:01.,,,'Mell ,and,';':ii*ing';','

00tr'iji. 'aj.(1,,s1,1,:f0t' se*thing 's1,.ek,,atki har t IShat,, , , ..

H:4$'(itlit, i , e 'si'Le' Or it tiis6iill':!;'

,:,i'stilii'iii'li':.:i'i'Ll49t)'i''u'O'cil',',(:'r,L.,:thi'l'aeri,:iii'i,:''th'e:;,':'!'icil;

sti,"lelis,'Iliki(a:,f;ottett, e..ig",iut. feei,s,like a ,11,6!,yer,,,

.,''.,.',',.,!,1,'$QuI10, 1.1,1.c,,'., tinihell; 'does",i(a.ve''tle '44,0, 6,,,,

i:vbel,l?". .'.'' ,',: ''.:, ',': ' '. ,,,1,,', i , ''',. , . ... ,''.,'', ,,' ',,,,:,

!'il!,'.1,C.C: 'obfee't,I,b.,-,tiani'Otation .;sci that ,t1ie ,iii.O.,',.ean

direettY , experierie ..ind,. "ttitein'alii,e, the' , qiiali0,e,' 10'

ohiectS.

I'he ,vo,c1,.00,e-S. fc'elsol,.; ,Stevie,, bt,ii= not:asi, soft, as the. .,

pieee '6,1'.ek(if,!7:,:H

snell tfie,opening'.elihigie'ep h6ttle :and, see if. ,oti cart:,

loeate' 'imother r,i,',Iptile ',on ;the c,(1,)1e. ,,th,at ;NIS ,a Slmilar

odor, ,, ,,, , y...v,

ettOugh.,10,,,knook

gaibagian's and take: in,Y,

that I want to run

d 0you )iappy whotyoo,sntlfed, ,the., air, ,, ,

ptrinces ..,t4.1)01i4y,s, and,,

' almot sell the tamtes cooking, yet th scents ol pine ;--

1, S4 'iiiitliol;Yers,:'1.0t.'tfo

, hay, and punipkrn I , ta,ste-,e0, y,, app; es an ,, popcorn

reel :sliOr..Wehs,,:.and black cats': fur: I. see

;

''l'ilat',"' th.e.., fourth 'clifferOt.. sound, I ,. have heard! you, , ,.,,,, , .;,,-,, .',,; ,,,,,,, ,,'',,.,1:,

'14114. 'rosiig,'ihe,,;.tanjtlU:te,.',i'wopd. if, eaeh 'of. th'eSe ,...,',' ."., :,' ...',,Y,1,, .4 ''[.',' ..' 1.,,,'"' '''', ',' 1,, ',', ,1, ,',..',. '', 1,,,,, .... '''','I.',.,,'

instruments:ean"proditee 'diherent ridi*:$:'!!...... '.,, ',. ,t , 1 H, ,', : ,, ',,, 1.,..:-: , ,,',.. , . ,... , , .., , ,, ,

. . , . , ,, ... . , .. .1

, .

I

'4; ,',1:1folg etii.ldren identtly:the emotto641 .q..1101.(t that., sensory': , , , , , . ,, ..1.:, , , , ,, '',,, , .,.. '. y , , : ;,.''',.,,', l,,r

wareness'ean, trigger;.

,

,

..,,,,,,,.:',', ,',',,',.,.,.',,,,'..'(;,,,.,,k1.,:',,,,,,,.'.,, ,.',,,''.':'!;,',;:,,' ,, ,",`',':'....,', :!', :::;::', ,,, ''.(" ';',:',',,,','

Teal:11411' ahd ChIth.Languagi_, . , .

',

niltls of Tele10. lintufo'.!.

.:.;.:,..,,,:, ,,,,, --,,,.:, ,c,, : ., ,,, ri , . , , . , , ....

'Child:. )14ey.itgots,'!kittYhairst,

'10ier. Wliat hit6r016g:dtscriptivwonkloti uSe!, r e objett b, lit v;',H

,, ,

,'' )1,OvefollOwingthelitiking'rleti lx

,

.. 0.

Child it's' kinda a,balL

TeaehOr: r/O YouneanIlie ,/i,1,:i:priting:has' a roil,r14,s,Iliipe?

)e,etive'Sii,i'.40,tiOn ,htifinia,tintiti";,,

,elitiOulitili,le altrihutes,,.:"'

,

Child Like' a ntbber,lhall'(a3tli!bit.' , ,1 ,' , ' ,;,, ,, ,

'f4etielii-',bilbilik600t,(401010:146 gti't.jii 'cltp0 (it doi!!;' it jibi" qi:likc iii,e

rabbet! itidoot.'litill1,:','''''',','

ChN,;::::., fi'nikibdi"a(.,.' k61(.'biii(.bli':14.tUt:';',:::::

P,,f,'!a'eler'.,, VO,n, spiliCdYontSand,it ,mielled. .stinkil:. Do 'yOn, think the 'forayOft

,Objeci 'Ode 'inn'hand .illitfliki,i4,?' ,., .i., ,,,''', ',,,:,, ',,'' :'',:::,'', ',',,. ,,' ,,,,,,,

''idjectiveS,lblIO*ingtheSe(t'Oliss" 'verb,'

i1rp'i'i;;.6dilOg of0110, ,aikaretieSs,

'.,,,' ,.. ,slUs e ,.of Intransiltve'l', vernik,tai :,1eel,',1;

"Sniblr,",'':.,,, ,,

,

:,,t. .'''' ichild': Whre.. is 'Anthony?

fe'ach0:. He' Neame,!unhappy '*4itifigo,ihi,sturpapci*nt ,Outside. ,PethapS .Y1)0,,'

be4erliniit'eachp0sOn, . to, one'', touch and eine ,tiecanse4,06411tqly'

s not the only pile ,tv, ho grew unpalient, , ,', ,, , , , , ,, ,

,

Adjiietives inllowitig iiie"e(oilic'claSS'!verbs:,.'

,4,'Lin.,4,,, pr,efot.,',

.', itho:prds,

,

,

c'hil(l': I.gness it'.$ 'to' eat,:',,:, ,.

,

Teaeher: ,'Could it 'hefood like 'cl ,liall,?: , :,

SitnileS

,

, .

glad', Na,, like; apple.

T6aeliet:' .., Ohots a ,Thal,

Nniini folloWing, linking' yei.bs;

Modding 'tisn'pra..elass terni,

,

Child:, Ya, .a fruit'. ,It's wet,

T'eae.her,.. John, 'tech 'Iliquia, Lava,. do you feel',2juice?,

I, ransitivt: vecb, 'and ,r dirct, :objeet.., Modeling:.

:both a ' suptaand a sub class.termi

c, Brr:VA

'o-'!,:rq'IC,';',;'',

rl

.

a,..':!,,ic,ii',:,:Y.,,....,;:;',.;,,'!.,,-,' ,, .',...,, , '.. i.;;.,:;,''.,. ,,:,,,'':,,,.,,.,,, , ,

,.

".0r,-,0 0 or, 4 if v,,'..'-:', , ",..'...,,.:,,,..-...,,y,',.:':,',',,,...,.',. ''''' '.:,,,,,,,,,'.,,i;::i..,,,,,,,.,,,-',, ,..,

''t i ttiS

onllecine.,,SqueezedA lir, ,.;

,

tvo '0 .111a n

, ',',

,

y

:TOacher:H .1 helruit 'mustl'have..heen'squeezed vety' iv, 1, , .':

4,, ,'..,,., ,..1.,.. ,,,.. . , , , ,,,,, .,,-,,,,,.,,.,.,, f- ' .,,,, ... . .

.,.

ntensiher.,'',

, ,,..i.,-,!,'',.;,',,; :, , ......: ., ... y ., ,

. , .

'1,;;,,.,, ;,:.:',, ','. 1.,.,,, '.' :: .' ,. ,, ,',. ,,' . ,',. .:, ..,,0!,,,,,!,.. ',.., ,

,'

.'Chil,0;',.',.,, ,lit's,nogOad.'now,'

,Teaeliir:', The/fruit lkiii.!,orpedlo,hebilr4t;, butits not ,t.iiinea,

....,.,..!..,.: ,',.,..,.,-; ,... ,.., .,' .,,,,.. i ',. ,,; , '',,,,,, ,,,,, ,. ,',,,, ; ,,,,

Negat)on:.

. ... .

'C. i tiell it l, know tb*.4. You. guessl..

IX ;tell, ,,,...il,i4iiitiiiiiiC,Oiii,iti,t.:Iiiin',..0' pp10

ChIld1 o., nn.,,gness4sontelniore,,..,.,

rteic .41,';,,: oi.i;..',#0,0doilit'l'eel-,:now an , tw. oetit taso,,',,,,

. , ... ,..'.., ..'..,,uestionsequir,t eson ,no,answers,,..

. .,!.. -.,., 1. ,,,:..!....,, .,.-:...,,..q;,q ..",.....,,,.:,. .. ' , .. , .,

U'Oitions:regUiriiiibrnintiOn4riiirer

,

Child,',' . ft'' about' likenthe.'ilte'l thick. and it sWeet.. , :' '.,'',' , :.,,.,.' ',, ,.. ,,': '...

Teacher': WelLltycqn'i,ii.e.aIenlOn:bigigusp e n's"are i,te,,ver,sweet,L,:,., 1,,'..1, ',

, Negatiiiii .,''''', ,

.

,:' ', ;', ,. ,.,.',.',. ''

tfeacher:' 'A' cherry; Ottld:. .becwot. .or, sour bqt:A., chetry wotild, not', be: as'heall,

,.as,our little ttuek. 1.1(.

lAntonynts

, ,,,, 1 , , ' ' ', ' "-

Chilci:" Yd'u .leel.',,

:r..,',a'e.ber: 'I'frier a' wiif,' tong; Sof(Ohjeet wii/t.(1sliinv,06t:'1,, .

',''" '.'' :''' ' ',, , ' '', ' .' , '4. ".' q' ,; ;'1 '': ,

'AO octive pltrae. ',',: ., ., . ., ,,,,,.

,

,

,Feacilet: ,' I :am touching .soniething Itiliii feels likert,twig, f),erh'ap:lt s a..,s ern,.. ,, . , . . .

. . , .

Adjective clauNe.' Yleels ltke .... ,.,..' .

,.,

Child:. 'Mc 'rake': it out..;.:' . ,

I trailer,: Yon vil'ere,right, Patrick., Look 'at this pinched pea(

PartiCiple...,,, .

,., ,

39

Teieher's and.Chljd'spingllage. ,Analysis Of TeacheeN, Language

# ;Odd: ' NoW What are We gonna do?

, iTeacher: Taste it. WoU ld you please hand me that sack? It contains more Peaches.

impetatiye Sentence, itnple and polite,

Child: This one's the best...

Teacher: This peach smells'sweeter1 than that one. It's the juiciest ' too,

k

Comparison of adjectives,

, 'comparative

'.superlative,

Child: Who said it? ,

..,

Teacher Patrick gue4s&I best. He read the clup most carefully,

Use of superlative,

Teacher: Oh! ' It tasted so 2 good! ,'Exclamations

' Ininsifier

12

40

The Importance of Curiosity

By nature, the human organism is continually exploring

the changing environment, There is, a continual processing

and organizing,of information.

The human orgenism is naturally exploratory and curious,

but a child may learn 'to limit his curiosity if his

environmental.encounter' is a negathe one and if the adults

in his life frustrate Or diseourage.his curiosity. On the other

hand, positive environmental encounters and encouragement

by adults can Set in motion a pro&ss whereby increased ,

knowledge of ckonment prompts the child to ask questions

about a wider. environment.

(Angevin (p. 37.1) attempts to label curiosity as sonic

overall factors interrelating observing, thinking, questioning,

specific and diverse exploring and choosing (p. 360-36R

Differences among children in the degree of interest in

seeking nos: expetiences and diperences in child persistence

challenge teachers IO keep the exploratory interest alive on

the onc hand even as tticy'cnstourage the child to focus oc to

accept commitment to a task of specific *Ilk)/ on the other

.Nothing is much more infectious than the questioning

Mind: Curiosity begets curiosity both within, a singk mind

and in the interacting socill process. The adult has a

responsibility to spread this infecti9n to children. Such

infection spreads if the child's encounters with environment,

both physical and social, are such that he, personally,

. 13

41

develops a burning:drive to find out "how?" and ','why?"

an'd '!why not?" and "for what reason?" and, "in what war

..etc, The `chilA vety own qnestions should arise jusfas easily

outside as withih the school enviromnent and should prOd

him 'to use huMan resources wherever he finds thern

The.notion held by many adults that "curiosity killed 'a'

catnauks much adult irritation by or amusement at child,

inquiry rather than a serious involvemyit in cooperative

searching: Many rigid adults,' especially paretits, adyoeate

that the child siMply be, trainl to meet objective standards

and be tested for criteria set.by adults. The teacher is so Very

important as an antidote to the abOve.

The 10owing classroom activities arc some of many that

the teacher could use.to arouse and to reinfOrce cUriosity:

r.

lain:evin, R. "Is Curiosity a Unitary Construct" l'anadiun Journal of

hycliology, Ncv. Onad. Psycho!. 193,2501. p.

I.neOUrage curtosity bY. yaluing .4nestions, 'and allowing

time'for discovery, rellectinn and."day dreaming."

"1,Vhat an interesting question, 'Kenny,. Would yOu like

tb- check 'to.see if the library has anY information On

Kung F"u tighttng?"

"lthink. Most people lhave questions abbut death, Pat..

Let's talk..about your thotights nOW while th4 are fresh

oniour mind."'

I've-never even wondered Where the fireflies go th the

but your' questions sure. 'have, arOnsed my

euriosity." .

.

Help children anticipate coming cvenN

"How would you like to celebrate your.birthday?". , .

."I'm so excned My sister and ..brother.in.law and

,nephew are 'Olning to viSit me iiext ,week. 1 am

planningmenus around foods theyliki and rearranging

the furnituye So that myhoue will pecommodate, three

eXtra people. 1. wonder d' my nephew will remember me.

I can't den guess how .mnelt he has changed during

the past year." -

"What difthiirik. the in,4 prinsipal will be like? Do

you imagine he will change many things?"

3. klse guessing games and riddles.

"I spy with my little eye someihnig that's

What is. it?"

"What haveyes but can't see?"

"What:s in the bag?"

4. Speculate Q11, u no sna I or novel experiences.

"Do you wonder if the Dotthman:s gold will ever be

NOtilid?"I

14

"Why do you,think the calf was born with tWo heads?"

"What would happen if there were no Sehool?"

5. Encourage!the child to.seek reasons for events.

."H-ow can we tint] out Whyour.guMea

"Why do,yon 'suppose your cake fell?".

don't know .why Michael: hit. you; Peter.. (an you

think/of a reason?" ,

b. Respond to'. the chitd ...individnal' Interest with

reinforcement and guide .him.to a wider,focusOf interest.,

. .

"I ean miderstand why .you are :so,. proud .of,, you.r

handsomenew baSeball.cap.,.Harold. Seeing'you wear it

makes .one.Won4er,hoW many '-.differeill.7types ,of head

gear are worn by.inam".

"Motorcycles,. are a thrilling means .4 transportation,

'Fernando. Do you 'think- other tbrms'bf danger would

Make yon feeLthe.same wy as.a. cycle' ride?"

"That butterfly, you have been .watehing is fascinating,

isn't it, .Panchita? .Do you ever wonder how birds and

inSeets and airplancs'.11y?"

7. 'Maintain a 'Continuous state .of wondering even if an

answer is not readily aVailable;, e,g., '"I wonder why.that littk bird is. 'on out' window sill

evciy day," Donl press child for an answer:

8. .Provide ample space and ample time for the child' to'.

manipulate .materials such as .an intellectual kit, ma4dng

'discoveries and wondering about things. Teacher

tesponse to child observations;under such conditions

should help the child to eXtend his/her questioning

ociravior;. e.g., with respect to a shell collection, the

child might group shells, commenting, "These shells are

in two. partS; 'They fit togettitr These,shells are all by

tbmelvcs" :?

:Thi!'t6che'r,..'rpOnst would label biValves ;and

univalves a,nd could S4,-".Wehave valves in our hearts,

and:there,are vahieS in 'engines, too: Isn't that strange?

4at do yoi think about that?"

;Stirely, this would prompt some child enquiry .abOut

valves and functions and how they apply to shells, hearts

and engines.

9, A teacher response is .very iMportant to ch'ild

exclamations which may be wonder, or shock, or horror.

Tile exclamation is often a signal tir a,need tO code; e.g.,

reacting w sonic boOm a child might sqUeal, "Oh,

What's that? That big noise shaked me."

A teacher,niight respond, "One can really feel big noises,

ThO can shake you. SOulid comes in waves, too.

I use sound waves all of (he time., You do too, don't"

"How? I don't know'how I use them."

This Woukl lead lueYitably to child e:nquiry to which

the teacher can respond with sources for extending,the

knowledge of the science of sound.

4 5

I S

4 6

47

,

,Te:acjicand, Child's Language .: ,

, Aiiiilysik of,.Tiaclir's tinguagi,.

Chpd: What's y.ou got?

Teiher: Wh411 do' you 'think Alex /las in the eardboard box, Maria?

1"Wh".question with a, "do auxiliary. :

2 Use of stresS. .

'COrreetive feedback-ireplacing,".goti' in

child speeeh with, "has,"

,Childr I don't know. A Surprise?. What s in. it?

Teacher: May'we guesS the cOntents, Alex?'

Child: Yes. .

''Reqnest fOr "perntissiory dignities Alex's

role ,as directorof game:,,

Child: 'Hey, teacher, if moves.

Teacher: Why' do you ththkdthe box moves, Maria?',

'Interr we of cause.. c

'.A verb of ( pinion, iniplies pok

'iltinatives;fpr a reason,.

,

Child: You know,

Teacher: What ideas are running through your mind9,

,

Teacher responSe aCcepts indefinitenesS of. . , .

child' comment as.evidence of many ideas.

,

Child: It s alive. 41'' c--,...,,

'leacher: Perhaps' the box does move because the eontents ore alive,'

!Adverb of tentativ ess,

.1Adsierbial elauSe of eaus

Child: What,is it, Alex'?

Child: Guess.

Child: 1 on't know. A dor , .

Child: No, that's stupid.

,

,

.

TE

48

tit,iii*.esEiiilid th11414lligt14,. AllOY96':!f Te401.,e4tailuage:

Tea0er..; Al0,:gite us Sotte: cities at to if 6,i'v 'the tionteatimove. Mayik, that 1;vill:

helii Maria, and ,Iiie' to'inake 'in telligpnt.'iaess:e's, ,,

_

l_. ''/Otiva:'ck.s.c.' ,P14nner.1 il '42, , Adverb' of tentatiidneis,

, , . ... .

3. IntinitiVe as advetb.,.:,'.

Child.; , Po you' mean.like fast?

Teacher.: Yes, it does move quickly, Doei 'it mo,.e jerkily?'

I, Synonym for fast(adverbial)

2 TeaCher ; indiCate's' other , posSible,

charaCteristics of movement

'Child:, , . Oh, it, moves 'sitioothly,

Child: A fish moves'smooth; It is''.a fish? Po you haye water in there?

('hiki it wouid come out, 'it's not wet. ','-'''

Child:. . Maybe you gOt a.plastic bag in there:,

Teacher: Thiit',5 good thzi4lit' gl),.'Maria. A plastic'ba iAld 3, prevent Water.,from

leaking, 2 out of 4 rhe cardboard box.

,

I Reinforcement.of child's idea.

2, Gerund,

. .. ',3 ,Modal of probability (tentative)

4. Two,word preposition,

,

Child: Guess,, Maria,.

Child:. It is a fish? ,.

Child: No!

Child: Help, me., teacher.

Teacher; Alex, tell Maria and me mo e about your surprise; Give us a hint.

.../.

.;feacher response again defers to child as

director of game.

1750

The importance ofimiglnallon

A ofdd,.vho .cat:! think *ut places that are nut 'present

has imagination,:

A .child who, can see itoW With his rOd's !eye the (lowers

thai wiff bloom the text 'season bas intaginatrOmI

A child who can be, happy or ad ,with another child ha$

,thtagination, We also call this empathy. 'This intaginative

empathylielps the child to Understand others bettee.sothat

'he can find better ways, to wOrk 'and share' with .0thers.

A chikl`who can't xperienec the,story as if he,were really

part of the .story himself, titS imagination, `this, abihty of

ththking "as it" is also called. vicarinnsneSs. .This:Makes it

pOssibk for a Oh (to hive a lot Of fun, .and it-helps a child

to-solve his problems because he'ean see things as they., might

be Under .different eircinnstanees. 'FOr the same reason the

child, Can imagine himielf in different .circiimitanceS, and

thus.avoid. making mistakes secially.

Pretending is ,r"ftuf way of using and, developing

imagination; and the' adult iS, really teaching the, skill 4,

imagining when she pretendS along with the Child: ItX a,very

natural 'activity, and the' adult b,V, enteiing into the activity

Will!' the child' cells the' Child that pretending iS a good

activity, However, the adult who helps the .Child . to see that

pretending,is fun should alsoholp,the, child tOsee it as "pot.A

real'', or as a copy of the seal. 'SometitneS some Wits Make

the mistake of *using ',(child 'oldeliberate falsehood when

he is, really having difficulty seParating the real froth the

unreal- or from his iMaginative pretense, This, child needs'

I

help in ..i.dehtifying at. is, .,real. 'and ,wbat is ,pretens',,,

and he needSto know" that both.callli good',

,11rnaginatiOn.is.,,Sttetched by, uSe of ligorative.,Speech. T9,

talk: abOut airplane,,iS

saYa plane like it bird flight is, ti'gtirative.'this is, using ,a

inetruSry pictute to. help Otte to ...Understand an actual Nisitar

piettite,,

nsing,,binnan:ernotion

,deScribe

,

Anothe(kititlittinaginatiV(thinkinOs...to See imiltarities,'

.betWeettielated.,,paits...Ft.eia.ttiple,'."-Tth.Wing toi.:trioSter

..asbaiking is toit..49g,:', This is.called analOgy, and atialog:is

taken ..lot,granted..in prover.bS ."Iike, "A :st'itch'in.,.tirne.,saves,..,

..nitie,"'.."A bird in..the lianti is 1,VOrth.two in the.Intsfi';`.."- et(

,,,...,.

: dii.cover the, ..d ifferencesi. hetWeOnlh'e 4ral..ancr: the

.of Calls:. for: ittiaginatiOn atid

htimar,-.and, such-

.idionts ." She.ble.W. het top,'"

the'.110or17. when' linder.ttOod the',Chiltt., not only.

.inereaSeS.'....hiS,...latigitage.'..Control..,but addS to

thinking, iff.the,.. i.inaginative Att.:adult...can affot.d.Hto

ex-pl :and la ugh .With a. th ild abeitt.theSe id iorns

Life is so rich nd so mach fun for the imaginative child,,

thaf he can, be ex ted to, want tarn much more as his

imagination grows. In the classroom the teacher 1;an

encourage imagthatit n with such activities 'as the following.

0.1!

,

I

assmin

Use puppets, plays; ilanner board Ntories, costumes,

pake.up. and Sets to allow ehildren the ,o'pilortunity to

practice real life 5itiiations, express emotions and xperi.

"ment with 'anti.Soeial sentinients in a socially aecepted,

manner.

"That's the third person Mary fnn's monster puppet

has eaten alive."

"Today you must be the baby in the home center,

Johnnie, I so that the members of your family are

feeding yOu and 'dressing you and teaching you lots

of no words by singing lo you,

"Liz's mask makq my a r stand on end, l'eafraid to,

even talk to her when she's wearing it,"

Use' analogies and metaphors to induce deseriptiver.,

Use,iyour imagination, Judy.,,Pretend.,thii't yon ate th s

rolleF skate, Whai ean'yOu, do? HOw.do.yon feel wh n

Someone puts their 'foot hi yOu? Who,tio you likelo u

you,. ke,Most?"

Fralicisp,.. you , are , a pencil at OchoalchooL

Describe-Oat youlook like. How do yoU feel wh,,;

children writoith you? DO you like having.your eraser

used Up;?. Tell us'abOut some of 'your experienCes."'. .

"Anna, hOw is a needle like your head"? .1s, that a

hard qui,.stiO? Well, first describe a needl and then

, describe youi, heal so you ean' find file Similarities and.

511

u

1,0

I

I

divides

,1.04,111tti amountain

"Ustti toHth4',:(0001.4dt:1t a catiOing,0Orts.:1*,

':,ErOurage*sOPtive,tOgnagt,,,'d feeljnO and distine

tionS between. feelitngs,

!,'What:cio '00''.think..'ihi.410i.. sadneis' is? 4i/h?',. .

,

pick!hat

'",I saw a hide boy. 'crying..solard

do:,y.titt.',ttlinkiliight have hPe. t.0.ng?'W14Could have

'..li.aPpened?".

.. does yonr. ,stoniach .;W!).

, 6.ty.? Po yntileet

and Want to.,yell., and sereain: and:hit?. DraWit, picture o

WhO ,.yott think you look like iniide When-

afraid,;

expresS.his. :imagination',thtogh ,his

Imagine, a tretnendous .tnounTain moving; ,Show 4,the

feeling,of 4 ttiottntain Threugh your'

Wake Up, your own 'gad' dance,",

"Thistrk is,fp work together in imoveinentiand sholi the

feeling of an egg beater.'.',,

t

4ave',..clilildrett,projeet .themSelves into anather,,, tithe

.plaliti.:,,O,r,i,it'ole..".10...,helP'.,,theM,,,generate'...14.forntatiOn" based

What did,...yOntht"'of the PilgritiS theY.,,

came to your WO 'Winn ,(10'

illit4t,Wcrethe....principattif Oehoa:SchOol,What changes

lOier

Imagine

"

that" you arc .Standing alone .ik,,the desert, and

tryitptuaer,appeaiS,above'YOur

,tv 'ficIR.thildrettdevelOp thek ,iimagination through ihe use

,

";HOW malty different SiMiles eon 'you niake''ont of these

"tinfinished.,setiteneesr'

,The, cOyOte ,. is; a

;The:desert.rainiSjil(e.

kruiy'that

lheY;#ally are..+;vilehe`,

hear?: .

1,1Y114":,Od,OrS.,,cotifd:Yotf.,Sniefl,',aii

tO .,'cari 00

,deScribel'hat,person ,With

loan, :When 'you'', said the flatly ,,Was' a lhriVeled

prune yOU"USed'asirriile.'LeeS 660et and rOcOil all the

tioii0,-.soid4 and' hOnkaty.1

Cotild Make "aeliss:lisit' or yOti ,eaChi Might Want to

make, you i. own book or sitiiks,':'

I read this poem to,yoii:listen for the siMiles,",

!".romloy, can:you: slithe:riike.,vsnake? Clitnb like a

,coatitnuOdi? Walklike.a tarthijtOr

7. Help. Chifdren become aWare Of.1 the rolejMagination

, plays in i'eligion and; Mytholo'gy.

NOT WJIAT 'Jesus looked,' 4e,

ArtiSts have ..d.pOrtrayed him in many 'different 'Way$

.v,tiati kind of pieture,, dO you carry of hitri in 'yOur

Mind?", I.,

'"1,,Ots .of children 'pretend 10 :k,),.vitche.'s on HOloween,'

"PM not ,ttre vihO'firSt ihoirght ',of maehine.lik(Our

ypeWriter4Ose..t,'01,1..have,to loOk,fOr, that.#

the: litiriroW.:.'afroi).9n,

a wondi:tliilmichip;::.',I(.*16'inercordi:..04igs'.

,MUCh faSte(thatt;',hf.hand.,',)f, th.cri!

eoUld...invent

a nittehind that''haS, 'never On heard; 9f.:^roi:l'ould

'Oils is 14,StOiiitt, Jose, the faipaustotpir.",',

you 0,0t, t:new,4 ling can'

yOu bUild, ,

ake

'ArLh46,11P,°14M4' 1(1"/A4t

r (At eliefT;

AT.,444.4,4 kadve ciicfe400,0,

449 gosim.ps.,

oitofott,

ci.".6" ti,v)I PO' 144

1 1

r: 1,i,' '';'' 1i4114.s(i,10,',.''4 ,' '!1,(P',i,PO4,1', '' 0 '''''.iii'm*.t' ti'',,pglyliot tpoOie::

1e4r.,,',;:ifi :s gId ou enjoyed 'I'iht,:l. 14'it')''...i'ii. ri;(i'dil';:',$,,,.i''01(i;i'iii;iiii:eit ihe:,

L'miftier'.10,' be:frigb,iertiinerf:iigvTha '1,4'c'4p:tivo., ,Ikotos':tho ll'aCi6s''

,ued,1tritide,int,°,''*',a;lar:ge;rnqngy'; 'cliaoljni,.:gitill'a1*.ty,pe.i',,"O( tnn,n)eti,.',.'

,1 , ,.. ,

.,,q0:.,,10ig, , ,

Ai 1,(; jiliO'it,Pili,'4'iO'''',If:an ,4tOje01`4:::'

N'Ic00.0,5,0',1,s,see'''

,

'Child': , '' )6 better' than' T,V )iiih?' 1

, .. , . , , . 1,.

,Teaeher:, ',Clie. radio N itteil/ x'ci:ipg, ,ili'J,,ple toel.,.1A'Ctlei' likaii,U! 'I' cait 10(sualize

, .1,11. qkcirciriets'unth',ieft\ingisHju'Isi.',..'ikit )4,:ay.l. Wora thi:0,1:tbJ be: and..ydii

. !llay itnagine,t14gt quite diftrently..

c.11,116,' 'y4a, ,), t,houilirii±',Vro'llke, practila, See nly teeth; l'in btaeti14,. , 1

.

,Tcti,elier,:' Oli,.' 'Please, 'Prien4ir., donl 'bite.,t,e ,on: the' neck 'with thOi(Iting 'w)lite 1.

fatigS'1'1i4 tiloOd;hi' pOis,on a'Ad'i't' will give,yoU, a 's oniach'acho.,

C,ild':'; ci,k.,,,, tilt iii# tiTc' i'if'0,':you

,

(II,u'ie 0 Pur'pOse'

,

1:eicherinyolVici in pretense'Of ,tlie, play1

,

,

TeochW., ,:i(,,6.14, tp igetend with yOu, Rene'. '

child: Could we rnake a play? 'A Drettla play?'

Verb , pr. end" '1 ,

,

,

Teachet: rhat's a 7Wcndetfut itie 'a. You 'might' even .,Want,,to,try you:r liqud Et( 4

lopid,i'aclitype show::', ', ' ' " , -,, , ,., ':

chiki:', )icy,,ilailk "then.tOn'ster and ttelinda 'can 'be the, lady ,I hitti .and who

:.'1,0ktwis40,..b,;14,,t,40;00,v?,'

Teacher.: Ni4ir'jiouWeriOkiug'.' kfo0"salilie u: arei full climmand, Rene, ',

. , 1I

1

Idi6*

,

,, ,

.

i

A .

pie im'pOrtithee of 1)ilferOothitlithetwert

Wtioti, porn; ,tind Lde tp, 151 quote, :Susan', IssaCS: Who

t hat " 1ngl1sh OiltIreti 'past the 'age, of t h ree,' yearS, rarelY

,'ednItisii!...4*,40,.,11.plaSyl no ,thafter .130w, intensely,,fhey play

.,at'inalo:''belieVe;',Terhapsone. eiiif,,condude 'froth' this. that ,a

I' #

able' fO ditterettiate: t1,1411 age,',;floWever, ,sueh.,,

diftiMtiation can he dittyed ',and perhaps cothOletely

fruStrated 'by, the thithological instruction 'of the'ebnithunity.

IssaCOacns the adUlf,:.nOt to eonfUse,..theehild:Ognoranee

"e'ehild'titieS not .helieve that

eVerYthing, is', a liVe; -.he(Sithply'doeS;not

is :nef:',..alive.,?..7.,-When the teaelfer,

identities 'such laCk of

knOWledge; she' haS a n. obtigat ion Ito structUre...the:SituatiOn so

that ,the ehildean diseover the knowledge neeesSarY'fO dispel

hk erropeotts-. Coneepts that to be ,:aniOstte. For

exathple, sothe TUeSon childrett othparing, two fairly hew

pOpcorn'Oopperiahd one old p pper, spoke thus:

lhat."One,wa'S%Orn'..fi*rit," said peithy,

oldeSt one',.;'lle was made first,"

retility,, the.

teacher:replied "Yes.';.this pOpper is the 'old6t,...1(1.Was made.

,

.Brtiner 3(,)):speaks 'on he "thythelagically,,

thstrueted

community," 'Such' instruction'.'very often is the , basis for"

religious.thOtiVaftotti.and, practice ,,'"and ;thany."'cretite,;.a. barrier

between.. (tic...eh:M."01d, ,the S,eieititically.'..,Orieti(ed:tea.eher. or

tu;.ay,:separtite.,:ethtuie ,groups:::..Such a ,barrier py''be

'fornntiable if lho child 'can, for hitnSelf,' diseover the realiti, of,

,the utlier'se.,,In-th'at woy he ts titore I.tkely to, divorce,..hitilself,,

froin'the'reStriefions,'of the!thyth'of hiS.ettititraO0...lhitS,See't(

asl thyth, For ',C,tathplc; 'a Indian

,by her peck, s to tleeide Whether a particular lege,g of ;her

.; petiPle wa,S true,Satd, ."'No; it's'nOt really true, bui, it,

a sort of a vay1 lii her/. wo,',Wtty he saw 'themythas

symbolic ,,but 'Was: not cnlued abOut reality and fantasy or

myth

Although.fantasy shou4nof.be, used ,i.O.obseutc,leality,1;i7e

should rewgnize thaffantpy has,;both au,'It'esthetic,V/alue and

a mind tretchm After all, iahty iS"..'":really beyond

dot'ooion;',..F.001,,, With

Ipeeidation,',..pttradoxical

appears.to be,is''not in u)n11u1 ith suentthc purSuit1 4 thay

pOint,the:Way to new.diScOVery,Great'scientiSts,',after all, 'are,

ktiOWilfOr playing with, ideas:

The. ::.t.blh)witt.g.ar.e......Stikestii.iii's tbr.,helping a teache( to

goide,,the'ehild iii''differentiateLbetWeen'realitynd.ftuititsy,,,'

S., On ,Komving::EsNuys for..the Let Wand, Cal,Pbritige,

Maw .11ellsoap P,ress of Haiyard .UnW,ersiiy

Iss00.',Susan,,Inielketvol,,Oroh Youngthildron, 1.,ondon, England:,, .

Ro011edge and'Kegan, Paul; 1930. '

,Warin;, Kentieth:: b.% Chin, '11;j1iriatn Setchen I iddle, Ehiabcth

Foskrnig,j104ec'tuut Devejomeni of Young Cnildien, 'New Yoric:

,linreao Pnblications;',Olunibia Pniver0iY, '1962.

,19

,

jdentifying any' story that, 'is: :shatediit, the grOur aspoSsible;;,prOhahleorninke.belleVe..

Martha, Said, she 'get Iheideit, Tor her:hear story from thefact' that her aUnt reallY:did' fall, on tOP, of wo., beehives.,

Stt,the.',sittration,isl,poSsible,"',

.litattteil'itS, did, thnt happen Make helicVe?""

"Why de 'You think' I cahld my storyn tatita04',.

(90versMn a a:child's' MetaPher 'to a Simile fp bsure, he is 'not ,ConftiSed ationt

,chiro "lhe ',weather can't make 'up ' its' mindt6dity:"

the +weather todn'y is HO a Tnanwho Can't :Make ,up himirtd.

C. :Child: , '"1"he coke' Madinturstolemy ,money."',

Teacher; ,.' "That inaehitte is like a..hifiglar WholgOs.yor Money,' 4

,.:DiScusS fanttisifSihat haVe ttiried or, cetild'PoisiblYitupt

," When was 'a hide guI, stkiries ,abotft.rpeket shipS, Were'make',4elieVe stOries beeause there,Were,no",Tocket'ShiP$twenty IIYL ycars ago, juSt: ideas' and...,'storieS ahouttltcni

'Some mple speCulate.that ip the..futtire huiiais will,look, ery different and get their' nourishment*onr Pills

er than f&icl 'as, we: ktiOw', it: po. you ':!thitik: thatmight happen7" '

,

"Edmitndo ,helieVes..that:God'isr not real, 'and Sara'says''HOW You 'kim'W if .God: i real

., or Make-btlieve?,"8. .Child: , :"My 'dou.,got Married and ,fiad. sen ,

.

*pies.',

.

,Teaeher: "How exciting, for you te 'On eighrtings!'You.know', Eddie; 1' love MY dog so:muchhat she .ies seem; like :a 'person, .aliiMst ,

Ake almumher of my:4Mily, It isn't hardror me fo imagth eithef that a dog coulddci hum'an tti,ings' such, as getting married

, pr'even talking,",

9 :p4',k4e, '!'-'

7 etif ye. '. 1,14: a44,11144,&C- vatia4

23' 62

J.

. .

. ,..

Teoce01 'AO Cliild'ILriiiiiilli, ,: ,...Analisli011igiOiO`tingialit.' '

, . I

01,ild,:' 040' (i, thq 0,!1106,111","4.teth ttliiitiaot.'oft',,7hOiltI,. , ..... , ., , . .

eo,itlg,s0a,r6'niet,' your, stiry,iFi:01 1,ellgye to.i4h, tsn tl,

1e,+, li''S ript*ei,.','.

. .

.

I

it'ostiOns-atid ,g.4"tc,Iii'04'i0eii0jitt,g,'Otilj.t)...

ti-'°(e,t0t,',''','1.,'':'

, .

. _.

. . .

thil,d;'' .,,y0i;,;4,110.reallY,',4idn't bite the kol off..,

TOicIt'cr.,,,,,,' While .,(10 tIlis liappeit,anti *heti' iIitl yOur storYI'alce,,,laco"? ',, . . J ,

, .,

,

.

. , .. . .

Questions st64ig 'opiiIiitpetticiubf,OcOtTOU4cO;

,

Cii rikt.,,, "It 'Iyasu, IOng dill(' ago bilk,(30d ''Ididit,P1,t'e.a/61.,ti,takrthe iii4ri, yot,16t,:kite

.,dihosattr,'', . : ', '` '''' '' -' , '' '''. '. .1

,:flii if' ',.e'ouldti't, liipen? ,Hovy, '40it.' a inati-:' :r;e01:ty,.' Or Ills 'tOt'A, , :

4,bittch OIO:,',1:.,.

,...

,

.'?AdethW.e0tegiOtt of i,Itibt

''$ubjutttlye iitod,ils

4verb'9f, ()'11,f1,r.i.i.ialtii.I''of fill',!.'',,,,',

,

, .,.

'Child:1 .,:,A'.'mi'..hiciel''0,iilld do 'It Of 'a,,big,lioU, ,

.,', , . ,..' , , , ': .; ,, .

1.,00#r..,, .ThOse,arO,i'fral ijossi,biliti6, but, Your priake;,'14vvory,,i tiltich ,tu,O11:

colorful, ,':Lot.'s' 3p:Me'rlii:tigain nqxt':tiolO4,,e.write'tOrios,,' 1,

l',00cri,e04.b014 . 1

mijOa.t,iio' e4tO6',rlitOctios,:tiht,'chil& to

r iiit'rfy:''or to'.fiiilitib;'e.,g,,, let,':1Ortjta)vddo.a:tykite' n,tiiyti* ih'er't,..,al'a!,iki;'re!tiiis

, - . , . , , ,

', eaOhO'r: ', Now.1.'11.read,i't story ta'yoir iiii.0' 'yOii tOkine,If it's: foal, 6r:Inakboli0e,

tiien to.,,an'soier this questiOn:, Why is:it .th trUth br.fantaiy? ''' . .,

.. .

,,9tie,stiO,Orreque'stslo'00friii:t1): iiild

'tb,'di'stiUgtiFskbetOieoul4ptaSy,aUd:r41:1'..,.,

,

The Impoitittee,of Creatlyity..

th;°#,1:*.

hi

, .

'*ef0,.

1,,

iti0,:,.0..ntoott(:is 00*.0,

G,i1,06,td any

, titiderachioy,,:ithli.40'et,';;O:,,iiitivit)(-,:,t),tit,1

otieraChiovei,

tO.''Cilltatc,', the ,',."gt"Ovi4,,gdic

potentiat in whatO,

Wa kri,ha4 .

,reao:the .ane to. se

,

1)de, Mti( of yieiv.,

'')c(ihCio,'.01%,,a; eachq, for th ,

"be,ciriiing C tive ater than idenhiing ;tile

'What:ire , the, cli4rktOristi6

'Of thC,,

tilt 'Opacity tO', tble6te biguit

arid io'see,*06 ,of kohl; 'Th66re,:,the :fact dig ma,iiy:

0,'th4tlo,'aOftily,

logically 41)1111011g', leye eicites 441ther;

than disturbs thi creative tecwhei.

iltde;rhtitiss' of the :19thi'ng

:contrad jet the ere4tive

t6t 1w 1Lpprnt oppei,tes 6in

tree: at, the sa,fle time, Ihis ,tioyihe dettpnWattxl by the f4c,t,,',

Ol'at 'very eteaf4' ,

slovenly clo5 that, " their

so ,,ao,y,bing

,w,ast 110,0e t.he pitty :grittyAf stipethe!alliciittess.

MoY'r, !botil untidy and yet orC14:1, AlSO, ',13runtr,

thai ci.eativity 'Tequircs' structue ithin the child whil6 hä,

oera,chicvc,r,s?,

7Vcrea,f person hms k poet

flexible and iGirdOk:adapt4il

kete4i,ye person is self.`&0(tilig; )ess Opeefned with the!

n He hohli"'hti'n'self,,k1;

este0i,

A creative pronis openW his envirOnme it

'atid

.0

67

creative-I)erson is a divergent thinkers ablt tcx makeassociation *ith other previous experiences. He perst;esses anintellectual fluency. CA.

The creative person has a sense of humor and a capacifor joy. He is imaginative. elaborating on. transfortning orchanging. ideas. This leads to tiriginal*y and , to theproduction of novel and unusual ideas and IhingS.

Some sdggestions follow to offer a few ways'iti Aich theteacher mig4t nurture the child's crcative.i.pOtential:

t

. , .

1 1.1i liner 1cionie ni,..11)14,-, 0,1 N(1114. HAN' Lind ( tr.Ii% the rrflq-eNt(rf 1,11e, ,trhott, N -in Vintage. 14)00

"t'reat tk e%tritla.,,, 1 oda), and 1 ontot t-t) )()J4rnal (Pittit f, 11,4t e I. tittc.itton E iuliii. Slate Untet-ilv

t 11titta1o. N . 1 Vol 1, No. I. I tk,

" at". .13P1")rttimilt kit ttratv. it 1 asr,,Ithqs f r 1. vceplionalt ( IiUIiLII hit- el)t Iona! inftlre.n. Natinnal. 1.4.1ticaltvtt

la It+ ii W titniArt . 1 ) ( 1.0) 1910 1)()

4

PEATIYIPL Classtoonl

Let the child:see you as a,,liarner nil, Creator.,

'111would like to.read a story to you th41,1 authored."

1'1 can understand your frustrations, Lynn, I'm writing a

poeth also,. and 1 can't seen to tit till il,1ny feelings'

into the haiku form."

"Last night at my dance class,..1 created my own anger

, dance, ilow many different ways can you 'show the

f eelingOfinger in movement?"

2. Join the children in liaving tn with language through

the use of pUns, tongue twister, 111iteration, speech'.

rhymes and unexpected placing o Juncture, pitch and

.stress,

leter. please put the papers in a pile on the piano."

"Jaidy, he a i:utie and do your duly."

'What do you mean, "can I eat teacher?' not goilig

to let you take a bite out of me!"

3. Help ehihlren everiment with the. tleihilitv inherent in .

language by providing opportunities fk them to

rearrange words, phrases, dauscsiCsentences and

punctuation and to (valid, soktina,kompresco aiol

delete matertial,

"\Viat other ords nught you Ihe, that %%odd opt ess,

vont feeling better than the word 'ntad".'

ers try to combine thew four simpl e. sentences into

onc.inteAsting sentenee."

"Ilow dsc ea t? wu say Cu?" M 9 & III u'kid

iiikve 4A titt4fL 0;t4.4,. Atilt ittut 11)

tir a belfir ao.41, 44444 9 itt

krt4 kir 44 .9, fro, CaAt $yrtfr.

LIAR

4. Introduce' the tec milue of making and possibly

recdrding wifinished verbal sketehes of situationi, poetic

ideas, characters aild lepiSodes .so that the, children will

realiPlhat Painte,ts,'compoSers, print makers, all artist's,

make many:such studies that they might ultimately finish

bu't feel no obligati/111 o do sti. These stidies; though

discontinued ttt some stage, serve their purpose's in the

creator's mastery of materials and media,

Tracking, crumbly rotten lecth is a very descriptive

phrase, Let me write it down for you' to keep and

perhao ose someday in a story or poem."

"If you can't think oran ending for your story, put it

away.for awhile,4New ideas may come'to you; Tommy;

or you might wmit to scrap the'plot altogether,"

"Let's use the tape recorder to record your deseription of

Make believe storY characters."

5, lye lecognition for new and; or different idea even if

they seem jwild or aggressive.

"A saniol without teachers is an interesting idea,

Steven. Tell tue ore about it,",

Ihat a possi4ili1y, Sergio, The' earth could, be a ball

for (iod ,to play with,"

"Jean, I nevervould Nave ihought to use an umbrella for

,s a measuring tool!"

"W:ea won't rule out, thing lerOSs town lo Randolph

Park, Jenny, I'm not sure hos\ we could arrange

that type of tralislnflalion, Do you haw some ideas?"

69

vie opportunitiesjor ehildien to learn on, their own

fcillokingtcit:i.pdivfdtm! work time patterns.

'1 \ktt be fre'(16.he,lp 'ou so ve e wort lu ,41r..s,. in.' . .

the book yOu brought.,,001preS, httt rni sure you will

think of othet resources.availat*tgyoit:',

'aTake your time and see wbat you 'can find tivt about

these new math tools."

"You have worked on your story for almost three hours

straight, Cab, You must he enjoying wng today."

Accept student-initiated Competition.

"Oh, now I understand. You' and Steven are compotnig

to see who learns all the names of the Major Leikne

p'layers 1,110."

"Well, Julie:if, we have a .poetry contest for the peopk

interested in compeli41-you will need io think about

how the poems would he judged and who would do the

judgnig,"

-Why Mi.( lhe a ,,iop watch if yoll want In find

out who has the hest time in the race,"

d''°1 L ticvit -e

ckv)-

0/04 EAA

ofrocfAirs'v

, V

Towhees, and Child's Language Analysis of Teacher's Langnage ,

Child: ' What's that preseni4r?,

Teacher: Thisis a surptisc for, the class,,

Novelfy introduced.

ChM: h at is it?

Teacher: Guese

k

.,

Chance-taking.

.Chiki: I don't know, .

Teacher: Take a .ehance and guess,

, Encourage daring thought,

.,

Child: A ri

,

i,w game? , ,

Teacher: Well, a :game could pos.si I:e made froM the'tonteiits'of thk package.

,

Tentativeness.

.

.

,

Child: Well, is it a game? ,,

, 0 \I cachelk: In my, opinion someone might be able tp malte up a game using the

contents of this box.. ,

Child: ll's not a gamer

l'eacher: Open the present; Alberto, and give nit,ur opinipn,,

, r

ilf ik

ChM'. '.. ll's Junk,,

. ..-i I .

I cadier: fitat's .i.oitt him, I gonsida these itAs thought provokers. IV en I 10ok

at all 0/ aloe materalhe Iir'sf thg 1 think of i --,-- 1 hai can I

do Oh 011.0 , .

.

Openness 46 a variety ofideas. .

Tentativeness,

.

Encourging itivehtiVeness,

Openhess to Varied opinions. ....

, , , -iL

------,Encouraging fluent, or play with ideas, e.g.,

.

"Your bias," '.'tboi ght pro9kel's," ''"What

can Ho with

44,

72

21)

,

Teacher's and Child's Language, .

1

ApalysiS 00inchtes tingUage'......._______ _Li

,

Child: ! you dn glue it on paper and make.a picture

Teacher: 'That's Our first ided,,Egie. Thank you,.

Reinforcin ideas for utibng m2erialg .

pign4ing'and appreciating the child's idea:

' "first" suggeSts more ideas are wileolpe.

child: We eould make a robot. .,,

Teacher: GOod.the more,ideas the better.,

,,

, ,.

,

Encouraging fluency of ideas.

,

,-

,

chiid: We could make a en or soniething:

Teacher; That's' possible, Here let's move this hardware around and IA at it, ,

from a different angle. Maybe a new perspective will help us think of

somdbing no one else has ever done:-.

,

Encouraging flexibility and Originality.,

Otiquetiess, also, is encouraged.

,

(hikl: Let's,huikl a maciiine.that deans up ourqooni so we don't haycio.

Teacher: I'm ture it would be the only one of its kind:

"one of a kind" reeognizes,uniqueneSs,

) , .

Child: It coukl bye a lot ofsirms, We could make the arms Out of these pipe

things, It could talk aiid sing.

feacher Wow, your manic sounds qiiite unique,,

...

Appreciation of uniqueness,

.

. .

Child: , .No, l,ckin't like ihat idea,.

,

teacher: I'll het you can thinkof a alerent idea then, Mary, Helen. How ditierent

. can ou be, Vdry fliiien?'.,

, .

Encouraging flexibility and fluency of ideas,.

,,

Reinfiving fluency, and originality, ,

SummarOng, reealkng.

,

Child: Wccould make/a monster eage.and catch ly, Scal..

TeaCher: I. think that's the lin idtm you people have ,come up with, 'lind each

idea 11;N hcen unique. ,./ 1 ,'

7 1 ' , #

k

7or

Analjsis of Teacher) Language

Let's sell thionk and boy something good, like hot wheels.

Tpacher: That's another way .to look, at the Whole situation, Up until your

suggestion, Tony, 'we have (inly conSidered making things ,out: of these

items,

Dignifying the, contriOttt

Child: Nobody wiH buy it, Forty.

Teacher: Let's go ahead and fly to sell it, Tony.

Dignitying the contributor and supporting his

idea. ,

Child: Hey, I !know .where thi,,,jtink came from!, You saved it from our

clean-up 'walk .last, week; didn't you?

Child

4

You asked us last week if we could u,se thegel things, huh?

Teacher: You had a lot Of 4good ideas then, too. Do you remember?

Reinforcement of flusetky...

1,4

7631

77

FOSTERING LABELING

The ttuportanee Of Labeling,

AS a.child increaseS his ability to interact with otfir. living

.thingso in .his environment, his use and, un,derstanding

accurate labels will facilitate' communication, ;Menial;

'pictures' may develop,, before the words.. are- learned to

describe thern.PktA alone,have little potential for transfer

and require tranSlationinto verbal,expression before they on

be received by another person, Verbal:expression in the'form

of labeling helps' the child iti'three important wavs:

a. it facilitates gpccilic identification;'

b. it de.reiops the ability to gi oup. and' to classify;

c. U leads.to ,multi-level labels,with increased awareness'

,olsupra classes and sub. classes, ,

These three processes are necessaty to the, menUd

development Of the Oung, child, andcan be learned by him'.. ,

ectsion in labeling can also grow from simple namint ot

objects, living things and events° into use of ,descriptive

phrases and figurative language.

,T,honOtful tiseipf Pr,onouns br the.niodeler 'and 'conscious

effort tO; use tiie noun 'more 6equently 'will...make the

appropriate lAfstore availtable,to the chif'd,

Classroom .acCivities can ,be planned :to inake maximum

use of opportunities, for labeling: The adult ean faster the ,

habir of modeling labels in sueh experiences as suggested by'

the following,samples.

0

79'

1,1

.0

I

,froquent,.-:uSe,'''Of nati titl and/Or',

information. oti4irAt

**(jaqittirsiiit's4r"Jae4b,s.'office.. ', , ,"

vhe principal's oar* is Yalde Thatis namepit:'

the dotir4if,hice."

labe,14, ot ciasito9m,

Ateas

and. aethitles,;

Thequariu to be cleaned today, Get thele'

glass bawl an ti the sink and transfer. the,

goldfish,"

"You'll flndfithe fabric scissors on the top shelflof the

cuPboOd behind my desk."

"Put sonic wax* paper on ihe long table before you',

lay your mosak on it.", ,

3. Frequent use Of vis$ to other parts of the bulltfing,

playgrounti or.Commtinity.

iss,Dtttler 'is in the prin'cipars office, She is ready to

W you 'how thettlitto machMe works," ',

'Thei,hilttgrairs from Mr. Romero's,room want us to

seelthe,ir krockas, Ye are going to meet' them near the

basitbalbeourt on the:playground."

&Avow 60 itzf. 'te ,1411444'4,

OC.Zaties (244441' Cin4AtM.* "44:4,0te:ig 614

33

1

"

000I

.1 A

"Thehei' a(the."'stipet*et ,,claSS'. 0.014

., . .

'across:TWelfth

. that from the .fthatollttahk''.0f,e4:S'eh6d.11;.".,,,,

CrOSS.'t'oiOthere?',,' '

Use', nne.inch ShOw,,une' nut,.:1

Sole',.to,,!Use on, this :Or;

kinSh,ip

Frank''. is 'in' 'the, ,,,finirth..,,g4d,She'., is

going to'..batt9w.

.

'1

"Pe'tees',.titkle, is ,our'Oiauman. That s, why' they have.the

,.SataC

qary'.*both lerryis'sister's,"",'.

rabelS inciniution'aS'Aydi as a,

'is ho,tdinghv slotted ,SPOon.'",

"Jahn, tras.'fonnd'a'speCial spOon 'We tall

',grapefrait.',spoon''has. a- serrated' edgello,

. 'Sections easily.". ri.

doh) cio-ti

t .5 tit; '51,4,a

r t. Cue

7114., 01444 d4,1.

A,

,

A

leather$ anot,pill'Lfin,guagc,,;',,.,.:.; ,,,,i. '.,,1',,.'41,..,,'',1,., ,,' .,, ',I' 1 , / , p , , . , . , ,, , ' 1

' I,!,311,1,Y/1111 01 1,1101111,14111guage

I

'Child: I. 'f(i piek'Pti,neli .,,' ' , '','' ,',,,' ', , ', ,, .

, .. . . , . , . .

, ii,s;ed, sel.ne ii.44,,, ". ,, !.

- ,,, , ,,,: ,,,

Npuns.to identify;

'IMOd, lirig, use,o ,,itp,tnl. in contclt.

..

I.., . .-,' . ,, ._ ,4,,,,-., ..,.., , ,-,

'Gisi,e hie the thing with lioles, ,, 'HI: ..' ,' :, . 1' , ,- ', . , , ,.:

te,aeher: ,'Mary' eanl,''handi'you ',the gatei;: beeause,sfic ,is. helping inei grate ',the. , ,

,

. .,,, . ., ,

cheese with it., .' . ", . . ''' :. , ' ,', '''' . .

,

,, .

..iIpproprinte:,ne Of, proponns', 'with 'referreni

Cgraterl' Clearly 'modelled;, . '. ,'' ', ' '','

..,

Child:. ,Where is the,other irater?4' , . , ,, , , .,.." 0

.feaeher, ,litrt,tOof( it 'back to his srandittOther :in' : ffogatt,

.Proper noun

hild:, Is, tjiisii i'oOl?.': '''. ',. ,

'reaer; Yon, bet thctieeler:ii a'imd, All 'of the,utensils 'We re,..working'with ,arc

,

Predicate noun 9r lioun' following verb ",to

.1)e': 19 n4,!Ile lh,e i.i1Oiect6a,1,.1d,10'',10,111el'suPrA,

I I

. ea.eher What coiild,We use. tO !ilk the' hatter? What.topl d6.you.need? '.,OilestionsAo'efielflabels., .

. . . ,, ,

I I

. , ..,

Child: A cqttcr. , ,', ', '' ,

,,,.

Te'achr: .the's,teel buic:hiT kniflpes cut.

.

. ,,

Nolin..adjUn,et r, houn,.nsed as an,Ltdiective, ,

,,..,. ;':,k, ' , . 0. ,

.t

,

k '

See what l'hatie,

d ,

eac 'er, Ali of your 'rook 'with hlodel ore kriivi)v4

Chikt; 'It's got a blade, '

Teacher What tnakes you think that? You Nall iiicked up on that clot:, "Thi,i

( flat blwded knye sOri'ads hottot it s to',,spreader, ,

,eab

,abtling CategOries':1

CoMittOtt, lioiln

Adjecti`41ihrases

3.,Labe1 for sob 'Oass, .

Sentence idendfying .Iunction ot speelfic

object,,

1 lSpecilit1abel,,

\ -4 ; ... L

abels,Withih 4 sub' category

1 Phel of 6 supra, categoq ' ' ,,,' 1,, ,

P,ncouraging child to extend category

'"

the ,,,hot1or0er

fcni01.'ffle àreto giVe.

A

, cuts, you,t,

, ,

1,

I

'

,

',Icaeher: The lead knife is' ,4 141 old rh:Clb 'oh', the, blade'vould

cutyøu'

,

liefe's the ,ipatata turner, ,

Teacher Yes the spatula' ,iiith:,,the.,red l:tdJe is ,,brOkett,

it 460,

er, The *tooter tht.401,,watued to us,e, has heen found.4

;Adjeetil mod ificafin

adjective

1,1trafteriver,k,of ,

6, ift

1)11.rase',

iouii adjunct

,

'

Teach Letss:it the1 et' itiki,t4i uIJ awy, Where' the, ,lb,rolccri çgg heater?

'11(":1,r:'. w074, 11:11;1

Nese

4

'41/' 401110 J 'ita)'; r

41.ti"t&4 X.444P' VOeti y a u-,

.(Ae 441( 4444

,

The Importince of Identification and Discrimination,_

,.

tphably the earliest evidence, of a child's capacity fof

identification, is his ability to recognin that an object exiSts

All theli e; k child acquireS this "object tonstancy" beroit

heln t lk, the concept is interwovn with an awareness of

the attributes which characterize t)le objtxt 'such as spice

to in'e, ,coler, sin, etc. The child itiust ;be able to

disti9gui h ill three ways before e, can grasp either

Permanence or the ,salient attributes of an object, He 'must

a, that objects exist independent ottlie person;

b. that the,,PerSott,hitnselt can be.'aNject.;,..

:that: the objeet Ca01 be independent pf its ; environ

Mental,: b'ackground'. .

'dent' ition across mtiltiple situations, to necessary 'for

the transfer of knowledgOtelps the ,F,hild to.separate things,

and ideas out of a background or to abstract,them .from their

usual familit4 context. Appropriate fabling of the object

across varied settings again frees the ideilfrm the moment

and:the immediate,

For thp teacher the following elaSsroom activities, provide

,for a transfer of the identification and, disetlimlnation

process. N

,1

.'

0

I

k 0 , : I', ' ignifying 4tiii thouragqerbal expr6sioit ot 5naaes, Oily t 1 'ii 'i 4iff Wikteit, ki i I ?

I I

..of ,emotk)ps.1 ., , . 1;1,-.!, . i, .1, 0

lie ingtally uses,' ogles proper ,naine trtn ,. ,, , ,

: , ' ladyli You frightened ',mtk.,,Witil that rubber:, spkier,, but,' ' . ronoun5 like llei sl,leqcth y,,.. : ''," : kI , k 4 I '' ' ' ''.

, ,,,, I II, ,

1 /' ', I ' ' iin le I the joke; alighted you; c , ,, , , ', , , '', v . IslitorYFeTinOsioe:Pf 10()°,!'' rt,!1,t1' y, '' ' 1P'' '' .

I, ,

""AL

sOrnething,, is.: worrying., yon,

,,, 1: °i).1MyProtelle4(136:1:Pk*hkil .1,, attkiocis

,Y, ao..pii.',guess7, who in otr ool1 .1111gh1 'llaye htten 1,

, ,', '1' ,'''

so"eXcite([ and ,nervons ,,beeintse':01 ottr.

id rimination

' ;,k I

1,0

nInce that, ,havo in my totntteh,11,aw do ,AcknoWitAgment 0, s au, ary, ;IF k.

k

k k 11 arii,eOs to, discover that, chitlins with ,

yQl," feel?,

foocis: tO',k ,d'Odiap,k,:',';kP HP, 'Pi:

I

,SWOt' as ,thie cticp

doldeti Delicious apples'W'e

texture; ;$1)4P'ecir,0i0t,oll

AnOther

;",' 46'311,e'''glas;on0",''

!Julie tha:

,,,,,,,,.,,,,,:,,,' :' , , :I:, t.ho*, dric4;appiC,,,.,.siiccS,. 'that ,kihii.y,,,:aetua!lly' ,ptiginated;; ,,,, ."' ,4t,.s,,, .1,tstett tildi, t.y:,p :Rod, ,plit. ;witere,-tite."..otci, ,

',:',,:','*,:.,frOta.'mind,',i'uftt'OY,'.'ap.'piesi",,'"' ',..,,, y ', ',:. '' l''',', ,,,, l'. 'ebm'iii,g,,fi,,i.i,n.'',''';', ',':, ,',' ',''',1',',,' ,, ' ;,. ''' p ,, , ; ,'' ''''."

':' ,, ,',". ,', '' 1-1oWyon ,think.'We',conid 'OrodUee,"'the,,sape, ittolity,, , ',,,, ',,. ',,,,-,,,,',,' '1, p: k;:kkkk kP kkk '' '1' '::, ' :',, 'I: 'I ':, 'PI 'k, ::,,P'"Pk'' k'k' Pk k,PH': k '''.

'i")01';:';4/:ic frOtif:;thee,liirt,,ajililes:,a's,', WeA,iftkttn,"thti, . : ' ,'''' ..',.' , ,H' ' . ''' ' , ' , ',, ' ' : 'k 1 ; ' : I '' ; '' ' ik' ' ' '1; I;

Watiliington'lieatitiei'?1,!' ;';';P:'"'; l' '' ' '; ' '''' l ''''" ,

i I I. k

1 i' k I I I, k, I ' I I I

'1'; 'Con$tant'tise of' iipen.,encid, ,tittesitts 'tliat deniand,,,,11 k ; I

.:k'' ', 1jk''' "::::, :, ',I cornpatioils be ,,inade by,ehildren.:''' ', ,, '1, , , 1 1, '; ' , , - '' , ,

, , ,

, ,

I :: P'PI 'lk

'"Whiii cot;10,esub'sttt'utelOr the,nii'sstg 'ingredients?" ,,,' '.. ''''', , ',,,,, ,-, ,`,, 4'";, ',, Pi', ,' ; ' '', '' , ', ','''',.-

I i '

I. ,' ' ' A, 'k

Your. 'reelings,It:hanged', toWard, 'bet

:k, ,'";

kk ;I

1k tk made this',pieture Oyer,:the tthe' five?"If%

$I k

j I 1

'

4 Recdgnition and idenlilication of ditterent:t peak'mg and',

kr?, k

k, ,

k, II

I k

I

,

oj r, I

Tiiiehil44iiii d's Lnguge ,. ', j Ai440$((Titelii,'iiii,siog(.,

,

, i 'ci 0'.::hipiest, '046 'b'eause ' it goes' ,'Ia 4 A htiticfred:pe4ple '.g0

, tkt ete.;? ''. ,, 4 '''''

, 1 ,, e :i, b Id, , ,

,e4,elit:;,:flOW:Okiseria,nt'of ,ionSaiita.'coz,,Chlu'rcji: ist,i,e,:ta lest,,, g, in

' ''' '. ' '' ' "jiall.,6rt itock :

I'll1 0,4t 'L!,.,0,1,g,40rho0.14,',4,ct'44,g41,0'''Oall(C9v,(.11 0,"er ',,, :,,,,,, ; -

', ,4,,'you'L haye' O,oirtud ,tho,'069'pre:att6ndhir MasS .'rt'o, ''''ikn'T'il Oni,'

..e0i tO

i'iSehtileos...4e$,erjbin attribtite',,:i'.,;.

i', 'spAttat,..y,',e.: stz,e',, , . .1

11. 'foi0i ''- '''', 0 '. ;t44s,','efe,,,,, .,,,,, ,,,,, 1, ,,, , ,,

ii,o,on, pos,,hnxingiyett,.pius,:rnoun:Is' ,.irt ! ,0 ..,6f,f- ,

,,'. 1,4), 4 :1'' je.'Y,,.... 9!!11. 1

,

,

,

,

hilti: :', 'They ,.,goi,ioti ',pf, 'doors".,,

,,,- 1 ' ,,,,,' ' .,',,,, ''' i , 1/ !, ', , ,

.thineher ,Sant,',Ltiii,` a* nai.,..,;,oiany,'. ePiPtedappr, S.,,',',: ?low 1

,riggi:rt ,0 hoo'y ot,1,1:

, .,

,the reXa,e(nunIParl '',.,,' 1, ,' ,,':.:

1

1

1$e'atixikii''''(141' fofeititihils'

1Adjectiv0precOingYripniii,::"!,,,'i'-',:, yL',,,,'' , 1,,,,v ,.,ennen,questibn,',,,,t

qo'r1101 exiiieSsinitN,,i0jUnetiW'

,

C lid What), this 'made pat Of? '.';,

'Teachet's,;, iSlaolii,bialt ihe,:ii;iillb,:laitiii, bt.'teks' and thenpiustei.:WAs:siSrend,:over

the bii'cks.

I ,

buns OUS t;,ofisitik verb, Phig 4irect, obiee,isi, , , , , , , , d, , - , , ,

,P4:si,YV'st:t", I

,.

Child '; ' ', All the hous45 ,nit ado, 0

Zoar:' fier:1 .:i:Tiis il'oti'e:ii.: 111 ilq o'o't .bfli'di,t), i)rici, ,,. bp t'l'iht'-aflibuse ,With ,the sloped,..,

1:00f§eems to be.,2!nude dutil qt,, aoothq type of brick,

, Denionstritives!",

idit?til:ai iferii,'(!'/. 'Otiol.,,t,Y!,e?1','4r,! '911

, - ),

,

(hild:',', Does an indean liv:e,thet!!? ',

1.,eaentli' Irdott't ,k4(m, ,1:119w, c441(1. ittdopt 010.))y 'S .i,ii tii;it blue tt.niler?

1

-. , .

''Questions, using in!errog4ti'ves speei ing: ,

221Atil6

, .

P , . ,' ,' ''' , ,. ," ,' ,'''''''', ,, ,1

. ''''',',',,)''',..f,',,',"1'..,'',.'',',..''''' ''''''.'"i,""4,'''':::,'',,:'''',,,,''' .'.',,,'', , ,,, ,,',.:,,,,,,,,,,,.,. .,. ,, . ,. I ,, , , .,..,, , ,., ,,,. .,,, , .. ,,,, , ., :1..,,:.7:,,, ,.,..,',,,',,'..,,,,,, , ,,,, ,,-,,

ettua ,,t,Lauguagey ob, :,,, ,,,+,, ,,',,',,',,.,,!, ,.,''.,,.'",, '',,.,c,"', ,,,,' H.,,,:.',,''' ',.;'11:,., ''' ''','.",,''': alys.14..:,;9t. ,,eue. ers, ...: .,aniu e,,,,-,,,,,,, , ,, :,' ,,,, : !,,, ,

,.. ,/,,*::,,,,.:',,,,:.,,,,,,r,,,..,,,,,,i y,.,,:,,,,it,,.,,,,,,..2..,,::, ,,,, ,:,,,,,v.,,,,,.,,, , :,,v,,...: ., ,,, : : , , ,,, , ,:', : : , ,,, ,,,,,,' ,,

'',' ' ), ,

Chilld: ,

4

, . ,

. . U'U'lit,.1'41 s !,,,L)ok,., , 1,

, ,., '., .;,,.',,,

'.'0,.;.,' i;:; - 'i .14 ,' t , , ,,' ,t:..1, 1 iv't ,' i , ' ',' '1' :11' ''''' ' 1 cialiittiott ,., ' ,!

';i4eiler:i-,"'''2 oWl.,', crottiloc,, to ,', 4,. ttits:!.:,,!,..10'11,!1! art, gee, a , motrif414',111,:c riving ,,,, . . !;

u, k!','iqoiiiititt!!,:, .(hiriiii''',',.lit,',iiiiii irr.O'rE',.!'is'Il'i::,:pti4;:ti .ti0U)4"biH,the',

'!.,;',1!!!,!',!!,'!'!.!.1,!'!,!,!!',.,,,now,!!!,1 Wet Citiii.fi'dik:',::,,,';, '!.. ,,,',,, ' ,:: :',,..b t:, ,, , ,,,,,,,,'.',;,,',;.,; ,4,,. ,,;1: ;:..;',..,.:,4,:,;.';;

. . .... n' . , s . , ':

94', . ;'',,l' i H',,' Hi

Cl',I''Ithow;1,1io.live,s' there. "" '' ''''',''.':' '' , ''''- '1 P6t.s.glett. ; "!' I''''' '', -;' ,''' ' , " 1' ,' , , '' ',': , ,,,

1,,''',';'i'' 1, ", '','" 4' '4,', '. ,

Y11.)0(1,1t,1 '',,...,'i, ,,,,,,,,,";,,, , r r.1

,11ars ,,f,tidolitoust3,,i'sb,Pt it?!,! i., , -.1 ,.!., , .''',, !'"!.."'.!,, l'.,'':1,'.',', ,!!

3r0001111, il'l '''.4 '' ' :

'1 ',,,' Uh'k1h,',''..: i' ' ''' ', v.1%1 , ',' - '' . , 07 '':,,,'", , ,, , ,',, ,, ,,,,,:t, , ,,

,

1,,.,' ,,'',",',P,'."

,: ,S''6,,,:,i4Y':',Osii'?'' Wt1):Iih'eif, 'ive''m'ci'fra du , ulie;

,

f '' .. .I

'Cifliti: ", ',' ,ril'ill'ottie'lft,liti bIggest. ,,,, , ,,, !,. '. !!!',!!!,,,, . .1!! ,, , Cotiiiiiii6u adjecttves ,!: ,!: !,,,,,!, .11!,,..,,,,) , ,!,!!, .. ',

,,:!,,,,!!!!!!!,.,,!,,',0,! !, !''!!,, H 1 4 ' Oil' in

Teitcher !..1Yoitt- hou'se is ,',ialk*han ,,,Mar# but !Nittiyc'hotise hits)nioreAloor, ,:: " S(P!'''

4 4 , , .

011d; ',',' .,',Y911 dop't ktto.k where I hve, ', .,' ,- SUbOrdioatt adjotpte 'et.loses

'It:itcher;,, !ii44{a, Stev6it,i HO ', tog, kUovrAckhcoe' you,,Inv. ift, , t s, Where jou

iiv'e 'itifd tiexi' do'Or :to:you:t1'16$6a.t'f,i,'/Ii;:o ititi,',Orilz , . , . , ,.

, ,- , ....,,,,

, ,,, . - , i

'q'i ' t'''N.' ,'

tif dar,:i'S, the; same aS 'yours, hiiii? '''' '';',,

,$101,11ailties, noted ', ; ;' , .: '., 4: ''.1''''7' ', ..'

'', - ''''$'. ',' ,,:'. ', ,', , , ',;, .,..,,',,', ,, 1 , , , ; '' 2tC",a4 '''..,H,: ,ii!' ., :I,' , :.; ,". '' uluer es Totem - li ', '1,t

d4e's',1001(' buitI,'fhirel:1(iiii?,i'ifi!,11; diffee' iief,s''.'3,:ii',..'"::0,'.'..,, .,, , ,,. , ouk ,-- a. C011J1111 10 1) f11'1:11011C 1,1'' ,

'' : '',' ,. tilif,'1110bC1,101rCa11 ItlerltifY,;.'4't ''' ,' " ''.. '4"; ,', , ' ': ,f ' ''" .' '. ' ';., , ',..,',fi: ';?, ., '', ", . ,il ', ,..,, ,,', ,,' ,,u:, ',!:, ,',0'' '" ', , ', , 0 ,", , ''.', ,, , i, ,,',i 't,',,,;,;.:, ,n, , , ' "(47 , quai)iyiugtfauso, ,, ,,:, ', . ; ,,,,,,, ., ,,,, ., ,,,,,,,

r,,, , r., .' , , OP',', q, ,1' ,, , '',' '.:ii,' ',.1. ,.':

. .. ' I,. '' :,' .' A I ',..',': l' ', ; '1' '','': ^ "

Child :'''''''',:,,' !'.1'iti, So' v

01N" ,',ii ' , .' ,)initie, , ,' ., ,. ,,i ,' i,.,,,i ': . ,' ,';'' ,',. . , ,'':.

'le '4clier;'. t' I' cdn itell,, YOU have,'''''.'clweks.lik,.i.ost'q,..c.' ,, ; ,,. ,,, , 1,, ,, ',f 4 ,:,, : i, .- ,, ,,, , .,',

. 1,, , I, ,,,,'' , ti : El' '1,' : ''1, ''''' l' .' -''' .''' 1, 't, ' ' .;.',, ) .',;,;',,,,' :: "', 1,1 r,,', ','''' ' ';,, '''," I ,'',1'.;'4:.'I

,

I,

, . I, .

I,

I

I .

I :

1

;

0 ,' " 1i.'

n

4;40'0:4' 1:0 (:41" 4.4 144:". ; 414f I L00,4 lir 1 40, 4;'4I4''t 4400; 14 ,0 0! 4,!..,44iii 0'04 414,4,44 0441,44;,4'44;0,04:11:141,7,4 ,4,0444:0 '414 0 1;4 I 4:,4,4,4,4,1,0 4140, 04,1 4) 0: 0141 44 :4 i3O,441Ic40,0,44,41,4'..,',40;11401044340.0.G4i0, 440400,004'41,4,

I, 1,I1 0, ,

, '1' ,

,

1.,"', ',1,' ,, ,'i' " . ,

,

,

, ,' , , ,, ' , , 1,, , 1 ,,t ,, t ,,it' '

Tp4bi'o'r.,iii!ii''VhilO'itangtpliglil ,.' ,', ,

r ,, ,., 14naiysis'ot.Ipooprsiiangulige

.

Chijd' ,,, ,,,Sh,'*ici that'!'i4here ''!erry;live,' 4' ' '',11,!'!'l ,'4 , , . 4 , 4

.

1:e'agittri,,,41:40i,i't.thiti,k:'$o It's-Albert' )touse, kit',!I 4 it?: 1'00", ,',),!Q!'',',;(ence, iirplind

Ter6t,s:Y4rd.;',',.,, , ;',H,'! , , '''!'", ., ',' "' . ;' ' 4'(!,'4'' ',','; ''4 ,,,4,,:;4",! ',

, NetitiOit!',!,

,,; , !'',, ,,,,.., !!'!,, !,,,!,,,! , ,

4. ,,, 4' 1,,,', ., !,'4,'," , : ,," ,' ''', !!,'''' , !

child ,11, Noliod y':;Itotel,0 ,, 4,

i ) it ; l' 'I; '; ) lik.ft :1 il'f. '1'; H'tnt'ette.te..: ,,,ve!yo,u nvrrie,440ont you!' gt'n0(.'niOther', ', ere, nt le 4 lave gong

, Adjective pf feeltng:-

,

., ,

01110 / l's !way up,'i hit?" !'!!. !'!''l ,' , ',, - ,; !, .

l'eacher;, Yonr.tree hou'e is very hi0 pir thegrotilid,',Irs t,(Ilk ,,,',J ,',,. l I. ' '

I

.Synonyms,

II ,

1 , . '

dtild !I'm sii rd ,' ''

,, ',! , ', il , "ti," : 4 !: ,''

'16eiter', ;,11,1,rn,;'Iii,d, top, btd 11.', ni ',not ''(wh'ail$414,e4 yet.

$ Sy 0' o hplis for,close'distiptt005-...,,,,,,

!,,,Negtition nSed!fo!eittrityiIistitietio'n!ii!etiyeen,l,

'1'eacilei..,`",14,0oli ,at thot,,it(rnelid()ns!Greiii I.)tine,4nexi tO,the,144", (lifinnItua. , ,' ',!AtItoliyills'

0!;

.1,

! r,0

The importwe of Classthoritlon

rganiz,ing grows out of .1 push far order w ch,.can be,r

',($serld in th yang ,c4d s ac,tiv les. I ho

liorterd 1) his lincietising. nod:

;;thes , 'skill, tihe 4ld I erentua,lly

ha,171 he estab)(shes relationsinps

;Plroligh re,coguktkm Oi 0 mon, ch7telristics,; Personal

tonomy 'gradually, emetic. aS ,the child, himself, bringS

order 10 nis immediate .enyi nment, ,sometimes by, hnding

likene4 o i1feeiee mi alsuldentifying 'telation... .

s ips as cause and ettect or inship bonds,,

'

,V,V,ot(s ,,T he ope r4i t 1 dtit,li N,QW,

I

Watts(p. 2(i) recognizesthe,,nscessity ,of verlii;Imediation',`

, lithe chi,ldis40 older his;,ex etlenee heeatist,pftne language

apai 'far eiiiressing 'differences in 'speciesI

Was ftitii, f"Thk, oMerilig ad

'syste1110,4zing ,ein'licstAbe effeete4 .thrungh

clisctIsion ot all thai hs been sion,p. heard, ,suifired.and. .;

'.clfonel Only in:tliis,'Way Will ideas become intelivolgi'' into:

'patterns of greater pbwer and cbmplexity,

'The need fr classiheatiO' ittbedd td

P

1111. o1,1

lagroom aciivifies as,Well 'as throtiglyboth s,on1aiicou s and'

plOmedcurriculuM,'expriences.'Tifp.,'teacher,Cao lose, as'

:',

,,

I

I

Il I I I

,

PII

,

,

1 1

1

I

I

, , '

94,(48; 19';11'171+f141.++;4';111+1,1,

an

Oa S.

'l'fin1;1';t'O',1$191uit,1 nainin tiidue the patóas4 Early

èd1iiy t taher 1ir;,61$

whiebPh

,rder

0 ,,'

e roo.pi you:4itt,lhetti'411' iikhe

Ant'and'' Betty , are, sOrting :the materials',, Ask ,

,

needs', be1,0,:' 41,1:110414,41.1,:'4 thern

;

5,fiojt114 r ,;'''' '',..,:'

''''Z.,:',:(,Perrinatient:text,,,,,tiade or supplementify Matertais,',,,,,...,,1be children'Otonld 'be involved , iii sorting,,and.'sbelving'

tirin 'anent :4,1:ei,04.1.:!.e.:aod ,rea4ing,m'at,cials,":1*,additiOn

te l'itera,reli!Oleatf,k1",'chi:j.:e.:,li OM: '''nr 'es!1,1110,'91,1''91',"',1.'

Sparee,,:' nnmh.c..(4:nd size:, : ',, i

/'

"i.:,'ok'i,,,l't the,'filleS''Of lbe ,bOOS 'an4,; s,t,ie: , ho,* 'ntany',,

dillient labelS We will:'need l'oMake,"','

:boOks by size 'sO:we iIl 0ow how 'tall

Mtist

:

3, 1,(,"..ellections.

,

i,seash'ells to seh94.: Hcwn

hpw fl1LY knd' eitas.:

'Donna hs been 'wondering hoW e Ue key tn tr

' look :10 many, kgY8' Olott eat' ;

Use or pn,t14,', ploésiOd :c*tt Uc

4intr,14,1141, ,f9r,an,c1

0011,rage Inngnalie

I an.d tii4b0 ts114rdcr ta tie èphatto ;

pt IcOthit', j.,Zle 110

, t6g01:1014,,,'19aineS, 't'eqiiiiMg's,turnso con14

x°ol'iltnineali:be::vds: °bst, '6e'c'(1 ,c1 cc'praelap0'e 61,1Q,o' '*ceclIS3iietbisd4nosi' ':sei;y 'espr'areroiso,(it;i)::: vecike'

,

ehtil

'Yott'll''00ed hiatier birtkk u'd ti,er:t.1o'sf'it;;So

. it won t do. , . ,

ks' tO',Mak:ii a d.See it Carmen :has enoug :curvet ,

crrele around our tree,,

'There 'are six ways to get, to the Treasure L',hest,,"

the ,bookS which iiave,sfories abbu c Community 'ex1pet1ieneeS,',,, ,

I

Grouping of ' *eels ; which known as hobby

colrectioos or ;anis with eommdn attributes '',Can be

in tied by teueber, ''SnidentS; jeintly because of

Mtittial need,'

,

47

Taking

iiad

a *alk01,1 a specilic foeus suth I5 One; to

dor, kinds of.;doors,.'onnibers' or :sizes' uses

sorting roeesses, Diperience with ditto'hinesand

typcWrit rs, in ,sebool ':folloWedby,' a trip'

pulthc :'SerViCe ,

companies and," goverriMenf ;,ageticieS,

broaden dice .

,1

;

411,'.

Pp1p

, lI, I

' " ", " ,

1, ;I ,

1

'1

, I I ,

1

r,i OiPP

I

kI 1,1 II' ", I

at if ot ntr. ititt(ls ,ol iiiachtnes,litake illort than one I,' . .

II .1 '

, I , I

i , 1 ' 'I , , I,

,.,,

' ,,, ,,,''

:I I .,,!',, , ,;.

, ,

, ,, ,, , . , , '' , ..,' '. , ; ' .', I I' 1, , , : , I, ,', ;I ',I,w ' 6 , ', , ,,, ' I I,','I,'I,'

I '1 I , ' I I I ''

! ', '1',1' , ,I'', ,

I (M."' t'lla ny diltrent trees ;lre ',n'owth in this, bloekii, ,.,;..., ,,, ,,1 ,, .. : P. ,..,

...

..., " ,, .,,,,, ,, . ,,,, , .. . . ,.. , ,,,, '',, , ' V ', ' I ',.' II , , 1 , ' ' I ' ' , 1 ' I

, 0 I

lai' ',te11,1', the , way tO, lell 4:1?,ers ,.What, itt);.tio, at this,' ', '' .',H 1,'' 'i, .

, , .

, ,, . ,.. 1 .

1 .

. , ; , ,

, . y ,, , , ., , . . ,, , , , .,,,,...,.. ,

111 e.s tiort?H,'' 1'; ; , H,' ',', , ....,. h.',

. .,

, ,,

6' itr l '...

,,, . .. .,.,

$'(,)., tgttratlye.! angttage, .,' ', , ,, ,, ., '.,1,' ',',

(one pts ,,'ot. 4.(Jh cla$Siftcatiphs as' keys,: lunses,,;etc,

,., .' ,' ,.cah lbe ehlarge0 hyltsthg mOrelkstraet titigtlag6 ' , :

I

1

'fOund 'the' key'to IS puzzle,"' '10çtC

' wei 'ttfibt

000'0i:rite , the, probleta,y,/ith the proiectori .

',1',;,''. ', ', ,,, "',,'' ,,..'0'P',. -'',,;;':- . ,,' : , ,,', ; '' ). ,'..

' ,' ,,

, ;

(.,, , ,, ",, ,,,,,,

:,

,,,,,,,, '' , , .

,

.

. , f,, ..,

.,'7,' A, eareji.for, the yarieties, pi ways fq sppli p given oil,nti,,

,g,,,k ':-h.',;(lit( kill,, oi.,ent,.'bic,k,e'/I9rti.,,

'',,'''', ,',.;::: t'S., C,n.elOSS deeiipti's,.of i:ii*I:ii),g, the person,ibet,sititeifOt.,a, '.' ;.., ,'., .,, ,'. :,. 0 , , .,

'', . .,, partiul,itr. PrPj'ect:, ,009p1,0.1r,,e: being elosttied,,'",,. , . .. ., , . . .

h.,'' ... '',. '' ,., '"Ut'.s6(;','...:V+ie nee'd4neone,..who.1 l'ery ntesie;1 fo help.'1

.,us to plan the .play/",' ',H ' .;' '1; : ",,,' .: ,'' . ,,, ,.

I''111' nOt `Iiist:Heiningh to,pla that :gatite, ivith.all YOu,1 .

,

,

speed,y 'seennd.gt 466,7 . ', . . , :.

, . ,... ., ,,, .

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'',' ' ''' : ' '' 'i ' ' / ' ( I' 1 '

, ; , 1 , 0,1

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"TeileffeiV.'iind.".:hfitr'siankuggil:' '-::.',:':',,;.:i,' ..,, (..';',.:,::.:,,.'"..:.'.',':,,,,, '.,,:,,:.',.?,,'.,,,,i1.',,',,,,r c';,!,4.,,,', ::,,,,, :,.:,,!.,::,,.,.',',,, ',,,,,,, ',Ji,1.\ ,,',,,.' ,',"7"' ,,',,,',',:,,., ,",' '' ,' ,' .','',,,;',,,,,"

Aiialiiis.,11Ttielierili,.4inguagli ,,,,,H,,:::, ,,',''':,::',:::, ',,.:

,, '',, ,, , ,,,,, ',, 1 .

Chifd ''' "t ., . ',... ,,,,,,': ,'';;:.''',. '*1-'',',",;',,', ,'..'.',1,1,''' ,H ,, ,,,,,,:,`:,,;,-',' ., ;.'' ,'' ,

,,,,,',..,,,,,,,'., ' 0, ,'' ',,,,' , ' ,',,,',,' ,,' ,', ,,!,,,. ,,,4:.' ,',H, ,.,, '' ,'',, ' ,:,' , .'','

Teac e,,:';' , ije,,:i oorpljia108,',,04kl'tle, gfoo)A,,,ciwit ', l'oatpieal,be0aus0,'th0 4,i! ,

Pi0lh:,kind'O'f,2iirei'll: '':%::.',,,:''''''':'''';';'''''::' '''::'-'' ,::' 1' ', ,'

,,,,,,

,Noiiii'10,16,belitentINoililil't0 li6e f,cai;.:::i''".

,, et0ry,,'.'. .)-i

,. i,.,..... .,

,chilil:,,, ,i:,,00kit'ailitoc, ,

'',',"

It4ohior ,,, There areltany ,types ,o,r, irtietObles telt ',"and y ou have Just, identified .1

:,one. of th.lp., , '.: ,-, '. ,.,,',,',,,,,,. 1: ''H'! ,1 ', ,,, .. ',,.. ,,I ." 1..., i. ,

e,prt,'7artieley.:,'',,

:' ,.''.

,, ., . ,,,I, ,..,.1,':;,,,...,,,,,:.' ,, , .,.

thud ;,.:.,, ihetts'a veOtable', too?, ',',',, ,,,'., ,,,', , ,,'.,',

tei'elivil ,, A ei,:is','"not,:. a)vegetable..',,1 's,,,a,',typo of fruit., . .,,

... . .,

,. e tiou.', : ,, ,', ',,,,;

iil'Pre iltdjel: .':'-';'''''

'chil,(1.,,, , lt, gots airs,i',. ,,,, ,

,Teicher: .,'',That r6ari'ot ,'..hai root's'thatr do ''laniclikeliairS. . .,,' :,' 'H ',', ,,,,, ,:

verb of,'have , class'

ld,tornatie,'.1oTd, v.rt.),,,

- , -,Teaeher: ',',, 1 Whr ih''you,fhitik the,earrOt,has these 1 fia,irjr,roots? ,',',,,, , ,' , ',

...,

' Question with 4nterrogaite,' aiding:tutor-.

'..ntatinn.. ahouf 'intrinsic', nature 'old.Aunction'

of' the'objot or,,its class.,::

Oui):coovort6d to 'adjective With 1 y, sufhx,, , , , . .

C 1 ''' Ibis' c6r.61? °, '' '' 1 '' '''',,'', '',- ',', ' , ; '. ,: ,,' .,, ,:, ',', : ''",,', ; :. . , 1

t'cae tr., ', "ii':$, 111,u:1'A'. ,tdrire'o P'n'lis ''a'reo' typO''. 'of 'c('!('?of ,1)eixtus:e lhey itr, :made fritt.

',grah',,,,';',4,' ,,,,:' ','',/: ,',, ,,-, ,); ,'',. ,' ,, ''',' 'Adverb

:1,1j.,00.,e'' rl,' aoliti ':1)ilits ,liiii't itig-,', 'Vciii \ plus 'pre.:

:1 00,i'ele.` Titici4ss ,1411)el,,

clause:of reason,,....._....

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,

a , , , 1 r ,

orovrAwtp,,,

,'

Tob4,,,foll'r ,

catisfi;l1,' s0 ,'"yoisiivlbUt To was,!trightehed,' l''

notn,tb does ,t1 coSt?, ' I ',',;''';,:, :',4',1;;:', ,;',:,,";1,'''',,',','',,,' , ,

,,ae i tbeptjees '4r,,e ;stamped ot ,i(0, o.th, cos;',' ', ,:,' ',';' ,,,,'' ',, , : i,, , :,:',

C11,11' ,,,,,, e,Yii'f's,"!S'Oiii,"''',; ,",,'''.",., ,' ",,, :o ',:' ,',',,,,' -,';';',;,''I','':';;: ,',,,',,,

;,,, ' i';,, ,o ; ,, . ,, ic ,'''

'.1,;e6elter,t. t',ettuee,,,p,hrpos nis 't0Witti,it "notn.ternperature,

saw green; bitilaii s,;,4t Siteway. ''','" ',',;, ,", . '., .'," ,, o o', , ", ,,....o",,,o. ",,,' ;1"' ''

Teaeber Alost ,fruitlliat we'; uy; in i'a groery tore IS' pickpel "befirg,ii,istipr,,,Do

ybu,'haiie: 'any ideit'y'llly,11iN.,is'd:01:10::',, " ,, ,''' '",'oo , , , ,' " ,. ',',',''',:,''t

,

,''' '''diiik,bii:61tiple.",,:;';iiiii..iiiiii ,,'"claitie);desiiib.;"1 In,;:,:4111);4::ti,ei1:1°.:is:s,.,6'1":"';';'')':,"., ',,,,,.,,,,,,,,,,. '';, :.

,1'.,.a, of nuitionettl.;Word)',",

:' ,' , b,, Of ,positin.o."',(0borNs,e),

',,,'.,:,.(0'1*qi.i0-:(i!;iiUrd'),',d o.' oftitne, ("clause)

o',, , '. .',',"- . , ,

", ';:o. l' '", ' . ; ;', !',,' . ,',' .,', ',,,'' ,''' ,; ,, , ; ,

, ,, ,, , ;,.,u, ;,7,,,,,; , : oe.,( oes oti ., go

'. ,;

Crl i' '': WIC .' i' :t1. , , , . , , ,, , .,, ,

'',1',alor,"!,';',"'''",sietti4ket'",;"'initria"ger sUally c,i4biltier 'ii,iith 'fbe' dal Y, iiroduet;'":','.`;,'".',;.°14,,'.

but,",'yna,eutt,de,eiki t't1,"it.'kei,00 jn" yoor' 'store,: '.

''i'f oe,rbs 01: el t'Ss.i, lie,a ti 0 ho 11 k 0. '"claSsi ty,'°',

1 1

; , , o' ',' '... ,, -.1, '''. , ',,..o, ,;,

ol'echeri.. Ill'bet'c'',1hor.tOniiii0"'bigli. 'the', ', eireoi :1,1:lige" is ,liOt'', tilie,yo. ,: ''''' ,, ]'

t",,bildi :"° is thIs,o'lii"gOr,"eoW?,', ', '; ', "

l'Oelleri,',' 'Well, th(!"s4usake is Libeled .b:ligrk and tbe'word, pork tells Us that,' thk

"ittis'a .ge,iS'n'uitl'e' "iri )iii' ,i'h,i'; n jedt ,' 6,f 0,''pii' ,

Child!' ,'; ,:, IS.,thiso' theokind you' get,ntoney for? , ,',' ,,,,., ,' , ,: , , , ,..,

,,, ,''A ,' ,"'' , , ..,',

'i e'aeher; ', ,11.,.s; a)(1,.(f.,.1, (;,,,,,,4'.,; 'i,,,i,,,cal.'i, led, '1,1y: t,he'w, e.ig!ofttio, s,i.ren,gtn,i''170,inpare,tttc,,i

this ,4 re(Oahl,e. ' iikimmum ean, o,, ,,, ,,,,, , ,,.;, ,,;,,

1 III ''''

.. ,, , .., !_

/14.,;:denionstrative ',' , ;,';'(;.;desOiptive

i, )ili,a,' ''' :: ' .t."''"ioun'o

14,ibels,',

-,,i'iqctiflO,it,iii'ofclis

,i.,, 1 ' , . ..

Phrase' delthing label ',

40iiii.xy,i.:!..16,i6 chaoo.c,4,441.0o1;',,,:,.:,:

,5silifii;:i.o,,,able ,t;)o chaho, Iwo 1,6,i'dicoiv(,,

rai:rier,', ' What, type,'01', fruit do you. think "Would 'be; best for, inidoug julee?,,', t,,

,, ', ,, ,, , , ,,, ,o,,,",'', , ,,,:,;' ,,,,, ,,' ,.

,

Questions: to, get, ,ii 01)14 to, ni ake an,, appro, , I.

pdate'selecii0ii, 01 0;16..iteni,'of a"elasS.

,

'

'

4

106

CoMPREPiENDING SPACE

The linpartance of Spare

What ,can he more imurtant .to

st:11, a s'ense of being,separate yef

world?'Sucb ui intsdtiVe scii

awareness of sp:atial.relaftiv

Is sense of.,

ri (4- the

...as that can

grow,into, a comp.pension I, universe. To

comprehend space, forms, on one nand, is' the basis of an

individuars sotst' 01;sdf whicN' is' so important 10 emotion41,I

4:Hieing:, ad it lays she base, on the other hand, for

abstract logical reasonit in the branch ot athematics.r

, ,

.2ti6) pre set ts vtikgct's three ca iOries of space:

1,"lop(,dogical, iferping to sueh things as order,

enclosure, and continMtt,. This is mastered early 'its life anL1

stabilized 41ormally by age 7,

projeolve; referring so perceptually invartani features

of o4Tts even when *thr point from ttilich the object .is

viewed changes (object constancy). fhis call he handled mill

about 9 to Ili vegs,

.3, Euclidian Tao concepts, t,he most advanced calcgorit.

It kink ions that space is nii,t just an cmptitio, to be iikt

161. it concerns she relaschess nt ill sh4s in the siniscvse.

Spatial an arkess is .1 111;11141, too, 01 seeing relatilmships

hom many dillerent iv points such as from a standiim or

silting position, From an ;sirplatic, through a Irl(N:(ipe

IhroorTh the microscope.

iv,d 1111(((., I -111; \11,(11111(.11( i 011,(.1(k.

i), (11 11111.(W11,11(.( ),(1( I I 1.111

Spatil awarene S is .commonly interwoven with a time.

seitse Tflis is espeeldly evident in l'our patterns.of describing

(lie in ternis Q her, For example:

.",11 was i! , ago," re time.,

"That's the.ii4:_ iiad there," Te.pace.

Guiding the.ehiki from 'the simplest topological concept of

"nearby.ness" into the complexities o(mathematics,,as well

as it.ito music, art, athletics, dance, poetry, ete,, prompts the

elassToom leacher into activities such as the,' following.

107

Creative .. nwVemetit", prOlems that .dev#p a personal ))Y.',How much fencing will be needed to go around. 'nttr

feeling ef space ,rectangle garden? How high nwst the fencing be tb

keep'rabbits out?"."Use Your.,hody to'iiiake a curved'shapcin spa'ee,"

"Can you lind a ball or box that has the same perimeters, "imagine that vOit are at the.bottoni of a spaeew4d Slime

as your waist?"the way this pi.i..sition makes you feel," .

9 4 , .

e. Mi;vemeUt

space. Now make

Mapping the c

interest.

"As you walk ea

takes up a larq amonnt of

vernal,"

--uqhhorhood, or area of

ghborhood map, whatis the

largest building to o'sonth?"

"flow mqh smaller scafe you g4ing to use to

represent the furniture on your room map?"

"YoUt Nock MOOCI snows hte large mountain sheep pen

,* next to the stmdler beaver. enclosure. I thought the

mountain sheep iere farther ',MA,"

COnstant verbal mediation (if distance, *shape, size,

*position and dirixtion.

"We walked toward 'A' Mountidn and as we got closer

in the base of, the InMIntain, Ochoa. School .seemed

"Show me how von inw and then out of that large

bos:'

"I see von moved he small chair that was under the

table over near the from of the piano.-

.1. Math activities that deal with spatial.measorements.

...fhc flag on Ilte flagpole is very How many hawk

Ingh do von think it might be?" , ,

i'dest snide l'e ever seen: I'm goin,y, -

niedslire kith a ruler."

108

,5 Focusing on function of shape, size, and position.

"Jerry noticed that Jim's tlat ball .and our bent hula

:hoop JO not roll right. Only cirdesO'pr'operly."

Your shoe is not my size j)ecause a shonitist be

little larger than the foOt for correct tit,"

"As we take our triangle walk, see;if you ean dt what

function the triangle shape has in each object."

"Why doesn't the umbrella .wtfil unless t's Ma your

head?"

'

61,411. we ri ( (A' tuTo. iact4c.c.

frMi.

/t-4 6,mdt4 67) tec& ?

1109

1 1 0

CE

Teacher's and Child's Language ,

Child: I alttli)st e,ali see my new house.

.,Teacher: Where are plu living now, Jusie?,

Child: Over-there.

Teacher: 'bilow tar soilth is your new home from the school?i, , 1 ,

I

Child: FOurblocks. ; .

,

Teacher: "hen; you m st, live on 30th Street lxcause we at:e standing tin 26th1,

2bih 27th, h to 28th, 2,8th to 29th 29th tp 30th,; four blocks? 'tlow

t big is .' house 'compared to the old' one on 24th Street? '',,,

Child: Bigger', ,,, ,

4-.

1

1

Now I live sou01. ,(

1'

'Feacher., Yes, that's right. .10L'ing wm iii. Nogales's away. San ',Xavier

is 'in tiVdistwIce and 30th Street is 4 where Jwie has mOyed into a new

,higger hot!se,

(hild: Where do we play?

Ijitethigatives seeking inforiMition: .

a; where

b. how far

.c. hOw big

'Comparison verb

Adverbs of place: !.,

'participial phrase.

'simiCle 4 ,!

' 'prepositional' phrase .

chtuse ,..t ,:

Teacher.' Ours is the nehl, kickball field, the ()Tie close to-us. This large beach

ball seems too Ng to play kickball with,

?ou're too big o pta. '

,

l'eacher What do you man, li,tm, big. My husband sayv I'M 16) litlfr!

.18

Synonyms (adjectives)

Antollyra':\

'Akethial

, it best,

Teacher:. Well 'I:gness you win.' iot\n b411 is.fiiitluT away that ply ball,

COntfhiriSOn..of.:adli,erb, Of dtane

Child: 'Where's Eddie?

Teacher: He's on tot

2 or 3.word prep,ositionot spatial relationship

he sWingiq rings-trying to keep wdy'frqm the

112

IL 11'vfiv

zfiwoi afro.

AP67-'

Atzid

113

I

VERS,TANOING TI

The Iniportonce,

he ihikl's arene rt tne.c mire dc.arly

ned he acquires more dimprehension of time, ia

uni;ersally real concept that escapes all our senses. So vital is

the human need for ordering of time to the chila's growth in

riality'and responsibility that the teacher needs to be guiding

tle child consistently from the Comparison ornow and tu,it

tow to thcrease the elaboration of time concepts thnt can be

measured and,recorkl.

As the .i:nild..realizes that today: was ton rrow and will

become yesterday; he must accept tbe pOt as past even a's he

timn be stimulated, by the challenge of ariticipatMg alterflative

actionslbr the future and theirloossthle outcomes,

ii t50

Cfrgatzing hfs time nOvates the child to fearn'sand to Use4

&vices for ineasuring.,and reC9rding It alst stimulates bOth

reCall and tenthiveplanningio the futufe.

SoCial and ktbric time are usually perceiv spatially las,,

cyctic orpar or pinpointed, :However, timing, also.' an

aspect o time, is, experfenced physically and enjoyed

, aesthetically and kinestYetically,

The following \activities#sug$est ways,in whkh a teacher J

can itelp children to 'spend time" mug effectively and

oijoyabfy,

115

Xrequerityet alilation, of time differentiation and.flowio'

develo'pliM aWareneSs, ,

",We' Won't be able 'to go, to the library now, but- we

can listeto ,a story after lunch during' mit, regular

story hour,

"Sunda.; is The day aftertomorrow."

6 6r

11,;

"W.tAitirL, 4,--r

r

",First'Aiee.''need to seleCt the\ c00.0,recipe and,then ri a''

shop:pifig list befor,c...,.,*044i,Par1( to' the store' nd

purchase the ,ingfediertt§.:',r. .

:1'ell.frne: your feelingS 'before the: fight, during your

h'aSsie and nO J.hatthe prblem iS:i.uppently..settled."'

Anticiptihg things bnie,nd .prtiMiriieppbitunitieS

'tOdevOop..COittr,of.oyer futnt.e..events..

th(lions ani kirigo We Wilt:not' have time .

tO'se'e.the bcars. before our, bUs return r.16. Se.h.90r

".What dO.;yon. think. might .,happen to tile. king of 'the'

"Self choice timels over now. les tini to put the blocks

away."'

"Make A single movement that lasts a long tiMe."

:dOportitnities to !Begat; arid docuMent time., . .

'We Must ,have a'sloW Oven becatiSe our enokieS. took '

IS niintifr:s to haVe rather tqah the RY Minutes

speeified by the reeipe."

'"It tdok us 1,tpost an hota tO biicc to the Op Of

Mountain. HOW. long dO. yOU :think it 'Will lake tiS

to descend?"

"TWA's schedule for Mareh saYs itS flight 41, Phoenix

departS at 15 p.m."

kitt'en develops for ainiost two months witin the. .

nihei before bortC,

"A'night of, the Round Table coiildnt have fought with-

this sword because the:date engfayed ii the blade' tells

us that it Was handmade during:the Civil War,"

"You' stated in your diary iii Iairnary: that you were':

afraid of the high loft, Has the *sing of five months

changed your feelings?".

3. Sequencing events to organize time,

sorry you: stayed on...the., Playground. so...long :that

'you ,Mi!iSed .our tasting .exPeriene,'

fiah 0.4t44 /kat etwelee ,41444 t

ag. 4,osti v;fr.t,0 (Adt o6r.)2,

etA4d kodii kivfpot444,t)itAd

"I. checked the hook out of the library: then after/

'

reading it to you, it strangely disappeared before I

,could return it,"

. 116

117

r,

\,

I,

1, Ait5"ana COO bligOge, .

'Ariiityti*Of Teicl*i's Lanijuige,

. r

'Child:, What areiyau guys 4ini?, ,

1 ,

Teacher': We are ' s.tiggesting ideas ' nOhi'll,Ck OM' upeorRing pienic..We 'usaally

'flied to plim betbre a trip ,cini be taken: ',' 'i,r.

,?ild: Santa 'Rita Park!,

,eacher: I walked .there' last week and saw mud ankle.deep on the p1ay eld. ,

Child: Maybe it's 'dry now.,

eacher: ' That's apoSsibility, Tony; and I am.' goidg to ride mybike,there,"torilght

to.check Out ydnr,SpeculatiOn.,

.

Teise and appropriate adverbkf time:':, .

,

-. let'l'Prge4tiprcsent, of:,custom .

3 siinple'paSt .

) regulakerfrirregUlaa verb, ' , .

.future Odibniatie, cemnion fob,

,, ,

Child:, 'I 'hate that park., , , ', . 1

, . ,:

Teacher: -You liked it ,'bejoie, ,Jan. What' Made "You, Change your Opinton of

Santa. 'Rita?, 'We, atile gding to, liten:to,eveiyone's ;ideas ! qfter the

Story.; jiYhe, :voy have an alternative sngOstion,. Jan, please let ms

know. 1,

AdverbS of tiMe. ,

,(1,.1..si10li

'Ph, l'as

3 clallS,'

Child; .I like Santa' Rita the',.i*st.

Teacher': People often d isagree., 'Marty,, , . . . ,

Adverb of frequency. ,

Child: How about.RandolphP, ark?

Teacher: , I remember earlier, in the year when we visited Randolph 'iark Zoo,

,

Someone in ,(Ai* Class suggested we'return later for a picnic, .'''

,

,

;.0

AdVerbs suggesting, passage of time or .time,

relationshi

, 4

Teacher: Let"s.settle on'a,location tbr our' picnic because a,fter. We, have Selected the

pince we indst 3till decide on seVeral other important issues, .

ClauSes' sn'g gestin'gth.e. passage of time or the

relationships, between'ditkrent times,, ,. . , ,. . ,.

I

I

,

)1

Who glle wcgot n I

,..ifteirnoon dtinng

-hpre'parel

,oye4 );14 wii)tk'cd,a)11;iiris4/Ji?i;

'rckhclr:'

' ir 'rtdess,atcnowe. t.mr a,

(1,Whr)le,day tio prepare a )1ric luncH

ehiel Teti,ehic's"LoiliMS1°,iI ' " " '

,'

r

went 'to the'besti 'park. It's called, Golden Gate, ,

p

Teacher: 'When were you in ',San Franciico's Golden, Gate Park,;J,ohn?*::

Child Last year fit Eas.or i)aution,,

7,1egi!ert , you visited,'California?

P.''

h

adverbial' ,

III

I

,

I

Let's go to Y,osetnitel

'feigner: Yon at,e the 'seeot,Id person lo suggest that out picnic': ,he held out' of

state. Firs1,2 we, had hetter ,diseuss tne tranportation problenis

involved before we.continue this planning session.

Onestions whit: interrogatives iiertaining to

paage,;pr titite

fretptelicy

,

The Importance o(Quanity

e'alt°unt cit'aty, stinletling iests, '6r,s1;' torlbe1

'otos" niade Perceptual ;basis, ,

oniOtitl'ti)( 'the. 'P'4.rly: iNottiOs

Iftthv and incorrect4.1t iS with the ,00lving :of 'eoriservntkni

I ,, , ,, ,I

Oc1400.tii',,:;t0d,ettvirt4011..'t0,

prescnt anprOpriate t!ltalleilges tit

, ,,

, I 1 I , I

1:, I

examplei.lregarlos of hoW clOiely:eluOred'dti,:ihOw. widely; . '

's,e'atfered .4re.'eighil. 1pp,, H i,I

, , , ,

, ,

,i..1. , I

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,

, , . ,I i

1.,

, , i, ,' , 4 . ' ' .

. , , , / ' , 1 , ' I,

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I ,I ,

I 110 totiscOationjs.,:dependent,',,toe,,Infron 'the, abi,lity ,,',to,,,

,',:,,,c,(.,,,,..',,,;., ',LI. ,..,,, eourtt outeight,speciha,Objects',:Fort ehiltt.to.liel(kgenutne...,-'''

vieW Jof, eiOtttess, tie.,.itinSt,'Orpe.rienee:. it hiniSeit,'TO,H46[0c''

such, a view o,41ttinber&,,a,:c ttld,:must..have, acquired:, t e 1 two

Orenum,ber',.,ideaS', of, classitiCaeon' and ,,:seriation':($hare,',:P.,,,,

28).',', In fact' '.t.hilsic tWo lOgical' ,operations' ,,,andciiie : all

analkt:ie'al 'Itinicing, ',.1

1 ' 'I, ' ' l' ,.,

,' 1 , ' , I Sigel,,(0,.. 3f1,), pointS ,10:consiOera shble eeare'.regarding.,. , , .., ...

(..lhe 111,0.tal.:,conservatiOn, o,f,ntaSS'or "tOotity,..,'weiOtt, aric,11.-

':`'+;(iluoilir,' for ',wiiiefil, , there :is .ent*ing., evidenee, titat

eonseration.:conceptS..appear,'Hiii...:ioilOv,ariant':or,d.,9:(1.4s,,..,.

'W. (! h t,.. alid, v, iiltiOi.,:. T1,10.''.on0f,,O.i..::e, eh 'le e l of cotiSeryatlion)S'.-.

01601y ,corretated,..With'iitentat''.'age,' 1,:ftiS,,'-'..,suglges s: that,',11*.:

teacher needglö be a,Ware of, 'the predietatty:''of the.,. . . , ,

sequence 'and, also set,sithie4 the' matOrittg of the child."

24O) goOteS Nage(' and Inh'ekter who Claiiti that ,

cpritity is, ondcrstoOd ni cohserv:(irton terrhs by' the..age,

i'11)1...cittologieaq.of se'veo or eight; Weight 'bt.".hitie ui teh;. trod',

volume by elmh.

1I I

1

I ,

I .

,

I

I

iaget, I; and:InhFlEter,, Le ,Developprino, dcs Qiqntities

Ntiutcivatel Wekicholite 0!Miset1(I41.'

Sharp, Evelyn, Thinkitit is: Child Phiy`,,N6/Yortc.`I..P.'D,tittoilsAco;, Inc,

969, 4

Sigel,, Irving ,E4,

6.,

100 keSi*k VOI. irr

. .

'66

I'

TA:

atitlicights in' cateOritiblial ,Olay

'

sOdeCt6,i',,60r baby doll to 'be

,fectWith?,,Syrnild' yon,use'ii'different'SizespoOn,to sl,ir a

,pot, ofsoup?;"

order by size,' She has

PlaCea,',the' snntilesi; On,, her, lek'and it lioks,:like. she

is biOei.c on hei',right."`. ,

HoW. thigh 'heavier is.the,, ed and whO stripe ag

of candn*Oul4pii pick a heavy 'bagl.,or a'light One?"

"(otintlitifOr, h,

,1:00,'*iik'cquilt.out live new sharp pencils' for ,Your

committee meniber"

"Maria Wants' to know how many, more. donuts 'She needs

tolry tat'eachlpefson has' one."

identifying 'the ordinal positions of first, second, third,

last, etc during gimes and taking turnS,'

"l guess I'm lastbecause I dropped 'fOur.moiejaCks than

anyOne else:

"The nurse wants you'lined up in alpha etical order by'

yotir lot nanie, Julie Anton, you are fir t, Victor Collins

is

'Will the first five people in line please rry some octra

chairs to the program for the mothers o sit on.'

Use of 'conversation about numbers, quantity,, size,

Weight, and volume of objects in ali possible .situations,,s I

"The two gallon pot is too heavy for me tO lift when:it is

full of water,"

124

55,

Neon '.'Activitié

WiY do yoi.:',1,4hik myb,dtislOnger

"The'lhiri toont past onrs,is.room,ifunib4 seVen, Qur, . .

'rooni ;fotiro': netconies 'fiVe;,*,sisl, then 'SeVen,"

JO

11

teaelhei'siind 'Chit( Ps Iminage,,

Anal)* Pf TeacheioS'4inku,ke.,'

C*Id:, :'1,1;i?',p),411y dei.,We [Oil:, ,,',, ,,

Teacher, ,,46 :coutit ,:th,e,liumber or,'People, Who ',Want brutkfast,:thiS: morning4<, .,hefere',webrint,in, the, cereal; milk, and:juipe, 1, 2, 3; 4, 5,,e,tc;. ',.

,

Cotinting,

,

Child:., : , Gi Ve'fite that.' ' :,,

Teacher:, Angelai', 'Patrick , is, uSfpg the hi g :Oiteher ; here l' the' litt le 'ieltow plasticpiteher fer you,,;,.. .' , . ''

Antonyms' re size

,

1

,,,

Child: 'ee,,,.three;the, sarrie, ,. '',

Tochtlx: ,, YoU do allhq, ladle, Atigela.;iqiiir ladje,is[1.iar'ger'thati1Pairick's and,Adam' ha's the ,.'-'shoitoi.'ladIC, ,

;Compariseniotadjectives,

, C,OnTiOtiYezsuPerlative

,,

Chik4 ,ktiVe you got enough? ., ,

Teacher: , ii3Ow,hiaity'elite 4e eating breakfast?,

'NW: 27 want to,eat; tth 5 more?

Teacher; Right. That, waS quick ,cOmputation, Randy., How jitll is that pitcher?Is it ino Ithavy to, Our?

,

0-,11..16tions requiring answers ,about itunibe'r,'size, weight Or yolume :

,

,

,

,

eichor: A fiiw. 61 you hoys WiiJe op the spilled juice and then some qf the girls, will liniSh,cleaning'up the, table.' , ', ..

, ',

terminers ,andIot,predtetors, implying thenumber of articles"

-reacher:' Please just take the !, three trayS baek to the kitchen,. Jesus, and- op your'second trip you cito carrythe pitchers.

. ,

'

, ' Cardinals as adjectives,'Orthnals its adjectives .

LLr let th, wort140 it,; coucti

b(1 6-.1.1

,56

e. '

tangdo

4ac re ihtrelWo': tottittlet's ot Fla s,'; left? :Was ,ott the hist

I I 1

:sr4(c)r::,,poitetoti "111m41,ritig yes,ot,mrpsyrer!:;,

I y I

1,1

'tinge 'cap

to examine traditional subject tij:atter!.,

40100 a 0411060h);:,;t6°, cOnipfehond ',gOyernmetitt'

nd .k.:oree, into 'att., .41)001a:riding a

human thind.

,

04 41; '.4e Acq ihVedriPOOVor objeet,epil$to,cy,,,Y19, .

01 ,/

I awp`rehess:Lo.f. ''changei'' the co'neepf of

born,,,'With 'the .:teilizatrotii.', 'that he ca,n aileef

°Lour purpoe5 i is proposed th),

consitontly.heIrthe child in three

, identitY change

,adaia,,ta change

foibitiat0,: halt; 'or teveese Change,,

limitttons,-,b,f a sch001 routine and n:, building. ,

strircturd the teacher could provide the foIlowig IPPPoittifil';

thel,,c4 to aPPr,icige, the' l'ti:OgOtati011, ii0t11,aljs

reqUirett, by change,

,,i ,'''I r

/,:,', '1'., ,i',' ', ' ,. l

, ' ') ' '

:';,' ',1,11':,'C' '''',''',,' ",1 ':, ',

I 'I f,,

.

S1,110,,,:"c:;!.iin101';''''f.'.ii,i1''.:',..,.'1`...,,''',..,'',,;;:',::',',,'''

,'titii'';',' '0ut,,,:,'I'T ti; '..1'1;i'c .iiii "st 'atit li.:trik tit, Y:Sii0d.l'"'64isto;',k,e,cP:,1.'',.,!"7'

k ' ' il'' 1,i ' '' . :.' f : i'

'i '1ik 1')' '1!': 'I: tV ij' l'' kq' toy' 'I:y, .'' o'e Il'i,ili'' ie''' ;:i: I!! Ci :De Ws1: l'. a!:t, t :: 'e:' I,ii: ', ', ,' '''',i, s: :6' .' : ',/ ': :r:? ,'

5

', °r 'al

, Plaiiiiiiig;ith.'djildTelP,',',,i0it,i,t,e, ncbur'',4Sct'tielihlinge:,iii' their', iivirc,i,iiMent.:,,,',', '.,' , ;,,' '''' ,',, '''' '' '- ':' l'',; ''''''',''.,

11,S1. ,,, .

.1,

,'YOu 's'iiiYOU'*anti"rtO',-,hOl41'.O1'41',,oitd,O,ors','Orthe,ret ,,,,, ,,,,,

'''''' 11'4 lien ',.What steps 'In'Uit'ie4al(e"ri,'6,,nial'e'r',.' '.',.'''',. ', r''

Repsatin ',':1('OS.',";1'1.:5,r(1,0,to.,r,i'otic'd,..0itis,,,',,,,',,,',,':: .,:.,',,,,,':,';'., .',..;';'. ,, ;; ;,

',.-'; ; -,, :, ',.':',::';';' ', : : '.''',., , , '1; .':' ,.,

,

1"helrei,#ere,.,e6vr,i,A 'Withleal'reihe'lat thne:Nye'livre,',,-, '' .,,.. -H.: , , ,

., i6;',,tiii,'!pa,i,k,)*(1' Ow they,,,look o tititll,,' ' I,

' ' ' '''' ':' ''' _:

'H4/1:11r?0:)i' 'It,i(iii4i;:tii(i:01iiilitin'i,iie iiid,a,,,i,:alY, ., , , , .,..,, ,, ,

,,,,,:,:::, , ., ,,, ,,,, ,,, 'Illii'','park ',ittendants.'n'ttist,h66 ,pl,anted, 'the 'greener,

t'Ype' of' grOund ',covet ,,:after, Oti'r, last visit 'tO,'"SaUla '''Ri,ta,',,,

4nd4,4ring,, ,

or ,:kry;i,,P;?,111

sad';

;t'Ppearaney'ot;onr,gOldfialbefore they.00',','

"smelling'ingredienfsi

durin iri0.aftercooki4, ,

' 1., ' .':The srqpnd ,rOtind,was beetJ7,ecl fiat,u), very ; pliable, hetore

we 'dropped it into the boilmOaier; iitit after ,it.eoaked:,''

lot twenty ;Minutes," it looked and teltdifferent '; , , :, i 1; ,: ',::, ,

,

.

tuoposSi

'II 1119 'Vcil

rkingiOa

more funetional: befOrei So, I r,''.011,returti.,:the:.1.1P,Ills' ;,: ,;, 4', , , ,

. their:preYibuS'pliees. ;;; ',;1;;',

I" the:, ways m1 which socaJ histOrical;

fin'e(:1.1,4PitiV0(1',envit.ohmental Changes,;tiffeet human'

th'e,'entire you,.have

Hbeaten them with' te: electr 4,(1111xer

hat happened t'o,, the 'popcorn kernels, during thy

cooking proccss?'''

4. Recording,OnCI discussing physical; and emotional change

' in people.; ,

,

",John, our graph says you have gained eight pounds. ;

;during third grade' antlyou haye grown all inpand 1/2,

Your dioratna deptctinglhe: age'l the:dinosaur ip4kes

ont'likinight:he different tOgaY,.

dinosas wore'noty

,

'

I I., ,

110?' do, yoil Pink. PeoPle found out 'abgati piq w, if,they 'didn't ,haye*leyis'ion? Do you feePthere will

n, need t6 deVelop ;new means of, reporting future

battles?

Andre, you are tight; the oar was ilpor,tant to your"

family's trip to Disneyland, but liet .0teryOtte is happy

with the,changd brought,Un hy the automobile."I.

ccow alu4dAttx, ei-ccitpf

Tpaphee,s and Child's Lingo*, ,

Atii lysis of TOsieher's 14Ogoage,

Child: That's not you!.

Teacher: Yes,le picture is of me. when 'I was a baby. Thirty year's ago I

was' smalle r. and different, Many changes took place before L

became' atfidult.

Verbs: present and past

: linking verb "tp be"the "become' class of verb,

,

Child: You still gof green eyes, ,...,

1

.

Teacher: My eyes arc as green now aS th wers when I was live months old, :but.

my hair is not nearly i;s red.I

,

dissimilarities iiSimilarities andII

as asnot . as.

d

Oikl: ,It was me in second grade, ,

Teacher: Your haHo is different now, You don't have du. sdtne Curly, bangs' as

you did last year.

,

Differences.

: , .' not .. the same , as

,

Teacher: You were smiling then ' and 'you are smiling now. ' It Itioks likc you are

'always. happy, 'hut ' I'll bet you have felt many different emotions during

the last year,.

.

'Contrastin'ohen anti now.

'Compound sentences using "and" and

"but.",

Child: Why is she crying?,.

I eadier Just befitre ' dial picture was taken I pinched my sister. , She got her

ITycno Orr' the sitting was over by sinking Ile& into my arm:,

,

'Conjunction of time introducing adverbial,

clause,

'Prepositions rekrring to time.

, . ..

,

Child: Ie couldn't scare a flea.'. ,,,.,

Teacher: rhe'puppy is bigger now and he barks more cOnvineingly.

.:.

Comparison of adjectives and adverbs:

4 ; '

.1 eacher: lie[ire napping the} Ire, the photographer must have told yilll a joke.II,

Prepositions referring to time._

pliendl cdo6 friteAt CultAt/$46 Paina J beAtirta.fieq

ct44 d 3o (to) vt4s t4 thet4.9 e, umk, Ole", eit.

(10

4

The ImpOrtioce of Causality AwAieneu ..

Bruner (P. 4) suggeSts 'early precrriculUm training in

science and matheniaties toward "building up in'the child

the kind ofintuitive and more ind,uciive uncle tanding that

coujd be embodied later in kmal courses givi the child a

better and finner cOmpieliension of concepts.. Onless thei , ,

concepts are comprehended early, the child may later refer.to

abstract concepts without any real understanding..

. ,

Causality is' a concept verY basic to such 3 precurriculum

training because it is absolutely essential at the curricuhiw

level. Its developMent is commonly fruStrated by adults who

often lead ,. children into a world of fantasy with much

anthropomorphie misinterpreta*n of environment (e.g.,

fairy taleS):' However, a teacher's explam6m 'of the nature of

order in the universe may Often be in direct Opposition to

...some home-taught anthropomorphic and often religious

interrrewion. If the cause-effect relations of a situation are

discovered 'by the child himself the child need not, and

proftahly will oot, resist, the data. An adult,, could aid this

discovery of causality ly structuring situations sii that he

child would \vish tivsk "Whv?" OT

kroner to, 47) indicates a possibility of the lirst two years

.of school, as t ite prwirrOltun years for "training the child

in die basic logkal operations that undedie insane on illr .

inathentaties and scim. Therc is cvidencc to n tc;iIc that' f

such rigorous .and rcleVani early training has the effect 91

indking 14.1. J(..-arning caster : ono not °illy learns specilics

hut in so doi4; learns hos\ to 106."

1 36

4

'61

A satisfying answertO a, "why" question is,' ih nikeases,

beytind the compiehension of 'many adults, to Say nothing of

the child. The "why",qUestion easily diverts the child's Mind

-from acttial 'descriptive fads to anthropomOrphism:The'

"how" question,.en the other hand., elicits a More .concrete,

and a scientific attitude and leads the child more easily to an

awareneSs .of how he can use neWknowledge.,:to control his

environment or fO' aid him to accommodate to his

einironinent.

Piaget carefully, follows the child's maturing levels of

reality comprehension as he .speaks 368) of the child

,-, overcoming his egocentrism, in order to .extend the

rational construction prepared during the .first two years -of

life and to expand it into a system of lo.gical ,relation-

ships

In Piaget's introduction to Construction of Realty in, the

Child (p. xiii) he speaks of this as "a transition from chaos to

cosmos,"

The following classroom activities should prompt the child

to ove from a concept of sdfeentered universe to objective

and logical,causality.

Ilroner, Julotm. S, Pie Proem lc/neat:on, 11;irvard

lliliversit Pros, 1%I.

NO, lean. l'he Conwiolion of Mollify in New York:

PN.

1 r

a

telp children develop responsibility for their own actions

..by.acqUainting theM with possible conseqUenceS.

"If you hit John he may giVe yott Your truck back...atid

' then on the other hand, maybe he will beat yOu:

"What Night happen if you don't:go home after school

today?"

'Turning in a false:Ike alarm sets off a chain:of events

that you should be aware of before yon break that

glass,"

2. Provide cOoking experiences that focus on cause and

effect.

'What will happen if you add' an extra cup of milk, to ,

the pdding mix?"

"Could the oven temperature be the cause of 'your

, burned pie crust?"

"I wonder how the cake \vill taste inee you don't seem

to he measuring any Of the ingredients?"

3. Plan art and science activities that stimulate childrento

look for reasons.

P4.,)oti.eed that ow' plaitts in the closet are not.doing

tteirk as well as the ones out in the open. bo you have

.soine ideas on his dmervation?"

flow does the plaster of park turn frbntk solid to a

ligokl and then back into a solid?"

"I' wonder why the boiling water disappeared?"

1. Repeal trips to note and discuss why changes have taken

plaec in the environment,

"Why do yti think Randolph Park looks iirettier this

spring (Ilan it dido during ()Ur last trip here .in

Deceinher?"

TOWnt0wn does Seem Very. dirty 6.4 visit, I wonder

if, 'people ore getting. si4pier;: or if Strong 'winds

are blowing garbage out of those open cans."

"I can't bdieve my eyes. There used to be a house on this

corner! When did it becomesan emptylot?:How den

happen?"

5, Capitalize on unexpected phenomena in order to see the

):Ivain of causal events.

"We are faced with,floods now because snowfall.was so

heavy this last winler. When the spring thaw combines

with these utiseasonal rainstorms our riverbanks can't

contain the added water."

I didn't read about the fire, Julie, Fill me in onwhat happened."

N

39

Teacher's 00;00 Irl'i L4.anggite Ana lySis of Teacher's Lan.

4

Child'. It) snowing! Can we'go'out?

Teacher: .Wow, it is.snoWing!,Let's put on.our coats before we go Outside:

AdVerbial cliritses.

Child; I don't gait a cOat, Let) just go. .,

Teaeher: Why do you think tfeel coats are important?

QueStions reqniring information anSwerS.-. ..,

interrogatives

Child: I won't get a cOld, It's trot cold.

Teaer: Yon knew just Ihat [was thinking of 7-- the teMperature and its poSsible

effect on your licalth. I'll'bet'the air has turned.\iety cold,

'The "become" Class verb

etidd: A hard one and a soft one s

Teacher: I wonder why that snmjklice is hat.der.

The verb of thinking plus noun or adverb

. clause

,

Child: This one's like 4 rock. It's ice. ,

Teacher: I can sec 4 differeq e toO, Mali.,

The modal "ean "

"Iillerene(

,

, , , ,Feadier: You're riga

1

tqrst, 1 tnougnt yotr were showing me two snowflakes,

hut ' on second Obser'vatio'n, I think you had a snowflake and a piece of,

hail.

_

'Adverb refleeting 'sequence

'Adverbial phrase,reflecting sequence

(

1 4 0

63

141.

Child -HOW dbeSit.,SifoWlit,s..dixt,..huh.fle"doeS.it.'huh?r.

., ,

:1We 'ather ,.. we.Tettchr;' Sonte' Jeri qod .. is, responsible,. t .r the type a

Albert Scientists believe', that .before snow may.forni'`the Clouds are

cOoled! 'to a very low teMperature. .After..,the moisture in the ;sky'

torn,s1io ice, it begins to grow' around tiny speeks of dust that always,

ikti in the air. 'Poring this snow-inaking.process the ice grows 1 until

it makes'the little six-sided flakes that fall 'down, on us. The clouds are.

impottant,. Alfonso,

Causal' etplanatiOns

'1. thinking', verb

verb Of process.

Prepositional phraSe of duration

, Child: The little haiis are Silow, teacher? Do clouds make them toe

"1.eacher: When rain freezes and is kept, fram 1..1,417iitg by strong Winds 'inside a

elOud; the IACC6 of jee 'roirarger and larger as they are tossed ,uR

and down.,This 3ft.o:enraio/froiti thunderclouds is called hail.

Gerunds,rellecting process

',Process verbs

'Participles reflecting process

0.1

42144

The Importance of,Tentative Think lig

Tentativeness in thinking is a process of antidPating both

condi,tion and cOnsequenee before., action takeS place., A

tentative thinker holds several ideas 'in his mind simul-,

,taneously ,related by .such structutes as:

then

.unless

A .child who can' think tentatively, develops skills of

adaptiveneSS because:

He '1S:open toil not expectant of change.

He i5 le55 likcl t6: feel insecure by .1tddeti

environmental change.

144

He.is more likely to initiate change because he has

foreseen possible sonsequences and may have

'already adjusted emotionally to i range of

This level of thinking seems to be basic to So many of the .

Warning to learn Skills. lt can be consideted a prereqNsite:

for developing ihe intellectual flexibility so essential, to

creativity. lt would be A built:in aspect (if. weighing

alternatives and choosing. Similarly, at ',awareness of

causality and an awareness of change littitil0 :sserit to be

prerequisite to thinki g tentativelz,t ective

Some classroom activitieS for.cultitVa: ng More sktills int

tentative thinking fo

65,

Model ,predicting 'PO'isible'outeomes of science.,experi.

nents

9w4 might happen if we place some of the bean

plants in the dark closet?" It'"What do you predict could take :place if Ruben puts

this mouse into our snake cage?".. ,

"If I. reniOved. the 'capS from the botdes Would they still,

kat?"

2:. Use guessing. games and a tOuch box to narrow,

possibilities thr(nigh the use of clues,

4 "If this;persOn were an airplane, he woUld be a jet, If,

he Were an aninial he might be a greyhound dog, If he

were a type of food, he could be popcorn, Who is he?"

"Turtle woUld not be my guess, Juan, because Inily,said" , ,

the object in the touch box is round and flat and fuizp

Unless the turtle was, wearing an angora skater his ,

texture would not agree with Judy'$ clues,"

"From the wei ht and shape Of the touch box surprise I

would guess a metal pipe or perhaps some other type of

plumbing equipment,"

,... Involve children in planning changes )n schedules or

environment

itcourage experimentation and substitutioli during

some eooking experiences,

"From the Jocks, of'this beautiful golden pie crust it

,appears you might have 'eftperiMented with the baking

time .or oven tempprature. li's ,quite a, ehanr from

the burned edge op bur lest pie,"

"Well,, if you 'dislike nuts,l'try ellininating them in the

,. next hat& of cookies anhee.,,if their absence'eauseS

any problpms. If it dbes, perhaps you can't think of a

sUbstitute ingredient,",

couldn't 'find 'any raisinS 'at the.,E2, ,Save .for you

to deeorate the gingerbread boys with: What mightioe

'some solutions to our problem?"

If we have self selection time right after breakfast

as Adam suggests how might this change" in our

schedule affect Out c6Mmitte work and, recess time?"

"Let's think of all ih6.possible ways We could arrange

our room so that we ;MI Nye space fbr a greenhouse,"

"Unless yowcan come up with some alternatives to

kickball schedule it looks as if we will only be

to use the field twice a Week,'

H

tte'

feaciier's:and tl,illil's taninegi . . ., , Analysis et Iiecher's .Langieigi

IA ,

dAd:' ' R:CitieSer Whtin it soPwed a lon'g;fitue.ago?, .'

''leacher..,. YeS ' Th'elma,;th'at ivhs' aloto,11't a 00.: :

,

,

Pa'st,tense ,

'Adverb',

Child It's gonna,do' it today.,

Tiach,er: Whai inakes'you think if ofight snow.this whiter?'

,

iNpdals suggesting possibility(subjuneti

,

,

,

Cidl: !Cause it looks like; it4

Teaeher:. Are the greyskyand cOld air givihg you clues as' to-what mulci itappCn?

,,

MOdal St4ing Ttissibifity (subjutietive),

Child: Yea, if it's realcte, it ,snows, huh't ,

0 . ,

'Teacher: ,Ther.c is a pOssibility,' of snow; Adim, When.the air is,eokt. IPit doeat

snow today then,',*hat'ather types of weather might we expeciP- 1,

,.1

,Noun spe)cifying passibility

211' ..,...-thcn.;,::

3 Ve0 of OxtietPtioi) ,.

,

Child:. ','It could:rain or maybe that little iecould'fall.o

Teacher: 'Perhilps we will see sOme raih orhall, Rene. 'Ihe, sky does look 'as r

. a change of weather is 3abont fo happen..r

,

'Adverb of possibility .,

.

C(.)11Poqive 01)0014Idlompc,verb suggesting close possibility

Child: , Cap we still go to the field trip if it. snows?.

Teachet:': .rhat would kup to our buS driver to (*ide. What conditions) will he

have to 'efimiticr?

Verbs of (;onsideration and decision. ,.

'

14 8

I

'

ees flnd ,ohodIs g44. e

I;

k

'yOulfIe.liel4L41110,111ge

11,1F

t .'Teiehet:, Yes, 'Joel, :that's a, p(01,iie consegitepee Of 4i:iy,ing in 4iioty,

Adjeetive, oessiOility

, %petioles. the 'ears sii

right; Thelota,4yeli Of snow:: iind ice on he.

road._drioing ooduiorg,' and an ,';greide,or.

exprieeed,

Oeet.:.objeetcienntitktiSixinenees

hld if We 'ilen't gtt ó thenie cap Stil,i'.have fon; Wç, eon inhaie' ja,

snoWtpan, '

a eheeiftti thought, K.,a_thleen,, VO1.0 iveathhaj wiihiit urs theeis still a sttottg

HPId

,

4diicr,b01,c10e, of 'oncertaittly

51

150

) fF

'

0 , ,r , , , I °' 1.1 '11 r0 r, I °

II I

, 1 ,,I `

impOrtince of'ChOOsii4 ,,

,to weigh ,aitornoves, the ehi,kimust have arrived .at a ievei ,

at wivh he can 'Oternally foreSt'e and Consider poisibIlitks,

tuid evalOate outcomes tetion taken. This means, holding

tnor&n One idea in th'e ,mind at a Ime1 to fOlieve this a

hd must also 'be able,to'retnettiber and to on,ipare,'

Th capacity is css'ential for the Child to moVe front the:,

iindom trial and eirar approach to an approach of

organizing objets', symbols, or experienaes so that he can' ,

,selectively choose an alteniative and know the reasOn fOr the

Choice, ",

Obviously, finding, vario,o.vayi '0 apprbdch. a pioblein,

,.,a sitnation enhanCeS ,fleitility ind:Contilbnies 'to ,ereatiVity' ',.

. ,

Thelliscavety of the i/nrionS Ways isContingent'lpoo seeing a,,

si,t0iOn'' IroM, more thith one vantage POint, , again, a

eerellary of et'eative anci produciive,lhillking!,':, . . ,

Chooing,,11,nplie3,'sonle,tiela); however, slighti,:in tiction

because NariO,Strategies ,must be, Considered'antt then the

outcomes Weiihed., Mso, the varions PSOategies 'and, gt)als

erweighed diff in' terms of, ,narrow and Pl-,n'oader, foe us'. : A, . ,

person who' hastens to juMpthe obviouSirvehierahle checker,

will J,ose tii(giOc,:nd..the,Oyer 'whO, secs the whtile, boarti,

and themore coMplex,,play, involving a Series of, jumps will

, p, ,

Win the :'', ':',

SI( '' h' 'l I° i 'if bl' li. iiii'r

, 1

Value priorities and to ,agree, on rules for governiq their

.differenees. The Whole range' f pofltical pocesses hcoms

very relevant to:the choosing bf alteritives by a group

Haying dee* what te, do in a SituatiOn,...tpe child, or .

Children! idal, haVe either foreeen the outcome, Oil hav

become aware that:the,ouNome iS,Vague, in, any event,,,I)ley ;.

'need to' feel 'responsible for th consegnenees of: their,

detisioni.

I,noreased child' autenomy and redaced persona!, depen.'

'derice 1ould seem to be coiollaries of learning iiow to wei$h .

alternatives ancl to develop the skill of choosing,. This proee,ss

is also basic to developing a sense Of 'discipline and

responsibility. Havin$ weighed, alternatives'and having made

choices or, decisions the chooser has sonic respOnsibility for

the onteonte, or consequences. Only' in situations involving

life and 'safety should the child be proteeied , the

Oontquences of his' own decision,, ,

,

Bruner .(P, 90,.Sees thisiantonerhoUS ,thinking, , beginning'

''s 'with internalizationwhich *ecs the lc!ainii,ig, from ininiediate

stimulus controLIn_etherWords, languaie :and' sYMbols are ,',-

'Very iMportant to, this' partienlarproceSs. ' 0 14 ''1', I I r r

I r

H:The foiloying are.ide4 tC) 1.4 the' teacher to',eticou'ri'ige

the Child to Weigh, Orninives,.4nd,to cheese autonernously.

nne c ()lees lave o ( o esta mg no es m ,

,

- , iJçj s,:i Ml1nt(xtucing mora ,, Oleo!, and aesthetic , , ,. '.

jiidgMentsj.iiiiii:' Must:be 'rfuite4peStiaia. ,A., c'.', . '.., , ', ; ''.°1° ° r° r' r . !

r r 1 r

, r

Brunei,. leronle ,S.: On':f0i6.ini;.: tisn,y,f JO. tin,'1,1fi' 'Wand CznIbridge,,''I

Gr,oup cliooSing requires, students to 4hare 'theit 'dill'ering, ,Mass: Belknap Pre's' of Harvard Univetsity, Press,' 1%2. : , ,' ' °

,60

152

153

t);

161;;r1 1.1. tyr

t;

,,,ih, 'the Pfain"tt* of clOroOm, ,activifieS

, ,

an&ftelci, , ,

"Mfg we, do, h Mak(otir WO(' in the,, Cafeteria

kiteMUOlai16(1,)at wnikj yoU'' 1.4.4,.t0kfiow.,4,1)00 b6th

oa*:10',10?:yo4

VCinhif,e,fse eout4

'01,Vr,:chOdren, dtoiceS:rather,tha'n'assignMenis::

Whkeitpu,do4ith thow art mater,ialsi?",

HOw' Mi0:54',u(thartic, Mr: Oliit,tbr,

lVhieh j!ou rather read?"'.,"

aware al: oy obligatory"c0UsequiMeels'of,'a

PO'Oetii.Coice

'''We,play 'of 'q,yOtt who,

daUcc Other have to: brroaii1o1hcr

player, or' Com with an d oryour Own

prOVide.,Musie, ,

mild the time ' element 'involveci 'With ih6"

ñiaterik yoU choilse to makc,' your ,puppcts. A paper

blig..pypct Might ,t), liiiished,in IQ rniuUt6 ,whereas ,a

P ti P take' much , lougtr to

c,onipk,,te.7

tnie,ss' you',measu re' .,the jute carefully yoU are 'apt to

end Up ,,wlth im6en'',, pieces ,t,fiat cOitld spoil 'your

tuacrathe.piOct'"'

70

sroo etivi

vl,

'Irrr"

hi

Teacher's ami Child'i tiaigaagC,,,',,,1 , , ,,.1

'Apabisik ofTeacher's taaivage

clhildi, ,Vte* a4:f(),make'Somcii0i t1 of this 'lu r

Tcaeher:',: : Wel4,'',ytiti :'coohl 'Jook 'thiougif WMe 'teeipe hdoks' ,:or" thventi a ,,new:

orlibitlittio4:(it ingrOettk.:, : '' :,

,

Ose:lolihel,eenjunctiOO,',,1Or'!,

Chilit::::: :We donlliave enougiv,,things, to 'make:any 'olthes'e'ca 6,.,

::Teaell'eti ,' Wh4,:.'ohe. dO'you,need:?:, f ,

''mi .: ,

Qitqtion psipti,:itiferrilgit* forms te eliei a

,,':::ehOice

1hd:

'retic

,

pilleicot thito, Calkes hive,,too mach shill in,them. ,

cr.:: to My ::OPi0On,,,coOkies' wpOld,',W,easi, tor :yint: to :make,' ecin'im; 'tinli',

. qiyei ti4iiiihe'sa, milky ,ingiedients;, ''

,

:'Adjee.OelconipatiO'n',

:, A'hiell'al "clause' ,i 'pi,'U'e (b,c"ill9): (i'' reagoti,, ,H

'child; : ',1 ,want to, make'\a,v$,Iwpdcf"ing:eake ,,'

to:ach'er; It'g,,,tip'to y'oi,I;A:\rig011;: buela 'wedding cake:,klif cOrplimolN'oci?dure,'

ant! cookii),are ,4,ti;pi,er.; '', /,

':AntoOyMs '

.,,

Child:: '1,'Io'hUov:y,,:tgt's 'mike something fikt,

'r e4lier:, ,Do,,,yod know,Wh cit bakeg faster,',,cookies or 'cit, c'g'),,,

'Child:'':, :, c Ookies:. The re 'smaliet,,

'reael;10r, 'LittIO'''co'iikis thi bAkti "miff awn 2 l'i;(ia,k(1,S.

.

,

' AO,etb comparisthi

",,er",thaii,

r' I

C 1)3,1d: ... 'Pow Many w4nt ilit,i,ct;11 flowmany want,cookie? We ate gOing tO make ,a,', , , , ,

wOdiog ,eake,' 1

I

l'Ocho: '(1.1.4!:011:corne,,up with the,:mi'sing itigtethents 'or ileyik.:,a recipe that,

'i2ltriltriatti.di;its'anti,whatever else 'it ig yOtrare lacitthg;.',.rOiturOP goiiik '1,Q

,

0( troubk,

l'C'Onjuttethin ot"colitthOney.

'Main cla4e,stating cotketiuenees.,

,

Chld au kl we go(,::0,9.0o.r.Ithiiiio need?,

Teacher,, yOtkprefitexperintenting,or fO,110,10414I ' , ,

,., recipe,

I prefer recipe,,

leacher:, Weli,"the,n, your next ste is to cilooe, a rope and see what ingredients

you willtteed to gather, cl '

004,10,4,4e need eggs' and' h*ni,fijnIVdel:o o.

,

Thkher ;VCIler,O,coirld'you,get thoSe'three:ingiedientS/,'"

3(04, forUS, atite

Ocher; ',',,conlit,anYthig'h,aptieiie s'pOd'you'r'Plait's?,

,p, '111

Ike Importance of Reloianey .s,

o i i relevant tthinkbr'is,'4:child 4h'O c'41,hndY(1

pply ifie.skillkOl,idrifyini,dise,titnittattlig,

,,w'clf1d;,'Il4ittlieoss:ol:hOtif.'iniptitk and, .iireiitiye 'a child

41),d he ,ea!?

, ,,,,,, ..1,

eflortio,foeus'iS.'stretigtftene

reinfoteei,' the- Child.:bY" iestionding., releyantli.to ,the

,

pp '

nteantiine expeetolion of releyat14 fot.111;ii lit ihie dasstOoni

, will he,toote stobilizing thao not,1.

Plaoninond proepisolyingrire teleYaPt thltiking to 1

subh degrie, that#iyare truly 'indivIsible; V,V4 separitte

44ehi eadenuoally, ingt to be suO,that,n ''eompooents are

c4nized

Soo:, elassrpoT acivitiès ,e01011,Cive to. dove,i,bpink 11118

calacify tOr bele)eitan't aroenuteraied as follOn

mterests...,',Rooartangentent,,'A even,. cart ,'.be.,''conduciv,e, to'. i'..: ' .,,,. i. .' ,., , :', . ,., ,'..;.),'.',... f., ': ., ',, ,,..., ', ., ''''. ,;,',,'.,,,:,,, :" ,I'., ..,' 4,' ',,.'. ',.'.',,,.

,. , ,.,

locusint a.chil41,liitiking`. ''. .', ,' .' '. '' ''.'' , ., '..'''' ... ..'".- t i.e,, '. '',., :,..,!,,,,,','

, .

yanbii ,ehil,dt,ii,11.,i',:a,,dissrOoiif ',will ,foeus..diiNrptitly ,in,' ,, . ,,, , ,, ,, - , , ,', . ,, ' I,' . ' '41.' .:' ''l , /

, 1 ,i

i4 0 , 1. IL 1 I e , ,

tneir trunAing 0 ,ihe, classtooni prograM encourages ,, 0, ,L. ,,s. , I ' ',',.

,

1

autonomous development and is not arbitr4hly dictated. . ,`, . ,- : , ,,', ,. ,,,,, , , ,,, I f '

Confl,icts can ensue regar'ding utivities, tooni arrangement, ,- ., , ,,' ,. , J, l'

and use at time, There wi0, "be,',need ,for dialoglieln de,cid0,. .4 , ., , ;, . i o .,

I

,'' ' , ' , ' , ' I P

P1 . 1,P, I ' a ith enrldren how .they ean assist one another in pursuing,

, 1.,,,

:their various goals, how to t4e, turns, and how to undertake ,

,, cooperative:: karnin''' the . '

rnoderating adult will play an important rile.tilheltig .the ', ,

1

1 4,1

ideRtily',50eeitiU,goalS;;to recognize tile 'givens',' ud P

1

11

11

I

Orioril'Os' for aCtiVitiei.:. , a P

1

PI

11

,

'1, Whaf aboi1it the child vho is insistentli,irreleVant? There,1 1 ,41 , 1

1 P

PI I. P P1P.I, P 'ate such 'children',',in.(4assroonis.'Who..,resist, cOoperative clas!,;,, ',. 1 7.,.:- : ,'. ,' , .,., : .' % , r'',

. 0 , , . ,4 ,

IPPP:.';[°4!'1:;;Pl'IP:P7 I I''' 1

cthirt:g tO ,,agrei. on, ,,titSj lis..' This continued', 'inapiiri,p'riatO,',' , ', '; : ,1 , , :',. 1. ,, , , , ,, ' , .., ..,'

,

b(!havior is: Ptobahly a signal, that' the.'etiilditneeds'.het0 'ill- : ''jIP PI''PIP ?I PI.' '' IP, '; I'IIP ': I '." PII 'PPIP Pi IP 1 ' PIP "P Pi I°.' ..111 I I1

1

. 4 I I P , P P 1h 0 1 11, I 0, I,1

1 I

1 1 41 ,

1 , , 1

1

HP.IIPII 'I' 1 ' P:P Iniod*Ing,sottie' dIsturbins r.elationsbips.,in, his lite; ..In the. , ,' ', . ' . , ':; , '' ' ' / h 4,1

1

1

1 , I

1 I4 I

,, 4I ', 0:y ,

' r ' ' ' : I

r 'I ,

, , ,

i , . , % ' 1,' i ' ' ', , ,

i

, ,, ' '

,

,

' ') ,,

1

,

,0, :1 I ,',, ,', .'I

.1

'' V.' '' ' ',,, , I

,

1I

1

',p1p.,:, , P ,1 I ,i, , 1 1

1,0

' I I P11 0 P II 1 .1 I1

I 1 ' 1 111 '

1

11 .4

4 ' , 1

1 1I 3' 1

1, 14

1

1 0 4 04 1 1

1P 1 1 ,' iI I, 1

1 4 ,

1 ,1 0

1

1

I

1

11.

4

,

OP ,P ' 1

,

41

,, ,

1

II I

, 4 1

11

I 01 ,

1 , 1

.,

II

I

II 1

. 4

1

I 111

1

,

1 11 1

,P 1

I'''''', , p , ,

,, 1, .' ,p ,, p' ,, ,, ' ' , 1 ' " .. -. . , 1, . . p ,

, , .. . , , , , . .. ... l, 1 1

titRELEVANCY ""wi Classrooin Acqvities

o

Use small group disoissions and sharing times to alloW

each child to contribute relevam'information,

"That was such an interesting stpry about your do

Sostenes. Nes. anyone else him a utknted pet they

mifild like to tell US Ibout?''

"Rubem.ym said that you want, to bgikl a dropper and

Cathls stated that he wari'ts411l0 speed i*e for his

birthday, so I guess I can add my ,own wish for alle

X.K,F.J.aguar ear, sine': mrconVersation has turned to

ypes of transpohation:',

-Does imyone have an Idea xibout what types 01

materials c nUght use hnd (*)ni'll\111 boolo?"

nockV allphIpridle the of the cm trowel] t aml

ego 'Innen 1 through he use of modeling and group ;

phnnior:

I'm ,taking the spray limo out to the 4t1I to use

vc;ins, 1)11)4Unti' 0.,mgerous in a closed area,

och i om room. I'm ako taking newspaper with nie

ru under on modcl.phne w that the gr;H 1 iii be

prhuccicd .

th,11 llh\r 1h all center closci tolhe

conk thm ir nih 11(1 caualv ..harLiblu Ii

;11d A'an up ;Ohl.

rople icadun.: o'n1cr I aid( lo

on,TOIcaie 11 holh 1hc rrcind )1Ac.i and dn.' cickilic,

the..

o 1 11 01111 y ii \ 111', Ih.11 lend

illco),cho1,, ,1 Low,' !cle\ ,1111

0H1,1 1:00,1 ildrt),i1i011 1111 'will \111111eC,

. ,

"Whitt .types` of decorattnt.eotdd we use to ereate al.

spookY feeling for our Itilloween parjy?"

"People. celebrate Christmas in many different ways,

}low do.you celebrate at your house, Liza?"

1;xpress and accept a wide rangb of emptions while

helpingAiklren denti4urddisplaylimotion appropriate'

to givocsituations,

Judy is.angry with you because you laughed when she

fell., What Might you ,have done to make her feel

bet ter?

idread and cp, Adam: ic's a Irmo) expression of

, pain anti unhappiness,

frowning because that repair, man,wa,i so rude dtatv

he made me mad!'

61,

4 Teacher's and Child's Language

RELEVANCY

Problem of Assembling a

Teacher: . Guess what ' type rif.transportation is in this box..

Chiki A pony?tO1

411P 2

Teacher: A pony is a type of transportation, Jose, braille iiIiis box is oneof the dud that fellA' us that it t'ouldn't 'contain etio y,

Child: it's/a waon!

Teacher:. What mates you think there might be a wagon in ate cardboard box,

Jesus? r

'Analysis of Teacher's Language

'Ivpe or idenliiies class

orexecption

'lines that tell".

'Modal with negation

Open ended question

Modal of possibility

Chikl: It's big like a wagon and you saki we maybe coulf get one,

eacher, Boy, YOU iac realR putting the clues together, ksitS, The NiZe of the .

box and our conversation about a wagon vjlterday helped yon'guess tic,

Contents evat'lly right,

Child: ('an we open 'it?

Teadier: Yes,

Child, 1Ie). broken. r[lw wheels arc oil' and quit.

icachev: i.ou think that !tuppence

not+ lqokon, You have to put it togelber, My dad 'mu Inv scooter

YOU Ine;in drat the ttagon 61111C 1 utia.oeollled, Ramiro, ;Ind We

k1 ill have to awnible It hefort sve

164

Reinforcement of specific pralem,mdving

kiIls

identilication of the "Ovens" justifying clues

Intensifier or adverb "exactly"

Open.ended question for information ;tboul

cause

Antonyms due to MC of "(HI" prefix,

Adverbitil clause of Yonlingentv.

165

166

Child; Yea, We have to, what did you say?

reacher::,Asseinble it?

Child! Yea, we,have to assemble U.

A question clue rather than a direct

statement of fact.,

1

hild: Flow come it's broken?

Gad, it's not broken, stupid,

Teaeher:

Rcinicrpreti»g child's clerogalory view Of

another anti providing rationale',for behavior

and explanation lOr irrelevancy,Juli6 not at all stupid, Rannro. She just intist have':been thhiking of

somethMg else and Misseawliat's been 'going Inf here, Why don't you

catch her up on what we have been talking abote

Child: The wagon is unassembled and we. havcio put it together.

What is."untisable?"

Child: 'You are.too stupid!

Teacher: Ramiro,, remember that I had to explain theword '*emble to you, and

I surely don't feel you. are stupid,.Julie, Ramiro has lost his patience

with you ' because the doss' has just discussed 'What 9nt on' asking

abotit Unassembkd 'mewls the Wagon is in many parts. that have to be

put together Or assembled before it's usable, .

..10ause of purpose-4onj1niclion "because"

'Noun clause , identifying relevant 'Subjeet

malter

'Verb of definition

Child: We can mai(' it in the \koodwork Center in self selection lime.

Vh, Jose, We are using the woodworkMg today to. finish

,

'11:acher: What made you choose the wmidworkingernter Jose?

V,ohe the toOs ',Ire there. We wed tOok t,o assemble, the

111,I( 1;!Ilfid 16!//tHil.!, Jose. Noit hoic!tire vou and Mario

sokc vour Lord too/ iirollon,:'

ShOeshille

'Label appropriate behavior, c4,., Yplan..:

ning.4

Specify problems to he sol\ ed:

f

Teickees and ChdO tangnaie Altai)* of 'readier s Langutigo

Child; You:can uSe the centerA6Morrow, Mario,

Clitld: .No,r we get it today. YOu go Work outside or Otilething,

'QM; , Yes, can we?

Teacher: Sure, that's fine with me btu dikt you MentiOn that, you' needed :

sonit: tobls? ,

"But' --, a onjOnctive: introduei4 anotitet

oconsiderattn

/ .,.

Chikl:' 'Oh, yea, and they got theM.. . .

crLefli:' What types Oflools might you need to asseMble the Wagon? i

rlodal of posAibihty, 4., "Might"'

.........._..........._Child: A hammer? And t;he thMg that holdS tight..1 don't kpoW.

I

Teacher: Do you' meo pliers?,

Clnld; 'YeiL,

. ,

Teacher: Flow cOukl you lind (iut2exactly wht tools to nse? ..

. ,,

Child: :l could ask my.father.

child: ', Mr. DoMinguez knows le tothiin0

_ ,............_

'. A question.Clue re 'a label rather than,a

'direct 'statement of fact.

Precision indic.:ated .,is beiqreleVant.

, .

.

,r,(.'hild: li tek you inside 611 a paper.'

l;eacher; 'A, three of .,1;On ' h avc 'good idcas, Fin sore your. father or Mr,

Domingo?. would be able, to, help us. if they were at school today.

,What is this paper, :'oit are talking about, Carlos?.,

,:

IReMlOreenwut of ail elfork,

,

.i

.

1OUld: SO, it shom hoW to put it together. rtliiiik is says wliat tool to tke',

,

Teacher: Yes, (arlos, you sure are a bii; help. 'Ifli instruction sheet does telt what

took to thy, , ,

1 ot

,

t&intOrcenient'of child's tentative lmt net'-,

rate guess.

) ..:

LabellMg and i.lefOnget

l"d"juti of 'I "to"1" c4tcg".y,

i

I

.

.1

...,.....,..",........-..,:.-........ ....* ,, ,

lim: A'saw? ) 0

[ocher: A Salv.is .a tool; Julie, hut as we were saving, .the instrimion sheet .says

y,ow will: Occd,a screwdriver in, addition to the hamiler and pliers-thal

wir boys alrjakl mentioned..4_

I

169

,19

:Teaehe's anti ChihrS Lanpage

YOu'ean have the pliers and the Sivwdriver, but 11 need the hemers::

'child: You don't aVc tO pig:aft the hammers, Mario!:

Tony,`"Vnu have '1,90i,litinif up: Voes that mean yon have a solittion,t6 this

probleM?

,

Analysis of Teacher's Lang*

Teaeber," figtOres quarrelsoMeness'. and .Stays'. . .

with the task'of solVing

When's it km6h?

1eachei All of this hard ,,:cOrk Mnst have made yo hnn'gry: Tony, 1uneh is

served in 40 minutes. Now to get hael. th subject, what are we going

to do about tne nammer shortage?

Trif Om 'students Of time "Om'

"fiaek tO the subject" is' a eomMon way to

demand relocus.

4V.

171

:The linportano of Planning

,(f a child, is to become his own 'best ...teacher he tmlst be,

tietively Invo.lved Ifl devekiping kis okil MethOds of learning,

,and as,.:Piaet statts, this involvementsniust include authentic

work, Piaget says, When the.aetive school requires that ther

studeittly.elfdrts Shnuld come frorn .the .Student hithself

Instead of be'og .imp*d,-iind. that his intelligence Should

.undertake mftheRtic work; instead of acceitting:pre4digested

knoWledge ffioni ontsidy, it:,,is:Therefore simply asking-that the:

,

lawS of all intelligence should he respecter.v.

Examtning psi* procOurts and,ktalls

0114f inforination.will I need? Wilttl 01.10tionare

'unchangeable9 What will Oe,' eonsqUenceS and

effects Of myacts ber. '

Orgonizing

HoW 4:I get materials? How much time dO I need?,

Where Will,1 work?.

4 finplethenting

Should I make somc changes, in my plan.? Are neW

respmees needed?ild'ren are ty becOi.e self, orderini.,decision makers,:

'hers must nOt rob il.i0.14..4portunitfcs for grotvth, Frir

ample, swdents must be able'to participate, fally,in record

ketping Hi aSsignipg w'ork and itr determining evaluation

criteria l'hese skills are learned gradually and children need,:

,Opportuitities fOr sinipk planning: and organizing of linUted

experivec before they cai make mid exeeute'complex phui

Childeen grOw into elfeetivc planners when provkled`with a.'

great deal of experieM:e in Sottnig goals. examining possible

procedures Old, details Concerning plans, organizing,

implementing aud

limin g. is a multi.stepM: skill, 'A successful planner

, must know when to start' mid how to proceed_lygicallywhile

king toward his goitlA teacher dm help the. child make

,impotitant learning decisions in theim4ir pliraes of planntng

by helping hiirtoeus (in questions such as these: '.

,,

Whilt (16'1 want?, What do I want to do? What do I

'. wrf"14 .16; or o'eate.?

172.

tot'

/79

.Evaluathig

HoW well did, My plan:w,ork?

So*, of 'the Ways to increase oppOrtunities for pupil

involverneht; in ,elassroom 'planning and eto, develop

'responsibility for vlf direction killow.

p..

Pmget, ,)eieriee rillICUIIIM (uhl the Psychology the Child,

New ,\i'ork; ()rim Pros, 1970, ,

"

1'73

,114;.eildred develop Otgani4ingabilities by .inyolting,

them in.;t,ite, elassroontreVeti.k,':'

kqøte some, questions op the' board, that spotild ';guide.

us in, plannitig'the.lbeSt talent'ShOw ever,'

Will.'the'Olent,shoW lf,so,

it be?' .'/,

.2) When wilt th.c'hO be?

What 'Will eaelt 9f uS do in the show?

4f4kliOrty.hoUld'ke in'YitetO see,oUr, :

,S):',1n: What ,ordet, .perforni?'.

*10 Are we going 4 use costtimes and: prOps?

there need to Ile ,any special arrangemedtS

for forint ti it?

8) ..S.h6t,t1dwe serve refreshmeht,S,, and if sty, what?'

9)'Wh'dis going toclean

10) HOW will knoW if onr[plattS 'are working Mit'

well?

,

"10tti4te i Jist of thi t,11it'tg,411,riti need to be ,done:

,in the Odeffli4weYfil,a(coniOlisOhent,", ,

.Ck, ehilft0.'opputtuits. to°, seqence:iby; itlY,91Y4 ',

theM, in iffe'ilitininng 4,real and4ginaty:triOs ', ' ,:, ,.. . ,, , ,

.

"Carlos' said Olt :he would' likeill ol' unky'walk to 'Iri's

hoi,t,e :to :,,(.!,e 1)is'::itow,'..0,001'.(s..1' Made,. a: maii;of ....tbe:

beighbOrhOOd Id look:',;109.-that.',.Yie` eau. select,.'alit,,,

. and.' perh4S, 'decide .tin sone,'Otilet, Placa:to :(1.* a*Si'..;.,,:.,

yo'n'iitjghtlike Id, 'iiiii.... 'e.4 you:,,f04e''s.Ch'061;i:!:,,th.6,e;:'",H,.,,

., iliiii)? (5,1c, 10's .tittt heic:t Ot the seho'ol ,,tci. 041 ;O:p..k ll'''troute,'-' . .', '. ,', : i,

, , ,

' 'Let'splan itrivittlilrl va4tioRs.41:place's we ilaye.a0,

wantect: to go.i No' plae ,is 'too witl,\;or:ou) 'or,ilotitt,*

litWhi;it 1,:i)liiii' Oips it 11elpS ine ,to ke i daY'by,,d4,

1it,p(itemslo..-conside'r and aCen, ISII to...Make My

:. ttip ,tiecessful: Sorne of., the considerations thal liop ,..,

'ItO ;Mind are transportation, expenses.. an6..;,-)eatiter,'.

'lop: me, list other fatt(irs'' .that 'miglit.' 'affectiour

tmagintio wieationS.,. . ,

it we art . going ito ;malcegreetrorn tathales . for oui'..',

t hi istmas party, we muSt cayefully,:plan Our use.df imc :

, beeauslVy 'att committed to other projects nok thatt'

need to he' cOMpleted befae c litistmaS yacation We,

ill 'also fil'aVe to.,plan With the othe r. tjass in.emineetion

with ihe tisk' of the scii.00l cooking eq iiipm.e nt rIl het., ,

i:Most, of 'the (!lasses Wilt be preparing treats for 'their',

,parites', that require the use of, hot 'plat6 'and otiier'',

equipment that 've,need for making,our tamales." :

"l'here're a lOt of thinp tO,11iink about: iiiefore.,we set,

up, our neAV aquarium; Wh.at environment is liecess4ry,.,

for :.healthy fish? W, hat type of Ikh 'ilet 'along well '

together?,Whil do lish eat?. What types,,of things do we'

want to ,4k1,.to the aquarium:to help decoratt:.. :it?

Itow ImOcti do. lish ,Ost?. W:hat other Istions t.:.an

yo ti, illif* (ii illat 'will h ' us plan ',i.,good aquariuni?'

Invite Sludents ik) partieipath the planning' of .titeir

,.classrdom etwronment, ivoik k.hdtt1es' and eurriettinm, ,

J '

, .

you haVe an idett for a lity arrangement .of ,onr

center, please draW o,that, we 'crab iliScuss

, as,.a rotal.,rgrotip 'the pos and ciltis O( different tooni

arrangements. If yottV freA ont:of 005.,

makc a 4'040 ,or .1,1i,'out of Lego'i

hk,icks 'or, Lincoln I, maybe, cv n cift, papq

'and, then arrange and teartange.the futiiiture

-Int upon a. workable plan thAt voi are)appy.,with,,'",

'1, have heard many good clues &loin. you about,subject44,

vii Would.,be,btgested Now)We ned I get

tingethet an'd decide wIneh ateas we Will,study,as'-'a class,t

' t,ciPitO'olikeinttfeSt igalet1Hin.:jrntilt'so*;.Atit'l:it Ithere Willohti'prileets.that.thight:kbeSt.Workeit'on'hy

statedjhat:y4tt,WMtldlikeld,..,

1earn'inorOitiOnt :the ii6v..pOt'irti.'ku)tb4irWoic..1,.is,..:,

thOit s,1ieçie le iin.(ilAit:d In the aret cit fOotbal,l?

WOW 'tOday4IS jt valiat,*11How ean.wereorganih'

.'unr,ftnioehedttle.forlonIrrOW Sp: that you' Will. be abl.t.,

to '..accOmplish. your assigned#nitteeAtetivities. :am(

(tine for'sel(SeleetiOn'titne?'.!.... "

tO.phtylt:,#,ith;me,

1J.

ihn ga:o'c f)004,40: to li'ioto''f'ioto0.

,

Make Sure.that' the eliildren are:fle' to ObSetie., . .. .

adults In t he:"elaSsyqQM' as Itlainlers";.. . 4.

44We 1:41'y,:tettlitira,:poWder, -and, sliek '. fUiger painting,

, . , , ,

,ripp,r,i,Ni.ie wii! havre.,,to; ask ,Mi'.:',Itte to)4iV. us., to ..

qui0 Pt:liquid '5tart:H.1.0u ihe supply elOset Si't that we

er,paint toinOrroW.; I' tuut rententher t,o ,tie,ar

nty, o ,aint clot hes;,beeattse I alWays sOertt to: end

titlip'eovered withTaint, evi,m4ei't 1 we4r a'stiniek,;"

'yo,ti have quite a b'nsy eening' planned ftli .yourself,;,,.

Syk,After 'school, foday 'I Will piek'Al4My'.son at the

habY Sitt6's' honse ;antitheft stOp t()Oftga's before the. .

tank isthiptY...then.On the Way' It'ome 01 try In .ViSualize

- what 'is in my ,.refrigerator, 1 neeiLto ,plan a, qtdek,

' simpleAintfr beeanse hiy:husboOd mut Pwani tO, attend

the free bard eoneert at Randolph Park and it begins,at

7;31) silky,'

'Mr.s..; .Ro4riquet. wul I are gOitig, to plin,:now for a

.4 new seience Center. Please feerfree to join'us and add

ideas;''.,

,.'fr

;Ino:odut. and encourage the children to play games of

;st!...ategy,.,.

'".What all I esting idea Yon have developed. I'Ve never

playeditkartners:in'ehc:ss', 'tell pie, ate 'two heads better'

.than one'.irf. iilanning yOur strategy?".

learned a new' game tO play. on the go hoard g 44

a friend'S house last night. Would anypne likei..

,;11;,"1.;(

,

e,o

,

eke on,

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,

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Teacher; We on& have 1$ ininut'es to plan foi tomorrow's self seleetion,tithe so we

,w1II have to be very organized tofiniii in time, Let's begin.

Chil,d: 'Cooking center. I want to thalt popcorn; ,

Child; tlioochoeolate chip cookiesi hut.we need more eggs,

'11

I I

:tieeestY tO be 'oyganie4,'

lin

l',11 write 'the Words "ct)t)king center' on the hoard

iJo that we won't

forget your suggostion, Liziy, and tho' fler we ha listed evet/one's

ideas we can discuss such factors as optiotts withni each canter materials.

. * and tifiv,

Child: ,Let's have the ggineocenter:#e ,can 'play Htrgo p111 be the caller..,

'Child: That's not fair, He's alway%thtealler.

1 1

PI, I

,

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,I

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"

eategorilatiith of sugiestiens,

441(c1

4s, 101110061

'

I,-

eaeher;,,::,'/(ejping:onftime lonit in add ga tne eenter.' to, dielisr and .ask. . . ,

I want:to make..0;0044

ReMinder, of . tIic dole

4

, 'I"eacher; ':We'have.iWo e6nterS,":11'sted',','Itilie, What Centet or area of ont...,rOOnv.Wottki;, . .... , . ,, , . ..... ..

ypii like to use to' 1.131,(t) 'PtIPPets? ",,- .......' ,'..-; '' ':. .'''''.. 4

,

Chikl: The home eenter

Child: No,,I want the home center to play house.

&minder of tliotqritorial "giyetitt;: for thi$

pladning

)

Lit* of rteo,Oior's,i,opaife,:,

1660"; (1' Cat anyone hplp solve this conHjci ce uohkm Le1inig pr4tileit

Chfk tii,y,0:e0014,1oo,1 a.r ,ceti ,01( ei owl could hay0,00

'

:1!

:".1,'4',Fiei',..*iiiiiiik...loil, Ao.Old',1'4.,SONing.,that,.prohlenv. Yoo!r.(:(04e.'4,.,diplo041., ,RoiqfOreement'.4(dillit who. reslolvei'...prOblem.', .. . ... , .. ,..

.No'ws''s.0,':Igr'lve,,,hiv,e':f00.':,'.0.i,f01.,14ggestek:.t.he, 'epokiiig:,:cetiterH,::tarle; 1icokiiiii:.g ' ,.,tiind ,:::,(4(.4),1,, 'to,,,hare in

!,:1,1ier,, 'art &titer and; linine:4 ei.;,....0y,:rwirj.4,1;,ii.,?,,,::,c,i.1,th, ycin :'1.),ve,, a :01..ii.oii.io.,:.il

0.00..'oi:yopi,:0(:.1:)o,,Ip.i4.:b ti..i/J.tyl,p,' hiitidi,. ,

) ,4 9

cliild. .1 .i.-.v4iff",:i9.:iiin..0.b.''.4.'1114..,:4t",;',1' girl.'S,;:*,,hcvs,a1,loW,01:

'''' '''''" r"1 '-''-',,...,,::::,.

, .,,A .,

I)

,

thar d

th,edet..a6 of'

OfilOtntifis;.Where

r.

Chikt: In the

r*,bad'sli)olue,14115,i,

eat 'ei Fine, I'U 4ptyin die pat.nP, to, oil, :Hie pntio is a' place. where: 'gatiotfalizing, such reinforethg .. wordsyou. ean (41 lot Viihoitl bothering othervAny more ideasy. rine, ,

hlOeks'.and irucks 'We enn'do it'on' the rug; .1,

,i'l,licher;' ,:ri'll4nk Pq: 1L1,0 nle icvicvl yOilr,104tivv ef)ppis ,s9 tar; Mats ing' Rccogniti0n'S or tenfativenttis, in i6leioin.':. g:

eitt.ip:..d.okies,'.0rOpc9Itn.:,at. the' enOlOng..een:tei.,.,014ying:.hingo.:01 01,0 .:.-ii

,?p,an.1(Cept,(7,.:,010g.p.opi0 ,4( lhe':ift.eenter',....i'.ole: plitYingir,1 .09' Sno.,i Ofan..U101yes inia4.,tich A "at. 1/eeuter,.actini:i(f,the'patiO Ad Wilding 0th -blocks vil.the,:rng.,.' Ai'

,

anylidditiOns..?" , ,, ...

e

CHO: 1.4ni ug 4ter'!-,..,1

the

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00 i el i,4 i : : ,: k the 0' ; : # :,. : p0011.,ii, l'i'4.,iy,',y,0,!1,0)ilpod:,;*',41,::1, yliplg.p.1,m,q.,

.0,.1',A1be,':,:Oti.vOliterti",likt1.49,,,;',, 0,.''''',11:1#.11':vo, ,,c04#0f,',10.0.4,..dr, iliOu;

Chiiiii 10(1'6'14 gr-',..,-y.ti',vii,alit lb, (1014 likak,,ifre t't'c'o 1,rd,':, 1000'stqries ,

'aacr.,,yoli k all t1 sttilt.,,,.

ther ::1,0right,,,Alberi,,ni'jost,**.,001k,ew4(1.,jor

t),*-1c"qi.0,0:g.:,Opter 000','1,14:1),010:1,.S..'.i, 'filip,o0tit.Ott.,(at.i.

Tor0' 9*:;,46.0:b4.0(

,.,no:oodipok'At 0 itefli (i;i '0* i,t &horns' mut

decisid

AdOing, diitthsions o lanning, c,

rilatpri41$1nee1ed1br suggestal, activities,

AdvbiI ?hr0e o idrOiiveness

'Adverbial p4fase of ,rdervancy: terms

P

P rtanei of, '''" : ,1 , l'',, l' '. '',';C:

iain infiney ,iintir,' Oatk!',;: nian,,,nO,Yet, ',,,atapes ,..:pro1ilq.

41, ',004,p,i6i;;;g,o. 1,1$..4.1.triii:a 0,iii,.,, in

,',:11,4igi":in01th6 PO Ot'3::,r0,k16rii0-')iiii,r, r''ktij,e,Y1,',1'!, $ ''''0',(1,:itYiiiii,''ii,i::00tP,Oi*,',',41a, ::e.iii, ,I. 64 rt,,;.101 ihe0, : I,' ' ,,,

C 911.60$1, Iiini '', fur,01 ''irOl'v,t1.,,; 'Prq!ilel* ;iiingP:, ftp!i'r. ,,''',',':, ',ither:101i seieleti'',,e't i.t.Ogi,?ativ,,.4i', iri.(f.''''re4... . e,P4iO,"'., :to

elf`1.!'ti,to.,re tO' .tineer4.akitint,:i entity anO.,seCtiriti to .S.Oittl ''' '110,!r.5,''tq',cP,Pii...e:7..!:1i",t,.:kl.k1,110.,;!,t10,:s,.:.,,O,.,.;41,!Y!,),,t'h,: "'11, ,'.

, ,

ie:1;:4;ilitlisij';'''''',,..:iiii:s.'tiat t616i".i5!.L,,.s0 '',...1,,.:.i lons::'s'i'ifi ',1 ' ,',,::,,,: ''''H;::',1'::,.4,a,cin?,,y,:',.,'.ii, :::,#`,,lat,OYiti.0,sii!'.f.,41,1,i'l,0,01'. q'.

PC1, 'I' t, ht ik I t5'i'l, r.ki. " i,, I, l'', 0, `1:P1:.:', .1n,i'li:l:,k eiP.,'',': : 1,k '. ,... , :1(11.',11.1n$4Iiiarn,Itli,s..,,..i ontial., o this impOrtant integrative :.''''',,,,I,

',..RogardIng.t e final leVe.,'Of, absti,itnessi..thereli: a voalt, h... ,,..,y ,ik,.p,Oc.e,ssO, eppiln,g, is thçrnvolsement .of :ni'adnli "Otprii'f'ted,t'o,''..'

6Pt. :krtiiiiiiii1 ''Iriialtiliii$,','PaiiOrilirPi6i,rii:''sOk a`r"S reading. '','':', ,;: : r: ,' ,r :lic,113i, °4, '' 11, r.,'''I el 'il4 toward p,Opipg4oton04100i;1, "theretare';

"'-jan'inag',:aq'rt's;'' ,Piithe'aii4les:,,' ti'el 'ar',i,'.ikn'ille's';,,'seieiiee''and.,alq 1', '''' : I ''' J)).,,ick,,:js'::':*ed :',(i,?tthe '''ti'ttuit''';..1,1.6,:,', J'',,',',i4e,eti.r.Otii .:.,itl0,'','',',,.,

i.''o'ohn,ieai''.,aria'.'Wh61'0,',i'iaiiii0,t,lee,,al,at,fiOs,,c,i,oly,k,;;,,te -',, ,,t, u0e!s,ta!!!4,,,ns,..oten,l oit; tittC[fittitiiiiiii'i4iiili,k,:4irliiirai)

ikriole.'q'tiiiii:'.the are to'oie4 in ::'tli 0 .' notion ,oliertallotil,n,g ,the:- , to 10:1$et p,, ing que Ohi.i:. ihaf helP'ig'dift, '''''.0.06letis 411'('''

I I , Iki ,,, I. I . I .1, , I., . I , ,

il'.16''kre4iiiilit'Siik.IWikile.k'a,repheing,tlionsed iti41icipaily '4' , ,, 'k'':., '' 'id,. icintify '13,(is,tibicy ."s9intions'; ,a 'nil :vi,l,i'0, ;,.:'refrains ,froip

;::, : '':' 1 : I''' 6achl scoiOn,4 tli is' ,illancigtapti'; ', ,',:'? : , , 1,. ,,: , '': , ''' r '''. :nprealskie jnel,iment andecieiel,lon',,tOik'faril hi,'61' here.. .'inin,,1

I

r!II:i'CII,'Ip!'.01kr! solvini or, eoPp'llg1'altiv, ay's''''part of, etiri, life,,'' :1 'gp,''', ...,,, '.., '.',''' ',:',' : '', j: 'k., .I'' '', i ,';''' : ''' rk , P ''''.:' 1 'r i'4!',i' I ,i''r 4 '''°' °: :r 11 ' ..' ': :, .1%' ',,,',':'''''','''''''';'.1 , , . I , ,,, 1 ' I , ' I 'II

the child s sense ....01', 'ookni.ijetonee'idireetlY, rela.ted, , to i)ilither, ,',' : ',.$9,nie',.,typiCal ellg'.Ociin 'ietivit,le,!;:,'!ioiild ,be'as','!'ollo'vrs,,

ilie, ,c'i,ari'kinrndle':hisprobeins,:the' little ones' a,;i7e,11'as:,the,,big :,''.'

oile$0. :iiiiti: blittciningh,is 000,10 :a'ecepiint Ocath,, it $,e ,ii, to 1,.', , ,',,,:','':, :, ' .': : ',:,,: ', ,k :,',''.., ,,::,1,', :, :k ', r'; ',I ' i l',''' ',k ki r,' '''':'') r.k,' '',.1'; ',',' .;:ki 'Ik

'cii411.'6,nie,eliy l'Iali. as 'a nian he 'must ecperieno!P eotriOetence ':k' '' '' 'I ':' : : . I :0' "': 'I. ,", ikk,:''', : ki 1, I:' :' ', , : 'I, q ; 'I';P I

aSa chlid .:, . ' I. :, ' kOk

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'alit 't)nCern,tot tifis'fin'al section 'is tO.state a ,philOsophical ,' 1. ,, ,1'

ijrPb, leOIS kl' Oti '(:,hologes 4 his.tw,drid;' whether aikctivei' , ' ,k ' , ' ,' ' ' ''': 't '6', ' 1.

poition about' helping:the young child to',eo.0 lwitil. all. thei , ,, , Y, , ,., , ; ,'; di' '

I..cogtiitiv:e. ,Tilis final aiela, is. ,the leirel (If 1.1)tti'gr'Ojai.. 91; all theP' '''' ; '''''' ':':4. HI

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otIler: k'Ills; ::',1iT,ingini lheni to , boor lupon: 'the eh1 s, . .

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ikis'tratioti ii'v 16arning; : 1 ,: . k' I ' I , :HI ' kl' :, I , , ,

As 'the chi,ld 'masterp the varioUs ski4 , learning .:ta,apply, .; ., ,lk ' '' , '

, ` 0, ' , i? ,

:thern,i0d6pendently:and :on ini own, he'lqrns to b'e:avtht.,e,Of ''', ,k' , . , ,. . ,. . , , ,, '1 8 5'

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)kettiOto''4',Ca(Or,.Morning,,i -,the'' Circle

tok,

hce and''.'we;,,filled.' 'Mit at aCeidit,. report:4nd

exchgcd i4roeS, 6.14i.b10e,,i,re'S011 'a ,liWlingsi,f.ipust.

do, tO take...eare 'of thts,,,probiem Id*

r's1,/e,

.:11,4,' ', ,

your s0p14g ,Words,,..ludy,,, but

-1001:(t,400.'lly,00441,1,b,01,6"f*wi,i4e4s atfd yOu

Of us ct SolVe

olienient, .,ertperienees: that demand ,

,

..' .fudiv1dual as Welt :group problem .sOlv,I.hg,

,

"EN your own space to work, so,that the, . aIlsan d

'people will not interfere with your work.

Hèl childre tI'dpvellOp emath others' Ptobleki,as,

well', as ,;aitl',expetienFe iin'Pteb erif ,stivinitiroceddies

through dlsuss9nS rJe P.1014g44nd debats,

lo you,'thluk the.:.kids feel about ,being 'bussed

'%cross town tO linoth4 schtiol?'

ludy; Fait take the' part, tit the Hopilndian and Mona'

wdl be the ii;avaje Sheep ranehet'

, ,1

r'':'1 4Here is yoir.:pi,blepi, You ;tte to.'Oake,hittiugi kickirfg.,I '

biting, ,scratching; punc,hing fightintrpo, entv You ,

iguei. feels, ,strongly j ,favor,.;:of ye4 schooL ,

, 5, Jnrddce

0,0 1, , ,

,

" '. , ,, 91, ',,

aticitibe We' Will lein,,wh none yoUr'',1,0aper, '

,

, , , , , 1,, .

I,1 ,

'

surped tO see y(iii'gitts slugging it odt People

solve their 11,differer0sY withitheir figs

; otht wLapons ,tor thaiiiiindS,ef years. 40'ofen, acts o

violenct. ,onlY.leadiio. more I'viiilenee;'!', 1

' '' afetghMth ee iii:t toOt t must tiot'

rtouchauyone,, ,

lo to ...,wor ogeth cr, o sçw the feeling ,:o

:,.nuitocYcle,.t1,1rOugh inemetit;" ,;'

..; 3 AlloW'adeqUate litne for:children, to arrive' at ,sOlutiOns, ;

. "Den',f' be dcouraged. ,Not,', all soiiifiOns come ,

'', quickly Or easily .7

,

Period, tO, 'SejOe', your'have. , on

,.didereilees,"

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d'vand anguage

,t1-4100 :4;''OU0t)le:4,qiitOs.siO'n, 0:your ftieq!, ;Ernie. Is there On*

problernIt CattE),telp:yon, with?' 1: E''' ntrle

ild

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Elidc'y's'htather's ,gonnk4411' nil 'OE after:schOblkITOCIfOt'l,t1it0

'10Y:6c4,j'e;

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cah,

00bialn ofou

beat_ OC:,up:,'w.hett I o hOnte 'andthe'S n thu

(.ri..ii(hqs: so, Pt

.nOthing, And are 'gpniii 'beat 't,ncE:

Prddiit. g questions thus compefflá chili

di6i0e.,,t601,1rptiOlft5r R'eartst

ifcihtilarbty,°,e;gi'"ati ,r1

cachet'', How did you lind ont this thiciciiinOi'eWs1pen.ended.9541rilk that

child:: Joey said. They'sc pnna ge,t we when rtn'wal, u home Theitte gonna ',Ih'tkaEl titi Pni E

,E,Rlc v fith,tiaidninghide

."and, bea Two ragainOne ain't (nit%

eaisg, ,

eacherl agrec,with ybu'; k"rii,iiind nt,Srrkl.tiat: 01; twb, treopi , 'Otte:Oen agrkinOtt,

C, WI ,ibeatikl,w04,16,he:as,,plicOpy E.44:,'Eneyvotias (j.it,t'c','ti*. .1denti1ig vmo;ional tate ,and,',iu#, . : i

0 1Y.P' a' n 'I.11,14(91."..91111.inV OE 0,4,', 'Prqble '''.9g,hel'''EE',1",0'1:. ,..hlig,g.A..0'ilt.iti'1411.01'EarfOiEn'Ofre'.0liq3o,i,

, luite,,so the' 'to.u(piuturu 0ii,:iti,f1011,faf,::,,rii EtO itidOtitilO''h'0,1.,100''.'S'14, i;Oilke414elit'9,-solYe r0,1;;1).,i',i''

irti.iioe.,lotit9 ,t,i1.04i,''oly,;ii.''etniv,ei'Sation'*ith.l'oer,bc'eatisgil'canVE*0.0i0 ..04riti;:i.g,,, 'ilbgetheil,'E,

atid....))initrirEb'eeatne.EinvoivedWitt lip'0."':' ',,' .1`Piii,,,, ''' '

b.,.;..,,.;.,y,, HId :' 1 qiid;ri Et 'do .nothink WI, vi,Ttt,E, playing> tag, and, J, y ,p4he'd 'me'. and t

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he said; his, bfotiier.E.'waS', gonna: gefile, :' EE, ' E,,-,',

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T,004t*.und 00.410gitiO ,

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4oii. ly,000,f,Teocioes.t:ok04.0

To'clloc.:;;,09:iiii,41i.::!*;"(00 if,,soltieopo pOshe0 ine: )011(')iilady,, if i hadii't' otie:, , , , .,,

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,o4thing t.o, )1e,iiii.:' 1,:,,'

(hild' ,, .Yea,, t,Ile ritgot',' ,

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,FAiii;thy,Otpt.esSed hy ; a yei',11 , tOO , .,at

1i`iO4al '4Otild!"

Iti(iit'e4,:'qtlesliOttiiik::oki4 ,conopti ',f('4. .

eiotse'

.b. that' vii0t ,yOtt tailed loey wheO' he 'iiosh4":yOit?,',

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Chiki:,, Yea irs ilok l'ait',,t,O i)osh, ', ,..4

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,VI,oihiiiig.gheiloulo'itictu4yOussiik:''criiiisC1

.0 Pt Oblem,."

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Te4lier: l'..,i'hie,','.did,'yoh:loioW. thOlhe 'Wtird ' higgeru, is a nalifelhat is used:to,

1,ii.ripiliple's,fougs?',,

Chi., ld iih,':Well-,, he:is .a.: alp.' that's what toy d',1' :Says,' '' ',,.,

,Cheek log eh ikk ,,,haekgrotitid ,./HknoWledge,

curefiilly "avOidiog,ifelittiihglOier',,

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1"(ielier,,:, ;1,Oey: is'a hlaek 1.,iersoti1 P,Jrnie, hot f \A.: old, guess ,thal , the word' Iliigger ,itodoh'un flo'hur( ahd angiy, ',;;:i

Child ', .' vlilly?1 fe is 'a iii'gge'.

,

Mo4liug sOciak a.eptible',vo(41')ulat,3't.,',',

Disd'intioafing labds without; beik,morali:tIC

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I"e..ic iei..: , PA'.oie',:,',Ostially.: itetogatory:,hapics such. As:.::''.100:;'.' Or ::",gritigo.',', .9t

greaser" ie.,''Osed. 't6 6'4( u person' kel: (le is':nOtcas',g004:"aS,Othei.s,

heohse',of,hk skin eolot "Or whet,e his fah* Is, ffoto:" Do' yO".ii Ihink Iciey

'hi iglit he tfliecitehiog ou' heeatie yo.O. 1:41h:0,h:tilt "tiiget...':?.

Chiki Ytia I goss:' ,' so,,

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fOkfttoing ',ehilcl of derogatoi.y hi'otic,

ifhtilieatiOns of:labels.

juviOUg ,chi.ld',s,.ehipatity by suggest" ig '.\iiS

'Oh v 'itiher4hil.ii..,

Tehtathle,,ho't piAtiog giteStiou

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veeiithnkla 01,0001:tha(

.yOti ,itr,ive Die

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Anktiti"..0f700.',4001ttg('

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and the day itet',.'.,,,fdiiiôrro'w.....0i(.fti,diy,?2:ty'i;iifdr:riOot.be:Litite to drIve you ho ie evet'y

I, did ii't iiiei 1E;

AiOptipg

1):15.,Lissittiglitttiotts tflWhutttOflS 'tif A teritatie'

dtt Voli.;:rly,tve, ilion0(ot,,.

gel, you:,.r.o.frtit,,r

fil. leave. ,ydll tri-make:10lii.. hta

rkisionif 'Ou.,rn6.4rinC'16tni(. ,

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