Awakening the Slower Mind |
From inside the book
Results 1-3 of 8
Page 154
... force in the development of a child from his earliest years . The visual arts are at least tangible to the average teacher . He is able to set about the task . It may not progress very far education- ally , but in most schools for ...
... force in the development of a child from his earliest years . The visual arts are at least tangible to the average teacher . He is able to set about the task . It may not progress very far education- ally , but in most schools for ...
Page 161
... force , educating and disciplining the emotions , feeding the senses , capable of calming and exciting , and ful- filling a social function . This is a way in which these children can experience and understand . As Grözinger says ...
... force , educating and disciplining the emotions , feeding the senses , capable of calming and exciting , and ful- filling a social function . This is a way in which these children can experience and understand . As Grözinger says ...
Page 189
... force of its return . Destructiveness and frustration can often be released if the teacher can see the need and provide the opportunity for activities which do this harmlessly and positively . There is the utmost need for the care of ...
... force of its return . Destructiveness and frustration can often be released if the teacher can see the need and provide the opportunity for activities which do this harmlessly and positively . There is the utmost need for the care of ...
Contents
Chapter | 3 |
Behaviour Problems Maladjustment | 56 |
Chapter 5 | 74 |
Copyright | |
9 other sections not shown
Other editions - View all
Awakening the Slower Mind: The Commonwealth and International Library ... Violet R. Bruce Limited preview - 2014 |
Common terms and phrases
ability accepted activity affection areas attitude awareness become behaviour body bring cause child comes communication concerned consider contribute course dance deal deprived difficulties drama early educationally subnormal effort emotional environment especially examination exist experience express factor failure fear feel frustration fully girls give grow head human ideas imagination important individual infant intelligence interest involved kind lack language learning least less less able limited living look major material means measure mother movement nature necessary normal opportunity paint parents particular perhaps person physical play poor possible problems progress pupils reading reasons receive relationship result rich sense situation skills social Society sometimes sound speak special schools speech stimulated success talk task teacher teaching tests things thought tion understanding whole writing young