The Kindergarten for Teachers and Parents, Vol. 3
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| Partner: | buecher.de |
| Hersteller: | Forgotten Books (Author, Unknown) |
| Stand: | 2015-08-04 03:50:33 |
Produktbeschreibung
Excerpt from The Kindergarten for Teachers and Parents, Vol. 3: A Monthly Magazine The play of the child has the same purpose as the play of animals, the exercise of strength for the tasks of later life, according to the conditions of the species to which it belongs. Play fulfill´s its mission more perfectly the more it tends to production and creation. Froebel´s method consists in transforming play into productive activity. Word teaching would be entirely useless at this period, for the child only understands the words when he has learned the objects represented by them. The child recognizes these objects through his senses, the first of which to be developed are taste and touch. These senses, with the gradually developing sense of sight, help the child to distinguish objects. These things which exercise the senses, therefore, are to be the first material for teaching. These objects speak a dumb language to the child and teach him more than "the navigator of the globe learns in his travels." This unspoken language of things, together with the words he hears spoken about him, first teaches the child to speak himself. The word is the abstraction of the thing. Language is the meaning or the spirit of things in the concrete world; it is spirit. The child brings the capacity for language into the world; but there must be a certain development before it can use language. As language exerts so powerful an influence for good or evil upon the child, so the unspoken language of the things which serve the child in his play, or from which he receives his first impressions, cannot be of slight influence. We have asserted that the first perceptions of the child do not concern things as such, but their qualities. First of all it is the form, the boundary of objects which makes the impression. Therefore the first indirect teaching of the child must deal with form in some way. We do not offer the child empty words without the objects which are indicated by the words; no more should we offer him the forms of things arbitrarily without meaning. That is to say, we should choose those things which express simply and clearly what the childish sense unconsciously seeks in order to understand his environment. This sense is weak and undeveloped and unable to comprehend anything complicated, or a great variety in form, color and material. Where are the elements of things to be found but in the forms of nature? Crystals offer in their regularity the norms for all the forms of nature. They constitute, in a certain way, the skeleton of the universe, show its ground plan, and this must be a mathematical plan, dependent on relations of size and number. The mathematical forms in the mineral kingdom furnish the types and elements for the knowledge of form, and these types must serve the child, at the beginning of life, as a concrete basis for all later knowledge. So we realize Froebel´s idea, trace back all conceptions to their source in reality, that is, to their first representations in the childish mind. The representations are pictures of objects in the concrete world, consequently are ideas abstracted from the same, proceeding from the known to the unknown in the world, through higher stages of being to the contemplation of pure, spiritual nature. Psychology treats, as a possession from birth, the capacity of the human being for comprehending the abstract. This is not right, for every capacity demands for its fulfillment educational conditions and exercise, which are found in doing, in work, and this from the very first. And yet education still consists in mere teaching instead of allowing this work to begin in the child´s play. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
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