Scientific Methods As Applied To Child Education In "the Children's Houses"

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strongly contrasted, and to arrive at this exercise only after many others had preceded it.
With normal children, this is, on the other hand, the first object which we may present, and out of all the didactic material this is the game preferred by the very little children of two and a half and three years. Once we arrived at this exercise with a deficient child, it was necessary continually and actively to recall his attention, inviting him to look at the block and showing him the various pieces. And if the child once succeeded in plac­ing all the cylinders properly, he stopped, and the game was finished. Whenever the deficient child committed an error, it was necessary to correct it, or to urge him to correct it himself, and when he was able to correct an error he was usually quite indifferent.
Now the normal child, instead, takes spontaneously a lively interest in this game. He pushes away all who would interfere, or offer to help him, and wishes to be alone before his problem.
It had already been noted that little ones of two or three years take the greatest pleasure in arranging small objects, and this experiment in the " Children's Houses " demonstrates the truth of this assertion.
Now, and here is the important point, the normal child attentively observes the relation between the size of the opening and that of the object which he is to place in the mould, and is greatly interested in the game, as is clearly shown by the expression of attention on the little face.
If he mistakes, placing one of the objects in an open­ing that is small for it, he takes it away, and proceeds to make various trials, seeking the proper opening. If he makes a contrary error, letting the cylinder fall into
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