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ERIC Number: ED013137
Record Type: RIE
Publication Date: 1965
Pages: 1
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
FOSTERING MAXIMUM GROWTH IN CHILDREN.
BOWER, ELI M.
SINCE SYMBOLS ARE SEEN AS REPRESENTATIVES OF THINGS, ACTION, RELATIONSHIPS, AND FEELINGS, YOUNG CHILDREN NEED TO LEARN TO PROCESS SYMBOLS. THE QUALITY OF A CHILD'S EDUCATION IN MANAGING AND UTILIZING SYMBOLS WILL AFFECT HIS ABILITY TO WORK, LOVE, AND GROW. SOME MAJOR IDEAS IN OUR CONCEPTUALIZATIONS OF MAN AND HIS DEVELOPMENT HAVE BEEN UPROOTED IN THE LAST THIRTY YEARS--(1) FIXED INTELLIGENCE, (2) PREDETERMINED DEVELOPMENT, (3) THE BRAIN AS A SWITCHBOARD, (4) THE INSIGNIFICANCE OF EARLY EXPERIENCES, AND (5) TO LEARN REQUIRES CONFLICT OR PAIN. PLAY ACTIVITIES ARE SEEN AS VOLUNTARY ACTIVITIES IN WHICH CHILDREN CAN DEVELOP AND TEST COMPETENCIES. EGO DEVELOPMENT AND MASTERY OF SOCIAL COMPETENCIES CAN TAKE PLACE IN THE PSYCHOLOGICALLY SAFE ZONES OF PLAY. STRESS IS DEFINED AS ANY STIMULUS OR FORCE THAT CHANGES AN ORGANISM IN SOME SIGNIFICANT WAY. MANAGING STRESS AND THE POSITIVE USE OF STRESS ARE SEEN AS MAJOR FUNCTIONS OF SCHOOL, ESPECIALLY IN THE EARLY SCHOOL YEARS. THIS DOCUMENT IS AVAILABLE FOR $0.65 FROM NEA, 1201 SIXTEENTH STREET, N. W. WASHINGTON, D. C. 20036. (SF)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: National Education Association, Washington, DC.
Identifiers: N/A