IT IS SUGGESTED THAT THE CONCEPTS OF THE WORLD MUST BE PRESENTED TO YOUNG CHILDREN IN A DYNAMIC AND TANGIBLE WAY. THE WRITER SPEAKS OF THE SCHOOL AS A COMMUNITY OF MEN IN MICROCOSM. THE ACQUISITION OF THE TOOLS OF LEARNING, THE UNDERSTANDING OF THE SYMBOLISM IN OUR CULTURE, THE PROCESSES OF ABSTRACT LEARNING AND MEANING, AND THE UNDERSTANDING OF OUR SOCIETY AND THE WAYS IN WHICH MAN HAS AND COULD HAVE MANIPULATED HIS ENVIRONMENT TO SUIT HIS NEEDS ARE THE GOALS OF THE SOCIAL EDUCATION OF YOUNG CHILDREN. THE TEACHER, IN HER ROLE AS THE CARRIER OF EXPERIENCE AND CLARIFIER OF IDEAS, MUST AVOID THE POSSIBLITIES OF CONFUSION, LACK OF GRASP, AND LACK OF CONTENTMENT WITHIN THE LEARNING PROCESS IN ORDER TO PROVIDE A SOURCE FROM WHICH CHILDREN DERIVE THE PLEASURE OF FINDING OUT WHAT TO KNOW AND WHAT TO DO WITH WHAT THEY KNOW. THE CONCEPT OF THE SCHOOL AS A COMMUNITY OF MEN WHO LEARN BY PLAYING AND DOING, WHEN EMPLOYED AS THE BASIS FOR THE SOCIAL EDUCATION OF THE YOUNG, PROVIDES THE CHILD WITH DIVIDENDS IN TERMS OF HIS OWN PLEASURE, DESIRES, NEEDS, AND INTERESTS. THIS TECHNIQUE STUDIES SOCIAL EXPERIENCES, THE CHILDREN'S EXPERIENCES REFLECT THE BASIC NEEDS OF THE ADULT COMMUNITY. IT WILL ENABLE THE TEACHER TO TAKE CUES FROM EXPRESSED INTERESTS OF THE CHILDREN. THUS SHE CAN ATTACH IMMEDIATE MEANING TO THE BASIC SKILLS WHICH SHE IS STRIVING TO TEACH THESE YOUNSTERS AND BETTER PROVIDE FOR THEIR NEEDS.