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ERIC Number: ED076226
Record Type: RIE
Publication Date: 1973-Mar
Pages: 31
Abstractor: N/A
Reference Count: 0
Understanding Readiness: A Rationale (A Rejoinder to Jensen).
Ogletree, Earl
It is only out of a sound theoretical rationale of readiness that practical educational application can derive. The child gradually gains voluntary control of movement throughout the states of locomotive, speech and cognitive development. Thinking is a more subtle form of movement. Voluntary control of movement is an integral part of learning. An orderly sequence of motor and developmental maturation is such that the capabilities for certain kinds of learning and performance fall along an age-readiness scale, such as language development. It is from this orderly sequence that neural development and the capacity for certain kinds of learning and performance unfold. Organismic growth patterns can be slowed down or supported by the quality of the environment, but they can neither be forced or coerced. Recent research and ancient Asian theory point to the existence of invisible bioplasmic energy forces that sustain the development and replacement of cells. At the transition between preoperational and concrete operational levels, the energy forces have completed to a certain degree their task in physical development of the head and are then released for the forces of thinking. Premature intellectual learning or the attempt to speed up the stages of cognitive development interferes with physical development, causing possibly a reduction in full development of the brain. Environmental deprivation interferes similarly with the work of the bioplasmic forces. (KM)
College of Education Curriculum Laboratory, University of Illinois, 1210 West Springfield Avenue, Urbana, Illinois 61801 (Catalog No. 1300-44, $1.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Early Childhood Education, Champaign, IL.