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PURPOSE AND PROCEDURES
F Reliability of the Qualities
Teachers Goals for Activities
3 other sections not shown
ability amount areas of development Arnold Gesell aspects of social-emotional behavior child development point Class classroom clean-up cognitive development curricula curriculum developmental areas developmental goals differences Direct Teaching disadvantaged children discovery learning emphasis experiences Figure five-year-old Foster and Headley four observation days free play garten grade groups of children guidance Hodgden ideal philosophy indirect initiations individual children individual teacher-child interaction initiating verbal interactions Jerome Bruner kinder kindergarten day kindergarten programs kindergarten teachers language development large motor activities Lawrence Frank least majority of children ment motor skills needs nursery school opportunities overhead ladder peer interaction percentage PERCEPTUAL-MOTOR ACTIVITIES perceptual-motor development philosophy seemed self-concept self-initiation seven kindergartens seven teachers show and tell SMALL MOTOR ACTIVITIES Smilansky snack social social-emotional development sociodramatic play SPENT IN VARIOUS story stressed structured program Susan Blow Table XII TAKING TURNS talk Teacher F teacher-child relationship teachers spent usually