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achievement activity adult affect age groups American animals awareness ball behavior boys chapter chil child children's books choices concern describe differ discussed dren early educational environment explore expressed fantasy favorite stories feelings fifth fifth-grade first-grade freedom frequently friends Gesell and Ilg girls give goals grade human actors important independence individual interact interest involved less live look main characters means mother nature needs negative obtained older children parents persons picture play positive present primarily problems race rational reading regard relation relationships reviewer ride roles sample satisfaction of needs satisfied settings shown social society sometimes stories and drawings supernatural Table talk tend things third thought tion tree trying usually values varies walk York younger
Page 116 - A token for children, being an exact account of the conversion, holy and exemplary lives and joyful deaths of several young children.
Page iii - When a child utters phrases belonging to the first group, he does not bother to know to whom he is speaking nor whether he is being listened to. He talks either for himself or for the pleasure of associating anyone who happens to be there with the activity of the moment. This talk is ego-centric, partly because the child speaks only about himself, but chiefly because he does not attempt to place himself at the point of view of his hearer.
Page 75 - Free at last! Free at last! Thank God Almighty, we're free at last!
Page iii - ... only about himself, but chiefly because he does not attempt to place himself at the point of view of his hearer. Anyone who happens to be there will serve as an audience. The child asks for no more than an apparent interest, though he has the illusion (except perhaps in pure soliloquy if even then) of being heard and understood. He feels no desire to influence his hearer nor to tell him anything ; not unlike a certain type of drawing-room conversation where every one talks about himself and no...
Page iii - ... the society of others. What is the reason for this? It is, in our opinion, twofold. It is due, in the first place, to the absence of any sustained social intercourse between the children of less than 7 or 8, and in the second place to the fact that the language used in the fundamental activity of the child — play — is one of gestures, movement and mimicry as much as of words.
Page iii - The child engages himself in egocentric speech to talk to himself or to talk for himself without bothering to know to whom he is speaking or whether he is being listened to.
Page 106 - Alfred Hitchcock and the three investigators in the mystery of the whispering mummy (dt.) ISBN 3-440-04796-2 geb.
Page iii - ... thinks socially, has continually in his mind's eye his collaborators or opponents, actual or eventual, at any rate members of his own profession to whom sooner or later he will announce the result of his labours. This mental picture pursues him throughout his task. The task itself is henceforth socialized at almost every stage of its development.
Page vii - ... the emphasis on family attachment and younger siblings, animal stories, anthropomorphized figures, and ambiguity in sex role. The setting is most typically in the surburbs, rarely in the city, and usually in and around a home. Pets are amusing, cute, and frustrating nuisances. This gestalt represents a striking divergence from the realities of community, family , and child life, and from what is known about child development.
Page 30 - At eight, the child began to see conclusions, contexts and implications, where before he had seen only in part. His universe became less disconnected. He himself was less submerged by the widening world. He began to make fundamental distinctions between persons and things, between the impersonal forces of nature and the psychological forces of children and men. Above all he began to see himself more clearly as a person among persons, acting, participating, and enjoying.