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More Children: There is an inherent positive value in childhood itself. This attitude, according to Margaret Lowenfeld, is more children characteristic of English culture than of the United States. English children depend less on adults; they live more children in a world of children of different ages. Adults do not generally enter this world except when something happens and the children do not know what to do. Children and parents are absorbed, each in their own concerns. Consequently, parents do not discuss before children adult problems which they consider outside the understanding of children.
There is an inherent positive value in childhood itself. This attitude, according to Margaret Lowenfeld, is more children characteristic of English culture than of the United States. English children depend less on adults; they live more children in a world of children of different ages. Adults do not generally enter this world except when something happens and the children do not know what to do. Children and parents are absorbed, each in their own concerns. Consequently, parents do not discuss before children adult problems which they consider outside the understanding of children.See Also Such Children Being:There is an inherent positive value in childhood itself. This attitude, according to Margaret Lowenfeld, is more characteristic of English culture than of the United States. English such children being depend less on adults; they live more in a world of such children being of different ages. Adults do not generally enter this world except when something happens and the such children being do not know what to do. such children being and parents are absorbed, each in their own concerns. Consequently, parents do not discuss before such children being adult problems which they consider outside the understanding of such children being.
Whether correct conclusions have been reached about the such children being's use of interpretative procedures is a function of how effectively the analytic framework has been applied. However, if the analysis is cor¬rect in the case of these four small incidents there are nonetheless some broader implications; there was nothing exceptional about these four such children being, these four events or this nursery. If this is what these such children being were doing, it is likely that it is what most such children being are involved in doing most of the time. More research on such children being's use of these interpretive procedures in other social contexts would help to clarify the question further.
On The Other Hand See About Their Children ':Well-adjusted children generally feel accepted, respected, and trusting, whereas disturbed children are more often motivated by feelings of hos¬tility, fear, and anxiety. The negative attitudes of well-adjusted children are less frequently expressed, less intense, and more often focused on some specific thing than are the negative attitudes of disturbed children (67, p. 21, 1956). These tendencies observed in school children probably have about their children ' origin in individual differences in emotional sensitivities and re-sponsiveness early in infancy. The responses children make evoke similar responses from others. Thus the maladjusted child's fear and hostility con¬tinue to be reinforced in his interaction with other children and adults.
One junior department during about their children ' period of worship faced a beautiful stained glass window. The music was carefully selected to create the mood of worship—selections from Bach, Mendels¬sohn, Sibelius, which were played often enough so that the children be¬came familiar with them. The children shared in the planning of about their children ' periods of worship and the prayers and discussions were in the children's language. The period was short—appropriate to about their children ' attention span; it was over before the children became restless. This atmosphere was in marked contrast to the inattentive restlessness one sometimes sees in children's services of worship. The right atmosphere is important because children learn what they experience, what they respond to, what they do. |
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