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Preschool Children In Greenwich: Tn our own country there are significant differences in child-rearing among the diverse social groups. A teacher observed differences between the personality patterns of preschool children in Greenwich Village, New York, and those of children in the Tennessee mountains (53, 1946). A reŽview of three important studies -of child-rearing practices leads to the conŽclusion that middle-class mothers in the regions studied were generally more permissive and less punitive toward their young children than were working-class mothers. (84, p. 446, 1957) Each culture has its unique methods of child nurture, which are reflected in the personalities of both children and adults.
Swearing is another language response which may make its appearŽance in the preschool period. Young children use such words imitatively at first, probably without half understanding their meaning. If the words produce a startling, exciting effect on some adult, children tend to repeat the experiment. If the words are ignored a child may drop them of his own accord. One day a preschool child walked into his father's room and called joyfully, "Well, Godandamn." His father was somewhat amazed, but he merely said, "What does that mean?" "Jackie says it means, 'Well, isn't this grand!' " At his father's suggestion the small boy willingly substituted the latter expression for the objectionable one that had little meaning for him. Older boys can realize the deep religious significance of taking the name of God in vain.See Also Gifted Children Fail:Some gifted children fail in school and become behavior problems. What makes the difference between success and failure for bright chilŽdren? The successful children tend to be sociable and outgoing. They like school. In contrast, the bright children who fail in school tend to be unŽsociable and withdrawn, immature, and overprotected. Emotional relaŽtions in their homes are likely to be poor. Those from higher socio-economic levels have less monetary motivation to succeed than gifted children from poor homes.
Some gifted children fail in school and become behavior problems. What makes the difference between success and failure for bright chilŽdren? The successful children tend to be sociable and outgoing. They like school. In contrast, the bright children who fail in school tend to be unŽsociable and withdrawn, immature, and overprotected. Emotional relaŽtions in their homes are likely to be poor. Those from higher socio-economic levels have less monetary motivation to succeed than gifted children from poor homes.
On The Other Hand See Children A Great:We find that our practice of caring and sharing keeps up the momentum of PACT. More specifically, there are several things we do that are directly concerned with fostering reading.1 We read to the children a great deal so that they become very familiar with books and so try to re-read them to themŽselves. We believe that this is one of the chief ways that children learn to read. We are careful in our selection of books, so that they appeal to all the children. As time in schools is at a premium our programme is immensely enhanced by the help given at home by the whole family.
The great importance of their finding was the way it clearly singled out a factor that seemed likely to be a causal one: that is, if we actually encourage arents to hear their children read, we might then expect to see le children's reading improve. This proposition may look hvious at first sight. But is it necessarily true? Perhaps the urvey, as Hewison herself suggests,7 simply picked out the hildren who could already read well and who therefore wonted D read to their parents? Further, even if it can be shown onclusively that parents, by hearing their children read, sig-ificantly raise the children's reading ability, this does not lerefore mean that we can easily put the knowledge to use. It is >ne thing to show something to be true in its natural setting and [uite another to be able intentionally to cause it to happen. |
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