By Bertha Hazan (auth.), A. I. Rabin, Bertha Hazan (eds.)
Read or Download Collective Education in the Kibbutz: From infancy to maturity PDF
Best education books
This new e-book takes a distinct method of the examine of ecu expansion, tackling key questions. what sort of knowing of the european do the expansion approaches converse to? Do judgements to amplify almost always recommend that the ecu is a unfastened industry, concentrating on strength financial earnings? Do they point out that there's a feel of universal ecu id?
- Integration and Co-operation in Europe (The Routledge University Association for Contemporary European Studies Series)
- Deconstructing Special Education and Constructing Inclusion, 2nd Edition
- Organic Chemistry Demystified opt
- Governance of Innovation Systems: Volume 3--Case Studies in Cross-Sectoral Policy
- Development of It-Supported Inter-Organisational Collaboration: a Case Study in the Swedish Public Sector (Linköping studies in science and technology)
- Making Nations, Creating Strangers (African Social Studies Series)
Additional resources for Collective Education in the Kibbutz: From infancy to maturity
This gives them practice in sorting, in fitting things together, in measuring sizes, and in reading signs and names. The children enjoy working with the teacher (as one six-year-old put it, -"I'm helping you to wash dishes because I like talking to you"). Such activity also develops a feeling of mutual responsibility and strengthens a sense of belonging to the house in which they live. A child who makes a contribution to the improvement of his group's home feels that his own importance has increased.
The entire process of education is, inter alia, a progressive series of severances-beginning with the period of total dependence in early infancy and continuing until the attainment of adult independence. The child copes with the crises of severance by identifying with the loved objects with which he must loosen or sever his ties. The existence of other objects of identification (the child does not have to sever his ties with every object at the same time) helps and comforts him through each difficult period.
We are mindful of the need not to be complacent, but to increase our efforts in this connection. In a prekindergarten setting, the metapelet strives, through warmth and affection, to create in the young child a feeling of security, belonging, and closeness. But the functions of the kindergarten staff assume additional dimensions: the children see them as a source of information and knowledge, they turn to them for help with group difficulties and social rules, and they see in them an example of moral and wellmannered behavior.