Download PDF by Bertha Hazan (auth.), A. I. Rabin, Bertha Hazan (eds.): Collective Education in the Kibbutz: From infancy to

By Bertha Hazan (auth.), A. I. Rabin, Bertha Hazan (eds.)

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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.

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