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Accepts Children: The Durham Printing Project35 accepts children's written work from schools and produces from it attractive, illustrated 'books', for the originating schools and others. The children have become 'real' authors, feeling their work is valued and taken seriously. This idea might be taken up by local authorities and voluntary agencies - and why should the 'books' not have wider audiences than just the schools?sffhe possibilities of sharing experience, and developing children's literacy skills, in this way might include other sections of the community.
Responsibility and concern for others—to understand how others are feeling and to look for and value abilities in other children—has to be learned. The child's desire to be independent is an ally in teaching responsibility; his interests create opportunities for the exercise of responsibility. If his experiences in fulfilling the group obligations he accepts bring satisfaction, he will learn to work co-operatively. However, parents and teachers should not expect the impossible of him (41, 1953). Stories that involve social and moral issues have been used successfully to bring
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 children depend less on adults; they live more 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.
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