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The Children Make: On the whole, the children make their own choice and they enjoy their weekly selection. AD the books are displayed on a Table and a group of three or four children at a time make their choice. Some take a while and need guidance, particularly the children whose mother tongue is not English, while others have already decided upon their choice in advance. Occasionally they are influenced by their parents, e.g. 'My mum doesn't like Mr Men books', or 'My mum wants me to take a big book'. I have had children choosing the same book two or three times consecutively. This is particularly so with the non-English speaking children. One parent commented: 'He didn't want to let this one go back.'
There are many examples of librarians going into schools to talk to children, parents and teachers about libraries and their resources, and perhaps this should become more commonplace. But it is possible to make libraries still more of a community focus if schools and local librarians organize joint events, and encourage parents and children into the library to make good use of the resources. It is the fact that the school acknowledges the educational importance of libraries and actively supports them that will help maximize their use by parents and children.
Well-adjusted children generally feel accepted, respected, and trusting, whereas disturbed children are more often motivated by feelings of hostility, 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 their 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 continue to be reinforced in his interaction with other children and adults.
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