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The Teacher Helps: Providing a favorable environment is only the first step. By guiding the child in the use of appropriate experiences and materials, the teacher helps him to discover what he can and cannot do, what he likes and dislikes. Some children do not respond to a rich environment—the oppor tunities are there but the individual, for some reason, does not use them(19, 1952).
Consequently, he feels hurt when he is not given the expected attention or praise. The child tends to take a negative attitude toward persons whom he disli.es but will co-operate with persons whom he genuinely likes. Although the motive of pleasing the teacher is not the best reason for doing the right thing, it helps the young child to build inner controls.
After a few days the teacher noted that Eleanor was fairly comfortable in school and was happy to talk about the games she was playing. The teacher noted: 'Eleanor enthusiastically told me the names she had given to all the plastic play people/
After about a week Eleanor began to greet the teacher when they met in the morning and she usually had some news to report. The teacher felt that this was a good sign that Eleanor was settling in well.
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