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The Nature of the Child: The Starting Point of the Teaching-Learning Process
Discusses the importance of considering the nature of the child as the point of departure in the teaching-learning process.
|7878 (cca 22 pages)
Table of contents
Title Page 1
The Nature of the Child 2
Inborn Tendencies – the Basis of Teaching and Learning 4
Intelligence and its Use in Teaching and Learning 4
Emotions and Their Uses in Teaching and in Learning 7
Imitation and Its Uses in Teaching and in Learning 9
Curiosity, Interest, and Attention and Their Uses in Teaching and Learning 10
Gregariousness and Its Uses in Teaching and in Learning 11
Play and Its Uses in Teaching and in Learning 12
Collecting and Hoarding and Their Uses in Teaching and Learning 13
Competition and Rivalry and their Uses in Teaching and Learning 14
Manipulation and Its Uses in Teaching and Learning 15
Other Characteristics Important in Teaching and in Learning 15
The Whole Child: The Center of Teaching 18
The Task of Teacher in Developing the Nature of the Child 20
Guiding Principles Concerning the Nature of Learner 21
Preview of the essay: The Nature of the Child: The Starting Point of the Teaching-Learning Process
The Starting Principles of Teaching and Learning Introduction This paper presents a comprehensive discussion about the nature of the learner as the psychological basis of the teaching-learning process. It also explores the different biological, sociological and environmental components that must be taken into consideration if teaching is to attain its end of delivering optimum learning to the child. The Nature of the Child If teaching is to be interpreted as a process of stimulating, directing, and guiding the learner, the teacher must have an intensive knowledge and understanding of the physical, mental, social, and emotional potentialities of those whose educational activities he hopes to direct and guide. Equally important is a thorough understanding of the psychological principles that govern human behavior, especially in relation to the teaching and learning processes. The starting principles of teaching deal with the nature of the child who is to be educated. The history of education reveals to us that Rousseau was the first great writer to insist that education should be based upon the nature of the child. His book Emile has been called the “gospel of educational freedom for ...
... The teacher should not expect the earner to achieve equally in all school subjects and activities. Ability group as practiced in some schools is a violation of the principle of traits differences, unless such grouping is done separately for each subject.
15. The teacher must keep in mind that the learner is endowed with the tendency to create; hence, capable of creativeness in his expression. All pupils posses creative ability, but to different degrees. Creativeness can be developed among the pupils if freedom is present in the classroom. Pupils can be creative if they are free from preconceived standards or criteria. The school curriculum must be so organized to encourage creativeness.
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