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The Work Period in the Kindergarten [microform] / Emma E. Plattor
Bib ID 5257931
Format BookBook, MicroformMicroform, OnlineOnline
Author
Plattor, Emma E
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1968 
5 p. 
Summary

Kindergarten provides the child with an introduction to the outside world and to various work activities appropriate to his stage of development. In order to select such activities, the kindergarten teacher must understand the child's growth, developmental, and learning processes both before he has entered school and during his kindergarten year. During this year, factual knowledge is expanded, reasoning and problem solving abilities are developed, and expanded social contacts and cooperative behavior are encouraged. The kindergarten teacher should both carefully plan the work periods which foster these developmental processes, and evaluate the behavioral results of each period. Thus, serving as an observer, reinforcer, positive critic, admirer, suggester, and nondirective guide, the teacher encourages a progressively more motivated and successful learner. (JM)

Notes

ERIC Note: In "Early Childhood Education Council," ATA, Calgary, Sept. 1968 (unpublished).

Educational level discussed: Early Childhood Education.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Child Development.  |  Class Activities.  |  Early Childhood Education.  |  Educational Objectives.  |  Kindergarten Children.  |  Motivation Techniques.  |  Preschool Teachers.  |  Problem Solving.  |  Socialization.
Form/genre Speeches/Meeting Papers.
Available From ERIC 
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001 5257931
005 20181012144404.0
007 he u||024||||
008 080220s1968    xxu ||| b     ||| s eng d
035 |9(ericd)ED092989
037 |aED092989|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aPlattor, Emma E.
245 1 4 |aThe Work Period in the Kindergarten|h[microform] /|cEmma E. Plattor.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1968.
300 |a5 p.
500 |aERIC Note: In "Early Childhood Education Council," ATA, Calgary, Sept. 1968 (unpublished).|5ericd
500 |aEducational level discussed: Early Childhood Education.
520 |aKindergarten provides the child with an introduction to the outside world and to various work activities appropriate to his stage of development. In order to select such activities, the kindergarten teacher must understand the child's growth, developmental, and learning processes both before he has entered school and during his kindergarten year. During this year, factual knowledge is expanded, reasoning and problem solving abilities are developed, and expanded social contacts and cooperative behavior are encouraged. The kindergarten teacher should both carefully plan the work periods which foster these developmental processes, and evaluate the behavioral results of each period. Thus, serving as an observer, reinforcer, positive critic, admirer, suggester, and nondirective guide, the teacher encourages a progressively more motivated and successful learner. (JM)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aChild Development.|2ericd
650 1 7 |aClass Activities.|2ericd
650 0 7 |aEarly Childhood Education.|2ericd
650 1 7 |aEducational Objectives.|2ericd
650 1 7 |aKindergarten Children.|2ericd
650 0 7 |aMotivation Techniques.|2ericd
650 1 7 |aPreschool Teachers.|2ericd
650 0 7 |aProblem Solving.|2ericd
650 0 7 |aSocialization.|2ericd
655 7 |aSpeeches/Meeting Papers.|2ericd
856 4 1 |uhttps://eric.ed.gov/?id=ED092989
984 |aANL|cmc 2253 ED092989|d77000000093020
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