PRE-SCHOOL CHILD

Press, Volume C, Issue 29499, 28 April 1961, Page 2

PRE-SCHOOL CHILD

Kindergarten Influence Pre-school children were constantly active and striving and were sensitive to their feelings long before they were using their intellectual ability to any extent, said Dr. Jean Seabrook, at the annual meeting of the Christchurch Free Kindergarten Association.

The child’s mind was made up of three parts, the intellectual, the emotional and the active, striving part, she said. Adults tended to forget that the intellectual part was slower in development at this age.

“Our educational system directs its attention almost exclusively to intellectual education,” said Dr. Seabrook. “The purpose of modern education is to train the individual in skills that will enable him-to deal with the realities of life. We regard the struggle for personal sustenance as of utmost importance and spend years training a child to earn a living.” The pre-school education was extremely important, she said. Children who were without this faced the lack later on. The pre-sehbol teacher was possibly the srst regular adult contact-that-the child found outside his home and the warm, friendly relationship between the kindergarten teachers and their pupils provided the basis of the child’s ability to orientate himself more fully with others he met. The moment-to-moment contact with the child was also important. Dr. Seabrook said. Much attention was paid to external aspects and characteristics of environment and behaviour as distinct from helping children to gain an understanding of others or in gaining an awareness of their own feel-

ings. “Behind all our feelings, whether young or old, are emotional needs which are as important for happy living as fresh air and sunshine are for sound physical health,” she said.

The three parts of the child’s mind, working together harmoniously, gave him mental health. Neglect of emotional life. Dr. Seabrook said, was at the root of most mental health troubles today.