Early Development Aim In U.S. Schools

Press, Volume CVI, Issue 31135, 11 August 1966, Page 2

Early Development Aim In U.S. Schools

Helping a child to develop a “positive self concept”— to become aware of himself as an individual, to know and have confidence in his abilities—and to foster easy, spontaneous speech are two aspects of early education most emphasised in the United States.

Dr. Lucile Lindberg, professor of education at Queen’s College. New York, who is in New Zealand on a working holiday considers these factors most important to the child’s future learning.

"A three-year-old, for instance, may not fully understand himself, but he is beginning to learn fast,” Dr. Lindberg said in Christchurch yesterday.

“He is learning to know whether others expect the best or the worst of him; when he is doing well and when he is not.” Pre-school education—which should not mean formal lessons, but challenging things with which to play—helped a child's development considerably. With guidance he could establish a sound basis for learning. Play Centre “To the uninformed observer a child painting is just playing, but in fact, he is learning,” she said. Learning differentiation of colour, shape, and size; the background to writing; and manipulation. The guidance he received made the difference between play centre play, and backyard activities. Discovering and

studying for himself were all- ' important. Dr. Lindberg considers schools for three and four-year-olds beginning lessons in counting, spelling, and the alphabet were making a “big mistake." “It slows a child up to learn I things he is told he must

learn. The time for taking directions comes later,” she said. Parents’ Part Parents played an important part at this stage, particularly in language develop-

ment and attitude to learning. “When the child’s language flows easily and naturally it is much easier for him to read and write. The quality of conversation in the home affects a child greatly, and his thoughts and feelings are often a reflexion of his (Parents,” Dr. Lindberg said. ! The principles of teaching a three-year-old are the same as those applied for an eight-year-old, in Dr. Lindberg’s opinion, although the materials and content may be different. Special Course At Queen's College, an early childhood education course is held. This is studied in conjunction with arts units for a 8.A., which is completed in four and a half years. Graduands are then equipped to teach children from three to eight years. “I work mostly with postgraduate students doing advanced degrees,” Dr. Lindberg explained. An associate editor for the United States of the educational journal “New Era,” she is also very involved in “movI ing education ahead.”