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by Tompsie Baxter 1930

FOR several hours in each school day, the pupil in elementary school undertakes to live with a rather large group of children of his own age.1 The school enables the child to live in a real social situation, and that situation, like all other life situations, tends to become more complex as its activities increase. Where large units of work are the core of the curriculum, as in The Lincoln School, Teachers College, the individual child comes in contact with and takes part in a variety of activities, he deals with many facts and ideas about which he is expected to do something, and he makes emotional adjustments in many kinds of situations. All the members of the group are faced with these same problems. They come together to make plans for meeting these problems of everyday life or to relate their experiences in solving them. In such a school, group discussions become a vital part of any cooperative activity.


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Cite This Article as: Teachers College Record Volume 32 Number 3, 1930, p. 245-255
http://www.tcrecord.org ID Number: 7078, Date Accessed: 10/18/2017 5:28:43 AM

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