Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You!
more >>

Announcements

Call for Chapters, Rethinking School-University Partnerships

make a post | more >>

Kindergarten Education: The Development of Ideas in the Kindergarten

by Louise C. Sutherland - 1904

When we raise the question, "How shall we. develop ideas with young children?" do we mean, "How shall we help children to have ideas?" or are we considering a method of developing with them an idea about a particular thing? The first plan seems to belong to a comparatively early stage, and involves the child's activity; while the second, or that of developing an idea about a definite thing, although it can best be realized through the pupil's active participation, may result, in the case of an unskilled teacher, in an over-hasty supplying of information. The question, then, in the first place resolves itself into this: not "How shall we develop ideas?" but rather, "Do we aim with very young children to give them many definite ideas about things; or do we, on the other hand, seek to develop in them the habit of having ideas or, in other words, the habit of being thoughtful?"

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Cite This Article as: Teachers College Record Volume 5 Number 5, 1904, p. 25-31
https://www.tcrecord.org ID Number: 9813, Date Accessed: 7/20/2019 2:37:14 PM

Purchase Reprint Rights for this article or review

Article Tools
Full Text in PDF Format Email this article Print this article Post a Comment

There are no related articles to display

Related Discussion

Post a Comment \| Read All

About the Author
Louise Sutherland

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues: