A Quote by G. Stanley Hall
Constant muscular activity was natural for the child, and, therefore, the immense effort of the drillmaster teachers to make children sit still was harmful and useless.
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How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means of constant effort. we know that development results from activity. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
Training began with children who were taught to sit still and enjoy it. They were taught to use their organs of smell, to look where there was apparently nothing to see, and to listen intently when all seemingly was quiet. A child who cannot sit still is a half-developed child.
Taking the child's point of view demands good will, time, and effort on the part of parents. The child is the clear beneficiary. Parents who make the effort to understand their children's point of view are likely to treat children fairly and in an age-appropriate manner.
Proper effort is not the effort to make something particular happen. It is the effort to be aware and awake each moment, the effort to overcome laziness and merit, the effort to make each activity of our day meditation.
The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.
In the natural state no concept of God can arise, and the false one which one makes for himself is harmful. Hence the theory of natural religion can be true only where there is no science; therefore it cannot bind all men together.
Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other's participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.
Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.
Nevertheless, no school can work well for children if parents and teachers do not act in partnership on behalf of the children's best interests. Parents have every right to understand what is happening to their children at school, and teachers have the responsibility to share that information without prejudicial judgment.... Such communication, which can only be in a child's interest, is not possible without mutual trust between parent and teacher.
The discussion of the game of marbles seems to have led us into rather deep waters. But in the eyes of children the history of the game of marbles has quite as much importance as the history of religion or of forms of government. It Is a history, moreover, that is magnificently spontaneous; and it was therefore perhaps not entirely useless to seek to throw light on the child's judgment of moral value by a preliminary study of the social behaviour of children amongst themselves.
It is not the time spent with the child at their activity that is going to produce the highest level athlete. It is in supporting the child in an organized activity so the child can find what they truly like to do and let them go.
It is not the time spent with the child at their activity that is going to produce the highest level athlete. It is in supporting the child in an organized activity - and Bill alluded to this - so the child can find what they truly like to do and let them go.
The love of a child is different from any other type of love on the planet. And being loved by your children is a love that is immense. I'm always so overwhelmed by how much my children love me. I think the best part of being a parent is feeling the love of a child.
Play for young children is not recreation activity, It is not leisure-time activity nor escape activity. Play is thinking time for young children. It is language time. Problem-solving time. It is memory time, planning time, investigating time. It is organization-of-ideas time, when the young child uses his mind and body and his social skills and all his powers in response to the stimuli he has met.
I'm struck by the insidious, computer-driven tendency to take things out of the domain of muscular activity and put them into the domain of mental activity.
Regarding the accusations of sexual abuse of children by Catholic priests, deplorable and disgusting as those abuses are, they are not so harmful to the children as the grievous mental harm in bringing up the child Catholic in the first place.
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