| OCR Text |
Show 126 child-centeredness into the Sunday School. from the Juvenile Instructor in the Salt Lake Stake the value of typical. The following allusions Estella Goodyear, interest, and advocated that children be "independent and engage in tional philosophy reflects Her self-expression. a 52 solid knowl writings bulge with 1arion Belnap Kerr's educa edqe of Froebe l such Nea 1, also knowl , Hall, Dewey, child-centered concepts "doing," application, play, child study, interest, and Jenn i e C. nature vity, and play in in the her concept of Mormon with the best in child-centered representative: child's life. being." study. 53 Sunday School. 54 self-acti- Though Sunday School adopted child-centered principles and methods, Ina Johnson, in many respects, the as edgeab 1 e about ch i 1 d-centered theory and practice, importantly included interest, child observation, others leader a Sunday School, knew Froebel 's works, affirmed doers" and Parker. are "Play Play is the thought. most closely identified Her ideas on play are highest point of human development in is the free expression of his innermost She continues: Take the plays at the age of the are the purest and most spiritual kindergarten child and they product of the human being, 52Estella Goodyear, "How a Teacher Should Determine the Labors," Juvenile Instructor 44 (1 September 1909): Results of Her 394-95. 53For Marion Belnap Kerr's representative comments see "The Nature Talk," Preparation of the Review, The Point of Contact and the Juvenile Instructor 48 (September 1913):632-33; "The General Prepara 48 (April 1913): tion of a Kindergarten Teacher," Juvenile Instructor Instructor 261-63; "The Application of the Lesson Truth," Juvenile "More Specific Preparations, 48 (August 1913):564 and 567; and Juvenile Instructor 48 (October 1913):703-04. 54Jennie C. Neal, "Helpful Suggestions to Kindergarten Teachers," Juvenile Instructor 52 (July 1917):366-68. |
