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This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.
Excerpt from A Study of the Mental Life of the Child The appearance of this book in English translation should be welcomed by all serious students of the periods of infancy and early childhood; - not because the claim can be made for it that it represents the outcome of a judicial weighing of all the factors that go to make the infant and the child that which they are, but because it describes, in almost monographic form, a certain, very important, group of these factors, - of which nothing would be known but for the work of Sigmund Freud, whose views the author of this treatise faithfully reproduces. Whatever differences of opinion may be held about some of the bearings of these views, the time is now long past when any one who cares for the truth about the matters to which they pertain can excuse himself for treating them with neglect. To do so would be to neglect the most thorough study which ever has been published, of a set of influences, or motives, which have a vast amount to do with the development of the poetical, literary, religious, philosophical and esthetic tendencies in human nature, and which serve indirectly (through giving rise to "conflicts") as fruitful causes of defects of character, unhappiness, and positive illnesses of pronounced sorts. To some extent the desires to which these motives correspond belong to what might be called the "underworld of human thought." The most significant of the earlier contributions to the history of infancy and early childhood came from men and women who strove to record with fidelity the sayings and doings of their own children. The plan was unexceptionable; but it should be recognized that where the thoughts, feelings and emotions of a human being are the object of study, the ability to "see and hear" is limited, almost rigorously, by the ability to "understand." An observer is not a phonograph, but a person, whose seeing and hearing is largely a selecting, carried on with deference to a set of opinions, mainly preconceived though subject to constant modification. One's senses, urged forward or held back by one's personality, rush to confirm, or hasten instinctively to turn away from, what one's education has led one to regard as noteworthy or objectionable, as the case may be, in the light of what one knew or felt or hoped for or had learned to look on with disfavor or disgust. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.
Educators across subject areas are striving to integrate primary sources into their pedagogy and teaching. Yet, despite their importance to authentic disciplined inquiry, the implementation of primary source activities in the pre-K–12 classroom has been limited. This lack of utilization can largely be attributed to the perception that these activities are too complex to design, implement, and grade. Many teachers also feel that primary source analysis and the construction of evidence-based narratives is too difficult for students to complete in the traditional classroom. Waring argues that this is not the case and, with this handbook, provides teacher candidates and inservice teachers with detailed and specific perspectives, activities, approaches, and resources to help them effectively and authentically use primary sources in their classrooms. Book Features: Introduces teaching with primary sources, including detailed examples of authentic and tested instructional ideas and approaches.Designed to meet the needs of classroom teachers and teacher candidates in social studies, English and language arts, mathematics, science, and other fields.Offers dozens of primary sources and links to resources throughout the book.Aligns to national standards, frameworks, and the C3 framework for social studies.Can be used to meet the needs of emerging English learners and students with special needs.Focuses on ways in which educators are utilizing a variety of emerging technologies to engage students in deeper and more authentic ways of learning. Contributors include Peter DeCraene, Lisa Fink, Eric J. Pyle, Stefanie R. Wager, Sarah Westbrook, and Trena L. Wilkerson.