A CURRICULUM FOR BABYHOOD AND EARLY CHILDHOOD
“Knowledge has little or no intrinsic value in and of itself. Like
light, knowledge is good not to see but to see by.... Ignorance is
doubtless better than knowledge that does not make us better.”
—G. STANLEY HALL.
“Where children are fed only on book knowledge, one fact is as good
as any other.”
—JOHN DEWEY.
“If we seek the kingdom of heaven, educationally, all other things
shall be added unto us—which, being interpreted, is that if we
identify ourselves with the real instincts and needs of childhood,
and ask only after its fullest assertion and growth, the discipline
and information and culture of adult life shall all come in their
due season.”
—_Ibid._
The curriculum is to center, not about “subjects” in which the adult
is interested but in
1. The child: (a) The phases of his life; (b) his age and stage of
development; (c) therefore the vital interests characteristic of that
stage; (d) his individual interests.
It will be modified in some degree by
2. The environment and what it provides of opportunity for physical
activity, exploration, social relations, and for direction of
interest.
The apotheosis of unnatural environment for the child is an expensive
“high class” city apartment, no other children, one or more domestic
servants, absentee parents who are interested and intelligent in
everything but child care and training.
For the child under six years, and possibly under ten, the most
educative environment, in every sense, is in the country with hills,
valleys, woods, water, plants and trees, wild and domestic animals,
other young children, the freedom of the kitchen, the necessity
for personal physical care, and elders who enter sympathetically
into his life, not obtrusively but intelligently, ready to give
assistance when it is needed. With good library facilities, wholesome
neighborhood recreations, and occasional trips to a city for its
opportunities of art galleries, great music, wholesome plays,
industrial activities, the simple home life and rural surroundings,
even with mediocre teaching in a rural school, provide through early
adolescence the environment most favorable for developing richness of
life, greatness of personality, social efficiency.
As part of the environment which his guardians select are (a) his
clothes, which have an influence both upon bodily health and on
personality; (b) his furniture, which should be adapted to his size;
(c) his toys and playthings, which are both a stimulus and a means
for expression of his interest; (d) his pictures, books, and music,
which are influencing his æsthetic taste, his emotions and his moral
life; (e) his associates, both children and adults, who furnish the
examples that he imitates constantly in speech, manners, actions,
and whose personality subtly—and often unconsciously is molding his
personality.
The scope of education is as comprehensive as life itself. The
following aspects must therefore be developed in the complete
education of the child:
1. Disciplinary: developing in the child his power to use
efficiently his mental possibilities,—concentration, observation,
memory, imagination, invention, judgment, his motor powers, his
emotions, his will
2. Physical: training in habits and ideals of health, in skill and
grace of motor coördinations
3. Cultural: bringing the child to a living interest in great
literature, art, biography, history, and an appreciation and
enjoyment of their values
4. Scientific: leading him to a knowledge and appreciation of the
principles that control the world of nature and of mind
5. Social: training him to live harmoniously and serviceably with
his fellows
6. Economic: fitting him to make his living by service rendered, of
marketable value
7. Moral and religious: developing character,—the ideals and the
realization of noble living,—which has its roots deep in the
feelings and the soul, and depends upon these far more than upon
mere thought, knowledge, and reasoning.
Intellectual and Play Interests
Birth to Six Months
Grasping
Mouthing
Staring
Watching bright objects, moving objects
Listening to sounds
Crumpling paper
Kicking
Rhythm
Crowing
Six Months to One Year
Handling
Mouthing
Looking at
Pulling
Shaking
Pounding
Producing noise
Creeping
Exploring environment
Hearing sounds, music, singing
Babbling
Imitating vocal sounds: vowels, consonants, singing
Animals, flowers, vivid colors
Ball, mirror
Rhythm
One to Two Years
Sensory experiences, motor coördination
Speech
Handling
Experimenting with touch
Tracing with finger
Walking
Exploring environment
Pouring
Filling and emptying
Building and knocking down
Hammering
Pounding, thumping
Throwing
Digging
Producing noise
Rhythm
Animals, flowers, chickens, bird in cage
Putting in and taking out
Curriculum
Sensory experience: Provide variety of shapes and sizes for handling;
primary colors in objects both different and same shape; sounds, and
objects for making sounds.
Singing of little tunes, chanting of music or poetry, by attendant
while she works about near by, and while dressing, bathing, but not
while feeding.
* * * * *
Motor experience: Freedom to move,—kick, roll, creep, climb, during
waking hours; not tied in chair or carriage while awake, except for
quarter-hour periods
Objects for grasping, pulling, pushing, during first year
Permit to assist in use of cup and spoon after nine months.
Provide door, drawer, lock and large key, wooden mallet, volley ball,
for hand and arm exercise.
Provide low, short stair, ladder, swing, swinging rope, for second
year.
* * * * *
Concentration: Do not interrupt staring, examination of objects,
intensive activity.
Encourage continued looking, handling, listening, experimenting.
* * * * *
Memory training: Strict regularity of routine in feeding, giving of
water, dressing, sleep
Motor, by gymnastic exercises performed each time in same order
Few pictures, songs, finger plays, given repeated short attention
* * * * *
Imitation: Pat-a-cake, waving good-by, other simple arm or hand
movements
Consonant and vowel sounds
Cheerful, well-poised disposition
* * * * *
Reasoning: Reasons by association of circumstances, sequence of
circumstances
Provide uniformity and consistency of sequences in handling and in
daily care.
* * * * *
Language: Provide much spoken language, chanting and singing, after
six months; repetition of sounds for baby’s direct imitation.
Cultivate clear, distinct, correct enunciation.
After twelve months, teach gradually names of most common objects,
members of family, most common verbs, adjectives. (A diary record
of sounds, words, phrases, and sentences is both interesting and of
assistance in teaching and noting progress during first four years.)
* * * * *
Æsthetic sense: Quiet colors, simple furniture and decorations in
nursery
Variety of forms and toys, harmonious gay colors, attractive forms,
features
Vivid standard spectrum colors in toys, pictures
Some large colored pictures in nursery; artistic; distinct; babies,
cats, dogs; primitive Indian drawings
Exclusion of ugly, vulgar, rude pictures, cartoons, toys, and music
Well-modulated voices in attendants
Rhythmic quiet singing or chanting, and rhythmic gymnastic exercises
daily
Soft, simple rhythmic instrumental music once a day when possible
Wide range of noise-producing toys, not harsh or rasping. Some toys
producing mellow, musical sounds
* * * * *
Emotions: Reduce fretting or crying from discomfort by keeping
comfortable, with strict regularity, and attention to hygiene.
Anticipate waking and have attendant at hand to reassure as well as
to make comfortable. Attendants should be well poised, cheerful,
patient, sympathetic.
Prevent fear by avoiding sudden noises, clapping, shouting, excited
action, loud talking in nursery, or any attempts to frighten.
Overcome anger and teasing by refusing to grant objects cried or
teased for; avoid teasing the child, or other artificial situations
that produce anger.
* * * * *
Moral training: Good humor. Remove defects, _e.g._, adenoids,
phimosis, which produce local irritation, nervousness,
irritable temper, fretfulness, and bad habits; prevent fatigue,
overstimulation, overexcitement. Keep busy by ample simple
play material, environment for exploration. Avoid unnecessary
prohibitions, or unnatural conditions necessitating prohibitions.
* * * * *
Sense of law: Develop through strict regularity of daily regimen in
feeding, eliminations, sleep; consistency in care and discipline.
* * * * *
Cleanliness: Cultivate sense of cleanliness by daily baths; beginning
in second year, by always washing hands before and after meals and
after toilet.
Obedience
Intellectual and Play Interests. 2 to 6 years.
Sensory and motor stage: Range of active sensory
experiences,—tasting, touching, hearing, seeing
Interest in color, sound, tasting, strongest at 4 to 6 years
Constant sensory experimentation and exploration
Experimental science; taking apart; finding source of motion or noise
Nature interest; animals, birds, insects, flowers; watching actions,
noting striking characteristics of appearance
Interest in experimenting with material (2 to 4 years); in making for
use (4 to 6 years)
All work crude; materials large, coarse, utilizing fundamental
muscles; periods short, to avoid strain of eyes or nerves
* * * * *
Handcrafts:
(a) Building, digging, sand play (from one year)
(b) Carpentry, drawing, painting, modeling (from two years)
(c) Cutting, pasting, heavy paper construction (from 4 years)
(d) Coarse weaving, cardboard construction (from 5 years)
* * * * *
Language: Articulation; increasing vocabulary; sentence construction
Comparison of words (sounds and meanings)
Beginnings of simple original story-telling
Fairy tales, myths, fables, animal stories, anecdotes of children;
Mother Goose, selected poetry
Measuring, counting (after 4 years, if interested)
* * * * *
Rhythm: Marching, skipping, simple folk dancing, clapping
Music: Hearing and improvising instrumental and songs; much
spontaneous singing
* * * * *
Motor coördinations: Walking on straight line; balancing, throwing,
catching, consistency
Forming of clearer perceptions of objects, social actions, moral
distinctions
Curriculum
For Religious, Moral, Emotional and Æsthetic Values
Sensory training: Variety of objects, varied sizes, shapes, texture,
hardness
Prismatic colors in graded shades, in fabrics, paper, toys
Variety of musical instruments or musical sounds; piano, violin,
cello, guitar, organ, fife, flute, horn, willow flute, drums,
tubephone, cymbals, tambourine, Japanese gong, musical bells, musical
glasses
Toy stringed instruments, drum, made by child
Attention called to sounds of nature: Wind, rain, splash and
trickling of water, calls of animals, birds, insects
Taste, smell, temperature and weight senses of minor importance, to
receive slight attention
Discrimination of finer differences in shades of color, loud and soft
sounds, high or low tone, slow or quick rhythm, rough or smooth
surface, soft or hard texture, weight, temperature
Memory of sensation, and ability to match it; applied to colors,
shapes, textures, sounds
* * * * *
Motor Training: Coördination of eye and hand by aiming at a mark,
catching ball, ring, dangling rope; pouring liquids, measuring liquid
and dry measure, linear measure
Coördination of eyes and legs by jumping over or at a mark
Coördination of legs in marching, skipping, walking up and down a
short stairway or stile
Acquiring balance by walking on a line, rail, plank; climbing low
ladder, low trees, broad planks, low elevation
Coördination of arms and hands by carrying own cup and spoon at
meals, eating without bib (after three years); neatness in table
manners; assisting in serving and clearing away meals; dusting,
sweeping
Climbing low ladder, bars, trees; swimming (4 years). Free, impromptu
interpretation of instrumental rhythms of distinctive character, by
dancing and pantomime
Habits of neatness and orderliness are taught by care of own clothing
as removed, and putting away of toys. Social conventions taught
through good examples and through dramatic play; promptness by
immediate response when called; hygiene and cleanliness by brushing
of own teeth, washing of face and hands, cleaning of finger nails,
brushing of shoes (needing, of course, some supplementary treatment),
putting own clothes off and on (after 3 years), fastening and
unfastening own shoes and clothes. (Note that clothing should fasten
in front or on shoulders, shoes preferably laced.)
* * * * *
Language: Distinct articulation and enunciation are taught through
good examples, by training in special sounds that are omitted or
incorrectly pronounced after four years of age, by training in
modulation and control of pitch of voice. Vocabulary is increased
through stories and daily conversation.
Store of classic nursery rhymes, poetry, folk-tales, fables, animal
stories, fairy tales
Colloquial expressions, names of objects, songs, in foreign language,
with pure native accent, after three or four years
Learning own name, address, father’s name.
Reading and writing are a hindrance to freedom of thought and a
strain upon eyes, fingers, and nerves.
* * * * *
Construction: Building with large plain blocks (2-inches and larger)
of wood, cement, stone; variety of geometric forms; new forms added
singly and gradually.
Building with peg-lock blocks, meccano, and other interlocking and
knockdown apparatus
Hammering, sawing, planing, boring
Making of simple whitewood furniture and toys
Cutting out toy birds, animals, toys, from soft wood, with coping saw
Making birdhouses and drinking fountains of wood, clay, cement
Making designs with large wooden beads (1-inch size), sticks (not
less than ¼ inch diameter, 4 inches long), colored mosaics of stones
(not less than 1-inch side), pegboards (pegs not less than ¼ inch
diameter)
Stringing large wooden beads; buttons (after 3 years)
Filling in simple designs having distinct, heavy outlines, using
water color or crayola; suggestions regarding technique given only as
requested.
Painting walls, boxes, or other large surfaces with 2-inch brush, or
pretending painting, using water
Modeling and building in sand; shaping land and water forms, building
farms and villages
Imaginative work, not copying directly from objects, in modeling or
drawing.
Free-hand paper cutting or tearing of circles, squares, utensils,
furniture, fruits, animals, dolls
Cutting out pictures having simple, heavy outline
Making toys and furniture with spools, boxes
Simple paper folding (occasionally)
Coarse weaving with lamp wicking or cloth strips
* * * * *
Nature: Assistance in care of pets, garden, house plants
Exploration of meadows, garden, woods
Observation of many domestic and wild animals, chickens, birds,
insects, and their ways, nests, food, enemies, protection
Observation in native habitat where possible, or in zoölogical
gardens, home or public aquaria
Collections of stones, shells, flowers (not pressed); leaves (pressed
and mounted), grasses, seeds, insects for vivarium
Observation of clouds, direction of wind; frost pictures, snow
crystals; rising and setting of sun; length of shadows; evening star,
milky way, phases of moon; chief land and water forms—mountains,
hills, valleys, islands, rivers, lakes, waterfalls; changing seasons,
their characteristics, special gifts; preparation of man, animals,
plants for winter
Call attention to life processes in plants, including growth,
blossoming, fertilization, protection of flowers and seeds,
distribution of seeds; also care of animals for their young,
preparation of nest or shelter.
Identification and naming of a few most common animals, flowers,
insects, birds, trees
Attention called to types, as trees, trunks, branches, bark, leaves;
plants, leaves, flowers, fruits
* * * * *
Geography and History: Methods of travel; industries, especially
simple or primitive forms of providing shelter, food, clothing;
children of any lands or times; their ways of living compared
with his. After three years, tell stories of American history,
constructive, not military
* * * * *
Hygiene: Care of teeth, eyes, ears; correct posture in sitting and
standing; protection from germs by cleanliness, care in coughing and
sneezing, disuse of public towels or drinking cups; first aid in
bruises, cuts, burns, fire (clothing or dwelling)
* * * * *
Experimentation: Simple experiments in mechanics, electricity,
chemistry, cooking
* * * * *
Concentration: cultivate through
(a) providing environment and material that foster exercise of
spontaneous interests in handling, examining, experimenting,
constructing;
(b) avoiding interruption when child is attentive to an action,
unless for important reason such as physical regimen, danger of
fatigue or satiety;
(c) Correlating interests into an organized play, _e.g._, building
of a doll’s house; playing store; telling or dramatizing of a
continued story, lasting for days or weeks (after two years);
(d) Giving a direction, request or command only once, and requiring
attention and prompt response.
* * * * *
Æsthetic Appreciation: Rhythm acquired through hearing of rhythmic
songs, music, chanting of nonsense or poetry; and through rhythmic
plays, marching, dancing
Taste for good songs, music, pictures, color combinations,
simplicity, orderliness, harmony, cultivated by good examples in
housekeeping, furnishings, decorations, clothing, books, toys, music
in home
Experimentation with color, modeling material, rhythm, musical sounds
Play with toy musical notation
* * * * *
Emotions: Train in control of temper, disappointment, in genuine but
not gushing expression of affection and joy.
Discourage showing off, attempts to attract attention to self, or
other forms of conceit, vanity or self-consciousness; direct this
energy into thoughtfulness for others.
Treat bad temper, sulkiness, fretting, as symptoms of ill-health, and
let the child sit down or lie down until relaxed and good-humored,
diverting attention meanwhile to other subjects. In extreme
cases, put gently to bed, possibly giving also a warm bath. Do
not ridicule any expression of emotion or do anything to foster
self-consciousness.
Set an example of wholesome emotional expression.
Avoid any conditions that might foster fear, such as fright, grewsome
stories, nervousness, indigestion, excitement before bedtime.
Counteract instinctive and imaginary fears through example of poise,
ideals of bravery, confidence in Providence and nature, closer
acquaintance with special objects feared, as animals, darkness,
closets.
* * * * *
Moral: (See Birth to 2 years) Add at this stage:
Strict obedience
Teasing, pouting, sulking and tantrums eliminated by denying objects
thus sought
Generosity, sharing with others, giving gifts
Thoughtfulness for comfort and happiness of family and playmates
Learning to play with others peacefully; solitary play as natural
consequence of quarrelling
Patience in accomplishing a desired end
Honesty. Differentiate between (_a_) imaginary tales and (_b_)
attempts to deceive, usually for the sake of escaping punishment or
gaining some desired object. Example of honesty in keeping promises
to child, telling truth to others
Confidence in self, in universe (God and nature)
Show narrowness of tattling, snobbishness, unkind criticism
Respect for body; modesty; by example and in physical care
Large vocabulary of adjectives and exclamations as preventive of
slang and vulgarity; examples of good speech; prompt eradication
of slang or vulgarity, by natural consequences, such as washing of
mouth, play alone
Answer child’s questions regarding origin of life reverently,
seriously, honestly, with emphasis upon nurturing and on social
coöperation of mother and father; give a bias toward the social and
spiritual relations of family life, and a suggestion of the future
parental responsibilities of the child.
Memorizing of mottoes, wise sayings, proverbs
* * * * *
Religious:
Respect for authority, by example, and by requirement of obedience
Foster sense of mystery and wonder through life and nature
Example of worship at home
Teaching of simple childish prayers, if child asks for this
Answering child’s theological questions reverently and seriously, as
he asks them
Telling selected Bible stories
Occasionally taking to opening service at church
Singing of hymns informally at home
Teaching child hymns and carefully selected Bible verses
Intellectual and Play Interests. 6 to 9 Years
Extensiveness: Gathering experiences. Little attempt at organizing,
systematizing, memorizing, or formal education. Less fragmentary than
in previous stage
Great variety of interests; seeking knowledge of natural world
Experimental science—physics, chemistry, mechanics
Analysis of objects to find construction, source of motion, sound
* * * * *
Handcrafts: Carpentry, weaving, building, drawing, painting, modeling
Making for use; less interest in mere activity; interest in
workmanship developing
* * * * *
Gardening: Care of pets; observing animals, insects
Collecting stones, leaves, seeds, curios, historical souvenirs
Rhyming; increasing vocabulary; conversation and original
story-telling; foreign language (colloquial)
Primitive people and ways of living
Sources of supply of food, clothing, shelter
Curriculum
Sensory training: Sorting and examining fabrics, colors used in
construction
Experimenting with sounds and improvising of melodies and rhythms
continued
Permit attempts to pick out tunes on musical instrument
Frequent attentive hearing of good instrumental music, short duration
Occasional visit to art museum or store, without comments, giving
information on request
* * * * *
Motor training: More difficult and complex coördination of muscles
mentioned in previous period
Greater accuracy, skill, assurance, freedom
More use of forearm
Use of fingers in handcrafts
More complex and complicated movements in marching and dancing
Alertness in changing from one rhythm to another
Free impromptu pantomime, interpreting instrumental rhythms
Pantomime of stories
Posing, original ideas or copying famous pictures or statues
Tableaux; charades
Forms of housework: sweeping, dusting, scrubbing, washing, ironing,
dishwashing, table-laying, making beds; for accuracy, neatness,
dispatch, concentration, application, responsibility, as well as
motor training
Skating, swimming
Use of swinging rings, parallel bars, rope ladder; climbing trees
Avoid activities that strain heart or produce great fatigue.
* * * * *
Language: Encourage conversation, discussion of topics of interest
and value, story-telling. With models of correct grammar and
idiomatic English in earlier childhood, there will be little
incorrect language to correct.
Increase vocabulary especially by descriptive words in story-telling.
Continue models of distinct enunciation, well-modulated voice.
Encourage rhyming; do not ridicule or make light of rhymes.
Spontaneous dramatizing of stories; permit freedom, and absence of
self-consciousness in expression; avoid criticism of technique or
form of expression.
Teach colloquial expressions, poems, songs, from foreign language,
with pure accent.
Avoid forcing of interest in reading, writing, or number; prohibit
for nervous child; discourage for bookish child, and supply more real
interests. For normal, active children, assist spontaneous interest,
in short periods, with careful regard for hygiene of eyes.
* * * * *
Nature: Providing food and drink for wild birds, animals, insects not
pests
Care of pets, gardening, with responsibility for daily care
Encourage collections as in previous period, adding insects and small
live animals kept in vivarium, birds’ nests, pictures of birds.
Keep calendar of birds, flowers, weather conditions.
Observe effects of frost, wind, rain, streams, waves, upon soil and
rocks.
Observe unfolding of leaves and blossoms, and formation of seeds from
flowers; methods of protecting and distributing seeds.
Plant large seeds where process of germination can be observed.
Identification of trees, birds, flowers, insects
Gathering of nuts; drying of fruits and vegetables for winter
Observation of some inherited characteristics in flowers and animals
Raising of pigeons or chickens or a litter of kittens, rabbits, or
guinea-pigs
Noting coöperation of father in care of birds
Study of primitive life, types of dwellings, providing of food and
clothing, making of weapons
Learning days of week, months of year; telling time of day by clock
and sun dial
* * * * *
Sciences: Simple experiments in physics and chemistry continued, in
response to child’s questions regarding composition of substances,
principles of mechanics and electricity, etc. For example:
differences noted between solids, liquids and gases; acids and
alkalies; adhesion, cohesion; composition of water
Cooking
Construction of batteries, and making of toy telephone
Application of water power to toy machines; wind power to sailboats,
toy wind mills
Making toy steam engine and harnessing to toy machinery
Comparing specific gravity of different substances
Observation of stars in early evening
Identification of dipper, north star, evening stars, and a few
constellations visible before child’s bedtime
* * * * *
Anatomy and physiology: Main facts and processes; principles of
hygiene; first aid in drowning
* * * * *
Mathematics: Counting small quantities
Measuring as in previous period; use of pints, quarts, ounces,
pounds, peck, bushel; playing store with real measures and wares;
making change with toy money; metric measures
Use of common fractions in construction and store play
Buying at store and making change
Use of small weekly allowance
Measuring inches, feet, yards, rods, in construction and store play
Reading thermometer
* * * * *
Construction: Making of more difficult things
More attention to workmanship—accuracy and finish of product, skill
in handling tools
Use of smaller and finer materials
Carpentry; wood carving; making of cement blocks; modeling with clay,
having good pieces fired; use of potter’s wheel
Weaving with raffia, carpet woof, yarn, quarter-inch strips of cloth
or silk
Stringing small wooden beads, glass beads, papers and straws,
berries, seeds
Paper cutting, freehand, and following a line
Coarse sewing for dolls, simple personal mending, making of gifts
(periods not longer than half hour)
Basket-making with raffia and other flexible material
Experiments in carding of wool, spinning of yarn and thread
Making miniature types of dwellings of primitive peoples, as Indians,
Laplanders, Filipinos
Making toy theaters and puppets
Making scrapbooks classified for different subjects of interest
Drawing still from imagination, not directly from object, viz., an
avenue of creative imagination, not of accurate observation nor
logical analysis of line or form. Water color and crayola used in the
same way; copying of objects or pictures permitted if spontaneous;
coloring pictures
Little criticism of technique, avoiding any suggestions that might
repress freedom of expression, individuality, or confidence
Suggestions for improvement in technique as requested
Improvising of melodies and little songs
* * * * *
Æsthetic Appreciation: As in previous period
Making collections of pictures from magazines, reproductions of
paintings and sculpture, allowing free individual choice; abundance
of good examples provided
* * * * *
Moral: As in previous periods
Little appeal to conscience, motives, ambitions
Training in good habits as part of regular routine
Stories of fidelity, loyalty, generosity, helpfulness, patience
* * * * *
Religious: As in previous period
Avoid forcing of religious interest or observance of forms
Select Sunday school with care. May be preferable to take child to
opening portion of church service, and to full service on festival
days
Bible stories especially of Old Testament history; boyhood of Christ
Stories from lives of religious leaders
Portions of religious allegories, as “Pilgrim’s Progress”
Cultivate tolerance for other sects.
Intellectual Interests. 8 or 9 to 12 Years
Tools of knowledge—reading, writing, spelling, numbers
Repetition and drill; learning by rote
Tests of observation, attention, mental alertness, power of inhibition
Little use for explanations or power of abstract reasoning
* * * * *
Language: Play upon words; secret language, foreign language
* * * * *
Collections: Collecting interest at greatest height; nature chief
collecting interest; imitative in collecting interests
* * * * *
Mathematics: Simple arithmetical processes
Narrative history; action, adventure, biography
Physical geography: Social geography—customs, habits, living
conditions of people in other countries
* * * * *
Nature: Care of pets, play with animals, gardening, collecting
* * * * *
Handcrafts: Great range; development of skill and workmanship
Coördination of muscular action with sense judgments
Mechanics, electricity, chemistry; mechanical puzzles (interest
culminates at 11 years)
Toy interest decreasing toward end of period
Doll interest with girls reaches climax at 11 years; ceases with boys
at 8 years.
Beginning interest in making livelihood.