Читать книгу Child Psychology I: Development in the First Four Years - Vilhelm Rasmussen - Страница 3

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The books here offered to the reader enrich child psychology with a series of fresh observations, arranged by a skilful hand according to various aspects of the subject. We are introduced to the whole wealth of the child’s soul life; and at the same time we continually perceive the connection with general psychological laws. In addition, the experienced teacher and educator asserts himself; he not only draws his theoretical conclusions from manifestations of the soul in children, but indicates the pedagogic principles which they give occasion to inculcate.

Throughout we find expressed a lively conviction that it is of importance to allow the child’s soul to develop itself involuntarily, to leave it to find out for itself, so far as is possible, how, in its actions and thoughts, it is to hold its own in face of difficulties and problems. Therefore no over-hasty explanations or instructions! The child must rather encounter an evasive attitude on the part of parents and educators, except when external pressure forces it into a manner of thinking or acting which it cannot correct of itself. Two objects are attained by such an attitude: experience is gained which gives information as to the child’s special nature, and the child is practised in self-development. It is what Rousseau calls negative education that here comes by its rights. The Author is even a little sceptical—rightly so in my opinion—with regard to the specially devised methods by which it is proposed to test children’s powers, because in the application of these tests an indirect pressure is exerted, inimical to that unconstrained development of the soul life which temporarily ought to take the foremost place. The kindergarten, too, with its attempts to guide children’s interests and ideas in definite directions, is an institution about which he has his doubts.

There is something highly refreshing in what we read about the “kindergarten child” (by which is meant the child of from three to seven years old). We gain a vivid impression of the wealth and activity which human nature exhibits when it unfolds itself under favourable conditions, and of the many possibilities which it includes. But for the teacher and the educator, the problem is so much the greater if he is so to order his instruction and his education as to bring to perfection, and if possible to surpass, what nature thus offers spontaneously—if, indeed, he is simply to avoid spoiling what has already unfolded itself.

I am convinced that the indefatigable observer and enthusiastic educationist who has written these books will find comprehending and interested readers in other languages besides that of his Homeland.

HARALD HØFFDING.

Carlsberg, near Copenhagen,

23rd April 1920.