A Report and Evaluation of Initial Steps in Curriculum Planning Page: 42
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48
ar observe neessr library restri tion . They s Oaed
hW to obtain and uses libra ry ar, how to uae tables of
contaits in lookig. tr stories, poes, end riddles, how to
grasp books in the library to sat in finding desired books
quic lyq, hoe to 0eopoe* a qrstOy toa group e erioiaes, and
how to tell stories iterestiwly.
Working and Playing in Our Playhouse
A first grade gr o of hiltAren haa been providing
esage and homes for their eta and earig for them oarfully'.
*he tesohere of otber grades had bea enIitedo mo s*e the
anil a v heir homes. They had expressed pleasure in soe-
iag the pets so wel cared for. Two toll badbeen left on
a benoh in the library oarner. The children became more o t-
terested in looking at books and using the library, and the
dolls were in their way. Eddie Lou said to the dolle, Q*r
dolAlie. Uou jaet ave to bo pushed atand all the tan.
We maso hoams f our pets but you don't have a horn, do
you? Fred Jr. heard her and said, "Say fellows, why don't
we build a n for the dols?" When the questIon wes
brought o the teacher he s , "I like tho euggestls.
Maybe the other boys ad girls would lik to hesa it. Te
ohilren weres w enthusiastic about the U ne ad plans were
aste Sor building the hoe a tnd hxniture.
After a day or two of work it bnmse eviden t that oCr-
tan behavior ~tprovtenat s were eesary. 2he ohild Qr
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McCanne, Hazel. A Report and Evaluation of Initial Steps in Curriculum Planning, thesis, August 1938; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc29921/m1/48/: accessed April 19, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .