Collective Education in the Kibbutz: From infancy to by Bertha Hazan (auth.), A. I. Rabin, Bertha Hazan (eds.)

Collective Education in the Kibbutz: From infancy to by Bertha Hazan (auth.), A. I. Rabin, Bertha Hazan (eds.)

By Bertha Hazan (auth.), A. I. Rabin, Bertha Hazan (eds.)

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The childreQ organize parties and produce plays; in "troubadour" fashion, they visit other houses to perform their plays for younger children. The awareness that they possess the ability and power to influence the course of life in the kindergarten heightens their desire to learn. At this age, active links with the adult world are also strengthened by contact with adults in various sectors of the kibbutz economy. Such attachments are sometimes astonishing in their intensity. Here is an example:A group of children learned about the dairy farm and spent a lot of time walking around the cowshed.

The proximity of the children's home to the parents' quarters, conjoined with the social proximity of the parents and educators, creates a rare situation: the educational workers see the child in the context of his family and can sense any change in his behavior; the parents, in turn, can evaluate how the educational workers are doing their job. These factors create an integrated setting for collaboration between the various educational components, and increase the prospects for a harmonious influence.

The educational staff in every phase of kibbutz life has come to realize that the kindergarten teacher and metapelet have an equal impact-both in creating a correct atmosphere in the house and in shaping the child's personality and consolidating the group as a whole. The children can distinguish between the tasks of the teacher and those of the metapelet, but they also sense the unity in their duties. The greater the harmony in approach and outlook between those in charge, the more aware the children are of the importance of each.

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