  page Foreword: By Caroline Pratt ix Content: Its educational and psychological basis 4 Form: Its patterns in words, sentences and stories 46 Stories: Two-Year-Olds: Types to be adjusted to individual children. Content, personal activities, told in motor and sense terms. Form reduced to a succession of few simple patterns. Marni Gets Dressed in the Morning 81 Three-Year-Olds: Content based on enumeration of familiar sense and motor associations and simple familiar chronological sequences. Some attempt to give opportunity for own contribution or for “motor enjoyment.” The Room with the Window Looking Out on the Garden 89 My Kitty 105 The Little Hen and the Rooster 114 Jingles: Auto, Auto 119 Four- and Five-Year-Olds: Content, simple relationships between familiar moving objects, stressing particularly the idea of use. Emphasis on sound. Attempt to make verse patterns carry the significant points in the narrative. The Grocery Man 137 The Journey 141 Pedro’s Feet 147 How the Engine Learned the Knowing Song 153 The Elephant 185 The Sea-Gull 192 Wonderful-Cow-That-Never-Was 203 Things that Loved the Lake 211 How the Singing Water Got to the Tub 219 The Children’s New Dresses 229 Six- and Seven-Year-Olds: Content, relationships further removed from the personal and immediate and extended to include social significance of simple familiar facts. Longer-span pattern which has become organic with beginning, middle and end. The Subway Car 241 Boris Takes a Walk and Finds Many Different Kinds of Trains 251 Boris Walks Every Way in New York 267 Speed 281 Once the Barn Was Full of Hay 299 The Wind 309 The Leaf Story 315 A Locomotive 320 Moon, Moon 322 Automobile Song 323 Silly Will 325 Eben’s Cows 340 The Sky Scraper 353 |
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