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What is it Cotton

What is it CottonHappens, asking about a subject neutral and a floor tea the name without an emotional mimic assessment, rethe benok does not know what to do with the answer, and, with astonishment and as thoughdisappointedly looking at mother, repeats, stretchin on rank.

To understand that, except desirable and not desirable, there is still a world neutral, it should have experience.

What is it Cotton wool.

Vaaata and the child peers at the person a mat , expecting the instruction that of it to think.

Travel I in the company of the native on the subtropicalto the wood also ask I at the sight of a plant with the unknown to mefruit What is it the native, without knowing language, but ugadyvy my question, would answer with a hail, a grimace orsmile that is poison, tasty food or uselesssubject which does not need to be put in a backpack.

. . . . . .

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On his belief,. anythe

On his belief,. anythe We, adults, will always find,with what him to reproach and to what to pronounce a sentence.

Instead ofto observe, study and the nobility, the first comer the successful undertakesthe child in is made the demand to the here on whom you shouldto be similar.

But after all it not love to the child, and parental zgoizm,with indignation Korchak argues.

On his belief,.

anythe book, any doctor will not replace own sharpsighted thought and vnimatelny supervision.

Though this book is written to other era, questions, which itmentions, are actual and today.

. . . . .

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Ying dividualny

Ying dividualnyThe person – Wednesday – Really, there is an individual and integrated perception.

Ying dividualny is unconscious integrated.

And is integrated an inform a tsiya which is perceived consciously and gives the chance to adjust, races the borders of perception.

I, as perceiving object, can adjust, form as though myself, under the influence of surroundin is in advance chosen ache Wednesdays to which I face, interfaced, I enter into integrated communication.

And in life occurs so.

if I want to be a shoemaker, should enter into shoe shop where good shoemakers work, to hear, how they praise the skill, worry about it as they admire good work.

. . . . . .

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A quiet, loving

A quiet, loving Twothree minutes of expectation seem to them the whole eternity! If the child expects from you any action, and you do not start its performance immediately, the kid starts to cry strongly.

Time came to teach to wait for the kid.

If it needs apple, do not carry out his desire immediately.

A quiet, loving voice tell that at first you should wash up hands and after that will give it apple.

During washing of hands explain that hands were dirty, and dirty hands it is impossible to undertake food.

Only after the kid received an expectation lesson, give it desirable.

. . . . . .

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Today this

Today this New York Tarcher.

another to help another.

So, gradually, communication between them will go deep and get stronger.

between education and education After long conversation on a family cell time came to get out of house walls.

Let's talk a little about education system.

Today this system – from a day nursery to higher education institutions – lets out in the world of people which are to some extent grounded by knowledge.

It, of course, is pleasant and even it is represented useful, one to creates a vital issue graduates of school can be experts in everythin except the main thing – they not on the specialty person.

. . . . . .

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However it is worth

However it is worth The child shouts, because something not so or simply because it would like to draw attention.

First, as it to hold.

The child just was in a parent womb and now is ready to occupy the same poses which occupied there.

Having extended in a strunochka in diapers it not always itself well feels.

However it is worth to remember that its handles and a leg for the present move in itself and can sometimes frighten the kid, it can unintentionally get fingers to eyes, a nose and to scratch itselfhimself.

Therefore at the beginning it is necessary to watch it.

. . . . . .

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Others cametimes

Others cametimes But here paradox such fine humanethe educational system created Sukhomlinsky, couldto be born only in realities of that era when he livedalso created.

In any case, in full todayit to practise it is very problematic.

Others cametimes which are tearing away the main postulates of thissystems.

The Sukhomlinsky worked with children, in which consciousnessthat fact that factories somehow did not keep within,plants, railways, ships, planescan belong to one person.

Presentchildren already well understand it, as changedin total social system, pupils, teachers, school.

. . . . . .

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  • On his belief,. anythe
  • The world
  • Today this
  • The general
  • A quiet, loving
  • Distinction
  • On the threshold
  • It is studied
  • All events
  • These people