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Spontaneous Play: An Avenue for Intellectual Development

MILLIE ALMY and Milly Almy
Young Children
Vol. 22, No. 5 (May 1967), pp. 264-277
Stable URL: http://www.jstor.org/stable/42721560
Page Count: 14
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Abstract

Although nursery schools traditionally have emphasized the emotional aspects of self-initiated play, psychoanalytic theory has long regarded spontaneous play as not only reflecting the child's emotions but also developing his intellect. The author asserts that the teacher must recognize and utilize her guidance and direction in the cognitive development and emotional growth of the child.

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