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COPYRIGHTED MATERIAL 6 Introduction education requires that a child be aware of others in [activities] in which he shares space . . . ; he has to take turns and to cooperate. He thus develops social awareness and achieves satisfaction through peer relationships and group play. (1970, 26) The program presented in this book provides opportunities for successful experiences, and it permits interrelationships with other children. Even before the children are asked to work with partners and groups, they must be aware of others around them, adjusting their movement patterns to avoid collisions. Of course, any time children work in pairs or in groups, as they will have an oppor- tunity to do with this curriculum, they are learning lessons in cooperation and consideration. The book also offers a blend of teacher-directed activities and a creative problem-solving approach to instruction. The latter lends itself to success by allowing students to respond to challenges at their own developmental levels and rates. This approach increases children’s self-confidence, and thus their self-esteem, as they see their choices being accepted and praised. According to Muska Mosston and Sara Ashworth, two important results of problem solving are the “development of patience with peers and the enhancement of respect for other people’s ideas” (1990, 259). COPYRIGHTED MATERIAL