AFFECTING RESPONSE AND WARMTH IN THE SEVERELY BRAIN-DAMAGED CHILD

Abstract

The retarded child is able to distinguish his tastes. His guide is the same one the normal person uses. He enjoys that which is pleasing to him. It is the responsibility of the teacher to try to instill in the child a desire to explore new possibilities. The task of the teacher as a creative individual, is to first establish contact with the child, then to develop a method of working with him through which he can respond. With this idea in mind, the teacher has at his disposal possibilities consisting of tried techniques and bis own imagination. It is important for the teacher to explore novelty. The extent to which the child accepts novelty is based primarily upon two factors. The first is consistency of approach affording the child a feeling of stability and security, and the second is the teacher's creative ability. He must be willing to seek out the unknown. He must possess the ability to respond to the child as a creative individual. He must relate to the child's reaction, such as a giggle that might occur from the striking of a disonant chord on the piano. By incorporating the chord into a rhythmic pattern, we increase the stimulus which produced the original giggle, encouraging further awareness and response.
This interaction unifies an experience. The teacher must grow with the child through these experiences. In this union, the possibility of developing the child's participation is greatly enhanced.