Abstract
Inadequately validated theories of learning unreadiness have been responsible for non-utilization of potentialities for rapid mental development of children in the pre-school ages from 3 to 6 yr. This is probably one of the main reasons why progress in elementary education has been so limited in the past 60 yr. Another factor is the continued use of out-worn teaching methods. Recent advances which include the Porteus-Diamond Spelling and Reading Machine are described. The psychological principles underlying the rapid scholastic achievements made possible by the new teaching aids, including those for writing and arithmetic, are briefly discussed. The writer believes that these provide a much needed supplementing of learning theory by learning practice.
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