1993 Volume 15 Issue 1 Pages 39-47
This paper aims at a solution of the following problems. 1) What does child need to understand and how does child need to move in order to cooperate with others in playing sport? 2) How should teacher grasp the relation between “understand-ing” and “being-able-to-do.” And 3) how should he/she construct actual lessons for children's cooperation?
Main findings are as follows. To cooperate in play, child has to be given many typical examples of cooperation. Those examples enable child to cooperate with others. Child can get the examples through experience of actual movement throgh using his/her own body. When child is conscious of the typical example, we can say the child understands what cooperation is. It is important to point out that the relation between “understanding” and “being-able-to-do” are not contradictory but interrelated.
In order to use words effectively for making child to understand cooperation, it is necessary for child to be given the typical example which the word applies to. Therefore, teacher should understand how to turn child's eyes to typical examples. Teacher should construct lessons with the typical examples.