Children as young as four will study Shakespeare in a project being launched today by the Royal Shakespeare Company.
The RSC is holding its first national conference for primary school teachers to encourage them to use the Bard’s plays imaginatively in the classroom from reception classes onwards. The conference will be told that they should learn how Shakespearian characters like Puck in A Midsummer Night’s Dream are "jolly characters" and how to write about them.
At present, the national curriculum does not require pupils to approach Shakespeare until secondary school. All it says is that pupils should study "texts drawn from a variety of cultures and traditions" and "myths, legends and traditional stories".
However, educationists at the RSC believe children will gain a better appreciation of Shakespeare if they are introduced to him at a much younger
A. How to give pupils a flavor of Shakespeare drama.
B. The fun of reading Shakespeare.
C. RSC project will teach children how to write on Shakespeare.
D. RSC project will help four-year-old children find the fun in Shakespear
Text 4 The age at which young children begin to make moral discriminations about harmful actions committed against themselves or others has been the focus of recent research into the moral development of children. Until recently, child psychologists supported pioneer developmentalist Jean Piaget in his hypothesis that because of their immaturity, children under age seven do not take into account the intentions of a person committing accidental or deliberate harm, but rather simply assign punishment for offences on the basis of the magnitude of the negative consequences cause. According to Piaget, children under age seven occupy the first stage of moral development, which is characterized by moral absolutism (rules made by authorities must be obeyed) and imminent justice (if rules are broken, punishment will be meted out). Until young children mature, their moral judgments are based entirely on the effect rather than the cause of an offence. However, in recent research, Kea
A. they do not understand the concept of public duty.
B. they have the ability to make autonomous moral judgments.
C. they regard moral absolutism as a threat to their moral autonomy.
D. they accept moral judgments made by their peers more easily than do older children.
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