d the children whom both serve and teach. The change is therefore not to move control but to share it.
Still, Abbot made some cogent points on successfully handling the psychology of the child well before such a thing was popularly understood. He states "The spirit of filial obedience is not instinctive." (p. 95) and "Obedience must not be bought" (p. 81). These are important considerations when considering some of Wasserman's other suggestions.
"Creative Play Opportunities" are spontaneous drama, etc., suggested as a practice of what has been taught. "Spontaneous and unfettered play is at least as important, if not more so, than play that involves cognitive processing with a curriculum focus" (Wasserman, p. 175). She then suggests "Debriefing: Using Interactions That Promote Reflection" on the items the curriculum has just taught. In both cases, however, care must be taken to teach the child. Not is "filial obedience" not instinctive, no kind of obedience is instinctive for a human. The child learns to obey as he or she is led. The leading is the difficult part, as it must be something the child wants to do, for som
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