In this article we will discuss about instincts and their value in education of children.
The instinct of escape is excited in a child whenever a dog, a cat, a bull or any fearful object approaches him. The child is frightened and seeks refuge somewhere, (say in mother). A loud noise, thunder or earthquakes also cause a similar excitement. Often some parents try to control the children by referring to some goblin or fearful object. This is un-psychological. The fear may persist.
This is the most useful of all instincts, as it is sufficient motivation for learning and acquiring information.
All children engage themselves in construction of playful objects. The teacher should develop this instinct as it forms the base of architectural construction and creative work.
4. During the act of construction a child gets immense joy and pride. It provides coordination of hand and eye. Through manipulation of objects he develops motor ability. He develops curiosity and power of concentration. He fulfills his urge for creativity.
A teacher should therefore present the child all types of objects which the child manipulates. A mechano set, a cube set, a form board, plastic toys which can be disintegrated and resembled and such objects should be presented to the child for play. Even the craft activities can be utilised for the satisfaction of this instinct.
An elder child asserts himself in the presence of a younger one. If he does not get any opportunity of asserting himself in any one capacity, he feels restless, and he will act in a manner so as to catch the attention of others. His instinct of assertion must be satisfied in one way or the other. Every child is egoistic.
This is displayed when children quarrel with each other. But this can be redirected and sublimated.
This remains dormant till puberty, but is aroused in puberty. It is the duty of the teacher to satisfy the curiosity about this instinct and give proper instruction so that the pupils do not blunder.
It is due to this instinct that men club together, form societies, communities and live in close contact. Children love to form gangs and groups, plan group activities, and sometimes commit mischief too. It is very difficult, sometimes, to control gangs of children. They have their own rules and plans.
They are loyal to the group and have great reward for social approval or recognition by the group. It is the duty of the teacher to be very careful and tactful. He cannot isolate a child from the group. On the other hand, he should make use of this instinct in organising social service squads, thinking groups, projects, scouting, excursions, and Prabhat Pheris.
Children hoard play objects, stamps, coins, pictures and other objects of interest. The child should be encouraged to utilise this instinct in various hobbies where acquisition is involved such as stamp-collecting, album-making.
In children it is a source of amusement and enjoyment. They love jokes of all kinds. They would like to laugh at others or with others. Committing a mischief and then laughing at the result is very common among them. As this instinct is inherent, the teacher should not unnecessarily curb this instinct by imposing restrictions as laughing in the class-rooms. On the other hand, he should occasionally create situations where he enables the class to have a hearty laugh. A hearty laugh (i.e., laughing without displeasing others) promotes physical health.
A child in distress will always appeal to his elders. He should be listened to sympathetically. His request should not be dismissed summarily.