Environment is reality bound. Small furniture develops security; order is stressed.

Fantasy is often presented before reality is fully understood. No great emphasis on order.

Attitudes toward work are stressed because work is the basis of all accomplishment. Child espects results of own work, rather than depending on praise.

Work is not stressed. Child depends on directions and praise as his motivation

Self help is recognized as one of the major
needs of the child. Techniques and methods to learn such, are there without emotional overtones. Child develops independence and control of
environment.

No organized plan to teach child self- help. Often this is assumed to be done in the home.

Materials and methods stress development of all senses. Ability to see, compare, discriminate and explore effectively are built into self-correcting exercises. Child has freedom to move and work according to his own needs. A child with special needs need not be different.

Many areas are given to explore, but none meet the child’s own needs for muscular coordination or auditory stimulation. Children are taught as a
group. Child is expected to do as all others at the same time. If child needs repetition of a task by special work, he becomes known as different.

Practical life exercises develop coordination of muscles, important to writing.

Muscle coordination is not stressed through specific exercises.

Through special equipment, child learns to classify knowledge. Basic language exercises prepare the child for later skills of reading and writing.

Most activities are verbal with little emphasis on inner thought processes of reading and writing.

Self correction gives the child more room for expression of individual differences. He identifies own mistakes and becomes secure and confident in dealing with them. This serves as an ego strengthening experience.

Weakness of child becomes too well known to peers. Teacher identifies and correct errors, and child is dependent on judgment of others.