Abstract
Two educational methods–both influenced by Rousseau's “Emile”–were in vogue in France during the enlightenment period: the sensualist approach and a more traditional way of teaching. Both theories were child‐centred and were mainly concerned with the following questions: children's age and mental maturity, their speed of assimilation, and their own contribution to the learning process. The first approach was based solely on the use of the senses and intuition. Watching pictures and playing games were the main learning activities. Practically no intellectual effort had to be made by the pupils themselves, who to a large extent remained passive recipients. The active learning method on the other hand was based on children's psychological and mental development, their experience and Personal interests and the use of familiar objects from their close surroundings in the teaching process. Here games corresponded to what chiidren needed according to their age and were tools which contributed to the shaping of t...
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