The name is absent

Therefore, the classroom became the socio-practical field.

The researcher saw a dual role for herself. First, as a
social scientist, (13) the researcher identified and
analyzed the historical evidence (c.f. discussion above
Chs. 2-4 pp.46-163) and empirical data (c.f. discussion
above Chs.6-8 pp.203-316). The cultural structure (14) of
the classroom shaped a behaviour pattern for Anglo-Indians.
As it was in the area of the classroom that learning
opportunities for Anglo-Indians had decreased, it was
necessary to understand how Anglo-Indians fail to learn in
their classrooms.

Second, since there was a need to go further than
describing why and how Anglo-Indians failed to learn, the
researcher had to change to an interactionist^,s role (15)
to provide a prescription to eliminate the disadvantage she
perceived. The researcher had to provide a framework for
action in order to eliminate disadvantage and increase
learning opportunities for Anglo-Indians in the area of the
classroom.

The next section draws together the theories of play in
order to support the practice in the socio-practical field
of Anglo-Indian schools.

3. Educative play is doing and knowing: The Assimilation -
Accommodation programme for learning Indian languages

The play methods of Dewey, Froebel, Montessori and Herbart
was first introduced in 1657 by Comenius in his book "The
School of Infancy". (16) Comenius considered the play
method to be most efficacious in teaching young children.
The theory-practice model for Anglo-Indian schools was
based on these educational theorists who described creative
and practical activities as influencing cognitive processes

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