The name is absent

and aspects of personality.

The connection between the activity influencing cognitive
processes determines the lesson content. The creative and
practical lesson enables an Anglo-Indian to assimilate the
classroom schemes and fit into the reality of life in
Indian society. (17) This accommodation and adaptation to
learning Indian languages and understanding Indian
religions will improve the classroom learning environment
for Anglo-Indians.

This inner connection or developing method in educative
play is not trivial, but of deep significance, because
students speak during an activity or educative play, and
play and speech constitute the core elements in which
Anglo-Indian children will reach a greater and more
thorough knowledge and insight into language learning.
Anglo-Indians should be encouraged to understand Indian
culture, if, in the teaching, the words are connected with

. . . real ideas of the things and objects
designated . . . and a system of sounds and
words, would become a real living organism.
(18)

In drawing pedagogic conclusions from these theories of
play, one fundamental rule was observed. The sub-
population for whom the model was created was Anglo-Indian
students in Anglo-Indian schools in India. These theories
by Dewey, Froebel, Montessori, Herbart and Piaget had an
impact on the creation of the theory-practice model and a
brief account of their theories is given in the following
section.

3.1. Dewey's creative activities

Dewey's educative play was divided into four sections, and
linked to intellectual content. The activities, work,

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