SCHOOLS "0^ YQTTNG CFIIDRt^T^t SCHOOLS FOR YOUNG tHILDREN s.^^. THE LIBRARY OF THE UNIVERSITY OF NORTH CAROLINA THE COLLECTION OF NORTH CAROLINIANA Cp372.^ we7p Publication No. 305 SCHOOLS FOR YOUNG CHILDREN NURSERY SCHOOLS AND KINDERGARTENS Issued by the State Superintendent of Public Instruction Raleigh, North Carolina 3N%7p \ FOREWORD This publication has been prepared in accordance with the re- sponsibiKty vested in the State Board of Education and the State Department of PubHc Instruction for the education of children prior to enrollment in the first grade. The laws covering such education are set forth in Section 21, Article 5, and Sections 1, 2 and 3 of Article 31, Chapter 1372, enacted by the General Assembly of 1955. Section 21, Article 5, requires that kindergartens shall be operated in accordance with standards adopted by the State Board of Education. This statute further states that kinder- gartens shall be subject to the supervision of the State Depart- ment of Pubic Instruction. Article 31, all three sections, deals with the regulation by the State Board of Education of "all non- public schools serving children of secondary school age, or younger." These laws are given in section I of this publication. The law has clothed the State Board of Education with the responsibility of regulating and supervising all these schools "to the end that all children shall become citizens who possess certain basic competencies necessary to properly discharge the responsibilities of American citizenship." The minimum stand- ards presented herein have been adopted by the State Board of Education. It will be the duty of the operators of such schools, working with the State Department of Public Instruction, to provide the necessary services, proper equipment and supplies in order that the children enrolled in such schools will begin acquiring those "basic competencies." This bulletin was prepared by staif members of the Depart- ment of Public Instruction and others for which grateful ac- knowledgement is made. Special acknowledgment is made to Miss Carrie Phillips, principal of the Brooks School, Greensboro, and to the members of the Summer Kindergarten, sponsored by the Greensboro City Schools and the American Association of University Women in Greensboro, for the pictures used. This bulletin replaces "The Kindergarten in North Carolina," issued in 1953 and now out of print. It is hoped that it will assist all those who have a genuine interest in early childhood education. State Superintendent of Public Instruction September 1, 1955 CONTENTS Page Foreword 3 Legal Authority for Establishing Schools for Young Children . . 5 Procedures for Establishing Approved Schools 8 Organization and Operation 9 Selecting the Teachers 9 Understanding Young Children 9 Planning the Program 11 Providing Facilities 18 Developing Healthy Children 24 Keeping Records and Reports 26 What to Look for in a Good School for Young Children 27 Some References for Parents and Teachers 29 r Leg^al Authority for Establishing* Schools for Young Children The legal authority for establishing and maintaining schools to serve early childhood is contained in the following references from North Carolina Public School Law, Chapter 1372, 1955 Session Laws : Kindergartens — Public and Non-public "Kindergartens. County and city boards of education may provide for their respective administrative units, or for any district in a county administrative unit, kindergartens as a part of the public school system when a tax to support same is authorized by a majority of the voters at an election held in such unit or district under provisions for holding school elections herein. "Such kindergarten instruction as may be established under the provisions of this section, or established in any other manner, shall be subject to the supervision of the State Department of Public Instruction and shall be operated in accordance with standards adopted by the State Board of Education." — Subchapter II, Article 5, Section 21. "Elections may be called to ascertain the will of the voters as to whether there shall be levied and collected a special tax . . . for kindergarten instruction . . . ." — Subchapter V, Article 14, Section 1. Non-public Schools "Section 1. Responsibility of the State Board of Educa- tion to supervise non-puhlic schools. — The State Board of Education, while providing a general and uniform system of education in the public schools of the State, shall always protect the right of every parent to have his children attend a non-public school by regulating and supervising all non- public schools serving children of secondary school age, or younger, to the end that all children shall become citizens who possess certain basic competencies necessary to properly discharge the responsibilities of American citizenship. The Board shall not, in its regulation of such non-public schools, interfere with any religious instruction which may be given in any private, denominational, or parochial school, but such non-public school shall meet the State minimum standards as prescribed in the course of study, and the children therein shall be taught the branches of education which are taught to the children of corresponding age and grade in the public schools and such instruction, except courses in foreign languages, shall be given in the English language. "Section 2. Teachers in ywn-public schools must have cer- tificate for the grades they teach; the instruction given in such schools must substantially equal that given in the j^ublic schools. — All non-public schools in the State and all teachers employed or who give instruction therein, shall be subject to and governed by the provisions of law for the operation of the public schools insofar as they apply to the qualifica- tions and certification of teachers and the promotion of pupils ; and the instruction given in such schools shall be graded in the same way and shall have courses of study for each grade conducted therein substantially the same as those given in the public schools where children would attend in the absence of such non-public school. "No person shall be employed to teach in non-public school who has not obtained a teacher's certificate entitling such teacher to teach corresponding courses or classes in public schools. "Section 3. Ojjerators of non-public schools must report certain information. — The supervisory officer or teacher of all non-public schools shall report to the superintendent of the administrative unit in which such school is located with- in two v/eeks of the opening of such school, and within two weeks of the enrollment therein, the names of all pupils at- tending, their ages, parents' or guardians' names, and places of residence. Likewise, such officer or teacher shall report to such superintendent the withdrawal of any pupil within two weeks of such withdrawal. The supervisory officer or teacher of non-public schools shall make such reports as may be required of him by the State Board of Education, or such additional reports as are requested by the superintendent of the administrative unit in which such school is located ; and he shall furnish to any court from time to time any in- formation and reports requested by any judge thereof re- lating to the attendance, conduct and standing of any pupil enrolled in such school if said pupil is at the time awaiting examination or trial by the court or is under the supervision of the court." — Subchapter X, Article 31. II Procedures for Establishing* Approved Schools The following procedures shall govern the establishment and operation of an approved school for young children : 1. Comply with the provisions of the laws. 2. Use this bulletin as an evaluative guide in organizing and equipping the school, employing personnel, classifying chil- dren, and planning the instructional program. 3. If the school appears to have met the requirements of law and the specific recommendations contained in this bulletin : a. The school requests "approval" report forms from the Division of Elementary and Secondary Education, State Department of Public Instruction, Raleigh, b. The school files the completed form with the superin- tendent of the administrative unit in which the school is located. c. The superintendent transmits the report forms to the Director of the Division of Elementary and Secondary Education. d. An evaluation committee will be appointed to visit the school on a date that has been arranged by mutual consent. e. The evaluation committee will file its report and recom- mendations with the Director of Elementary and Sec- ondary Education, with copies to the school and to the superintendent. 4. If the evaluation report is favorable: a. A "statement of approval" will be sent to the applicant, with a copy to the superintendent. b. The school will be listed in the Educational Directory of North Carolina, with the date of approval. 5. Requests for renewal of approval should be made every two years. Schools which continue to satisfy requirements will remain on the approved list. Ill Organization and Operation SELECTING THE TEACHERS Every child needs an understanding teacher who can create an atmosphere that is warm, attractive and inviting. Each school should have a head teacher who is responsible for the operation of the school and who is professionally prepared to assume this responsibility. The importance of the preparation of teachers at every level of learning is recognized. As a minimum in training, the teacher of young children should have a bachelor's degree in elementary education with a major in early childhood education. In every case she should have the professional qualifications required of teachers in the public elementary schools as evidenced by records filed with the Division of Professional Service, State Depart- ment of Public Instruction. Further qualifications of the teacher are : An understanding of child growth and development A pleasing personality Social competency Health certificate from physician Sound character traits A low soft voice that is clear and distinct A pleasing appearance A sense of humor A sympathetic understanding attitude A love of children A desire to grow through study and use of current research materials UNDERSTANDING YOUNG CHILDREN In a nursery school or kindergarten children will be found at many diff'erent stages of normal growth, even though they may be of the same age group. Although the teacher of young children is not an expert on child development, she knows enough about the way children grow and develop to recognize where each child is in his growth. And she knows the general direction in which most of the children will grow during the next year or two. She understands that there are ways of working with chil- dren that foster or may even prevent normal growth and develop- ment. She recognizes the fact that certain growth sequences that are characteristic of all human beings. She knows that the general course is similar for girls and boys, except that girls mature more rapidly and earlier than boys. The teacher of very young children also has some understand- ing of how to recognize when children are sick or in need of special help. This understanding enables her to inform parents concerning special needs of the child which cannot be met in school. ' :) ' J In her daily work with young children, the teacher should apply the understandings which she has learned : • Children do not just decide to be good, bad, or indifferent — or to like milk and hate eggs. There are always causes in the child's background which make him act as he does — causes over which he has little or no control. • There are wide variations in normal, acceptable behavior. Some children, for example, like everything to be kept in order. Other children are satisfied to pile their materials in a box. Both types of behavior are normal and acceptable. Unacceptable be- havior of this kind would be when toys and materials are left scattered about. • The teacher's own habits and feelings influence her reactions toward pupils. She is more likely to give attention and affection to children who fit her own standards of living. Sometimes the teacher can allow for this tendency and avoid showing hostility toward the boy who is, for example, constantly dirty. • Children will grow up. The teacher does not need to try to force them to grow. She must be aware that childish behavior is normal m children and that it will be outgrown over a period of years. • A variety of activities provides greater opportunities for the children to grow in ability to work with others and to find self- satisfaction. • Perfection is not a human trait. Standards of behavior and achievement should seldom be higher than the child can achieve, lest he be constantly faced with frustration. Frustration pre- vents normal growth. • Children under six are not ready to encounter formal learn- ings. Rather, they are experimenting with personal relationships with adults and other children. The most important relation- ships are those with the family. Every child needs to spend most of the time with his own family, • Continuous quiet and confined activity is a strain on an active 10 child. So are activities which require the use of finely coordinated muscular activities. • Young children need to be permitted and encouraged to ex- press and to try out their own ideas. This will help them to be- come independent and self-reliant rather than submissive. • If the teacher and the children are happily engaged in mean- ingful and purposeful activities, the school is effective. When- ever the teacher notices that either she or the children feel tense and edgy, she stops to consider what is wrong and how she can ease the situation. PLANNING THE PROGRAM Programs for young children vary according to the needs of the children and the community. In good schools today children progress from one group to another according to their readiness for each new step. Much emphasis is placed on what the pro- gram does for the child and little emphasis is placed on the school or the grade placement of the child. Research does not indicate that there is any basic reason for insisting on a division between a nursery school and a kinder- garten. Some nursery schools include children from one through five years of age. Some kindergartens include children from two through five years of age. There is a fundamental unity of purpose. There are also many similarities in nursery school and kindergarten programs. However, for those who prefer definitions, a nursery school is usually considered to be a school for two-, three- and four-year olds, whereas a kindergarten is usually a school for four- and five-year-olds. Beginning Days In the beginning days, it is always a good idea to have the chil- dren stay only a few hours until they become adjusted to group living. It is important to greet each child personally and to show him friendly interest. Whenever possible, it might be helpful to use parents or upper grade pupils as assistants to work with the children while the teacher talks with a parent. It is a good idea to give each mother a handbook explaining school philosophy and regulations. It is never wise to discuss the child ivithin his hearifig. On the first day, as soon as the child is enrolled, he should leave the school with his mother. The teacher should at- tempt to make the child feel very much at home. She should meet him at the door, help him put his things away, and find something interesting to do. She should help the child to make n friends, encourage him to share equipment and experiences and introduce him to the other children and people in the building. A friendly spirit is created by being warm and responsive. In the beginning days, the teacher might say such things as : "Sit here by Mary." ''Watch Susan. See what she is doing." ''Maybe you would like to help me with the blocks." The teacher sets an ex- ample of friendliness toward other teachers and workers in the building. This friendliness is extremely contagious among four- and five-year-olds. Age Groups In a good school groups should be smaller for very young chil- dren than for four- and five-year-olds because these very young 'W 12 children need much more individual care. They have a shorter interest span and become more easily fatigued than the typical child found among older children. The age range and the maturity of the group are important factors in planning the school program. The two-year-olds need many toys of the same type because they have not yet learned to share. They need quiet, relaxing experiences without any group pressures. They require much individual help and need much love and understanding. The three-year-olds are more ready to play with small chang- ing groups. They need more opportunities to experiment, to reach out, to play with others, to share and to create. The four- and five-year-olds are much more vigorous and need programs that provide many challenging first-hand experi- ences. They need much guidance but should have many oppor- tunities to express themselves. At these ages children have learned to adjust fairly well to routine programs, but they are apt to dawdle, talk, forget, or cry in their eagerness to get back to play. They are growing in respect for the rights of others and are more willing to take turns. They are learning to work and play with a group fairly well and most of the time they assume responsibility for putting away their toys. Class Size and Grouping It is recommended that a pupil-teacher ratio be established that will enable the teacher to work with each child as an individual at times during the day. The recommended number of children per teacher and per room is : Nursery school (teacher and assistant) .. .15 to 20 children Kindergarten 20 to 25 children In a nursery school where there is a combined group of three- and four-year old children, it is advisable that the size of the group be not more than 15 children per teacher. In a kinder- garten where there is a combined group of four- and five-year old children, it is recommended that the size of the group be not more than 20 children per teacher. The number of units or groups within a school should be determined by adequate space, materials and facilities. The number of children in a unit or group should also be determined by adequate space, materials, and facilities. 13 The Daily Program Since many factors influence the planning of the daily pro- gram, it is impossible to plan a schedule that will fit the needs of all children or be acceptable to all teachers. Each teacher must study the needs of her children, the opportunities of her school environment, and plan the best possible program for all concerned. In order to meet best the needs and interests of each child as well as the group as a whole, a wise teacher will plan her program with other teachers, with parents and with her own group of children. She will sometimes need to plan with other people or agencies in the community or State. The daily program for the very young will be more flexible and less subject to group pressures than for four- and five-year olds. Instead of spending much time sitting at tables and folloiv- ing directions, children should he encouraged to explore, to ex- periment, to smell, to feel, to hear, to see and to experience. They should not be herded into rows, lines or circles ; rather, they should be encouraged to be active and creative. Instead of trac- ing and cutting designs for decoration or display, it is better for each child to paint a different picture or make a different object according to his desires and feelings. Busy-work and workbooks are not necessary in a good program. On the contrary, each child should be busy doing something that is interesting and meanmg- f ul to him. Several children could be painting ; others could be cutting, building, working puzzles, playing with blocks, drama- tizing, keeping house, cooking, finger painting, working with clay, looking at books, listening, drawing, etc. Since children are extremely interested in the world about them, a good program includes many trips around the school and into the community. Opportunity should be provided often for informative material to be read aloud or shared with the group. This material may involve boats, farms, tractors, trains, animals, plants and other similar things of interest in the environment. There also should be many opportunities for planning, discussing and sharing. In this way the child will grow in understanding and appreciation of his environment and the people who live in it. At times during the year an effective program should include appointments with the nurse, the physician, the dentist, or psy- chologist. It is in this way that the teacher can measure the child's physical and mental development. The teacher needs this information along with the help of the parent for a fuller under- standing of the child. It is on this understanding that she con- stantly adjusts the program to fit the needs of each individual. 14 During a good day, the children should be gradually encour- aged to move easily from one activity to another without waste of time or materials. They should be gradually encouraged to accept responsibility for caring for their possessions and per- sonal needs, such as using the toilet, putting away the materials that they have used, and making the room a clean and attractive place in which to live. If directions are given clearly and the atmosphere is free from strain and tension, the children willing- ly assume much responsibility for themselves as well as for the group. Through contacts with the other children, teachers, parents and members of the school staff, the children have many oppor- tunities to grow socially. In this way they develop responsibility and thoughtful and courteous behavior toward others. There should be time every day for the children to come to- gether in a group. At this time there might be showing, telling, listening, explaining, questioning, planning, singing, dancing rhythms, cooking, etc. There should be many experiences which encourage the children to question, to think, to decide and to solve the problems involved in their everyday living. Through these experiences, the need will frequently arise for reading, writing and working with numbers in a natural informal kind of way. In this informal manner readiness is built for developing skills without the use of formal drill and workbooks. When parents or teachers attempt a reading or reading readiness program with five-year-old children, they are not in accord with good prac- tices as revealed by research, and they lack an understanding of the physical and emotional growth of children. When the physi- cal and emotional needs of a child are disregarded in a kinder- garten program, much damage can be done and adjustment in later years is sometimes difficult. The best preparation for success in the first grade is a happy, successful year in which the five-year-old is encouraged to grow and develop continuously in his own way, in his own time. How- ever, the program for this age group definitely should not be planned in terms of a pre-reading group or a sub-first grade. Length of Day No definite recommendation can be made concerning the length of the school day. Much depends on the needs of the individual child, the experience of the teacher, and the available facilities. It is generally agreed that a longer day is preferred when chil- 15 dren can adjust well to a five- or six-hour day, when the teacher is well trained, and when the program provides for the needs of each child, including a nourishing lunch and a rest period. It is also generally agreed that a two-hour session, especially for four- and five-year-olds, does not provide sufficient time for the teacher to observe the children or plan a well-balanced program. It is recommended that the school day be not less than three hours. Where the facilities and equipment permit and the scope of the program justifies, a longer day is desirable. 16 The Daily Schedule For the very young children, the school day should be planned in terms of larger blocks of time. There should be a balance be- tween play outdoors and indoors, between quiet and vigorous activitiy, and between free play and guided group activities. The school environment should include plenty of space both indoors and out. This space should be arranged to admit fresh air and sunshine and to enable the staff to supervise safely each child. A good daily program for four- and five-year-olds should be planned in terms of vigorous, mental, physical and social growth. This growth is not fostered by formal lessons or rigid schedules. It is fostered through rich daily experiences that encourage each child to grow continuously at his own rate of speed. The daily schedule should be flexible and stimulating, but it should have enough regularity to give the child a sense of direc- tion and a feeling of comfort and security. The day might be divided into three blocks of time : one for indoor activity ; one for outdoor play ; and one for activities, such as dancing, singing and story-telling. Many teachers encourage the children to choose some activity as soon as they arrive in the morning. This gives the teacher an opportunity to talk with each child as he enters and to note the general condition of his health and well- being. Around the middle of the morning the children should have juice and a rest period. The children should be encouraged to assume responsibility for planning and serving the juice. The rest period might involve stretching out on a rug or cot, or it might be a quiet time during which the children hear a story, look or listen to music. It is always good to close the day with some activity which is pleasant but not overstimulating. Suf- ficient time to prepare for departure should be allowed at the close of the day. As the children leave in an informal, unhurried manner, the teacher will again have an opportunity to note the general condition of each child's health and well-being. The nature of a good kindergarten program makes it impos- sible to provide a hard and fast time schedule for the daily pro- gram. Each teacher must work out for herself and with her pupils a daily program that best suits her particular situation. Nevertheless, to help the teacher see how the day looks in action, a suggested day is included. Neither the time allotment nor the order of activities is intended as an ideal one for teachers to copy. Planning a day involves much more than following a pattern : 17 8:30- 9:00— Health Inspection 9 :00- 9 :45— Work Period 9:45-10:00— Clean-up 10:00-10:30— Outdoor Play 10:30-11:00 — Juice and Discussion 11:00-11:20— Rest Period 11 :20-ll :30 — Group Singing and Dismissal^ PROVIDING FACILITIES Whatever the age, ready and appropriate facilities, equipment and supplies are important factors in the child's school life. The size and quantity of the equipment should meet the needs of the children who use it. In the case of the very young there should be many play ma- terials which encourage climbing, stretching, digging and such activities that require the use of large muscles. There should be toys which invite the children to play together. There should be paints, large brushes, large crayons and large paper and ma- terials which encourage the children to experiment. There should be interesting story books and pictures. There should be simple musical instruments. The materials should he varied and in sufficient quantity to challeyige every child. Much emphasis should he placed on the luholesome play life of young children. Very little emphasis should he placed on group activities, such as formal games, pro- grams, stories, etc., hecause the teacher recognizes that fatique comes from group pressure. The proportion of time spent in organized group activities in schools for very young children is far less than is found in schools for four- and five-year-olds. Much emphasis is placed on helping each child develop wholesome hahits and attitudes as he learns to live and play ivith others, to depend upon himself, and to explore his eyivironment. The teacher should plan an outdoor and indoor environment in which there will be a great variety of activities from which the children can choose. The physical equipment should be safe and in sufficient quantity to provide for the needs of the group. A balanced program will include active and quiet work indoors and outdoors. A regular morning health inspection and a mid- morning lunch are important factors in promoting healthful living. The children should be encouraged to work or play indi- vidually or in small groups as they learn through experience 18 how to get along together. They should often make their own choice of activities from the environment which is especially planned for their needs. For some experiences, such as music, rhythms or stories, all of the children are included, although a child should never be forced to participate in any activity until he is ready. There should be in the environment many centers of interest which can be seen and used freely. These might include toys for dramatic play ; materials for woodwork, science, art, and other creative activities ; books, pictures, magazines, etc. There should be time for rhythms, building, story-telling, painting, cooking, working with clay, digging, listening, playing, talking, dancing, singing, creating stories and poems, looking at books, caring for pets, arranging flowers, experimenting, gardening, collecting, explaining, dramatizing and many of the other num- erous activities which children enjoy. Space Indoors Space enough for good school living indoors varies in relation to many factors in each situation. Experience and research in this area suggest that the minimum should be : Per nursery school child 35-50 sq. ft. Per kindergarten child 40 sq. ft. Space Outdoors Children need playgrounds that are accessible, large enough, interesting and safe. Space needs should be estimated in terms of children's activities. Experience and research in this area sug- gest that the minimum should be : Per young child 75-100 sq. ft. Per older child .75-100 sq. ft. The play area should be safely enclosed, and preferably with an exit directly from the classroom. A storage space should be provided for such movable equipment as saw horses, large blocks, packing boxes, carpentry bench, large wooden animals, large carts, train or airplane, tricycles, sleds, rope, wagons, buckets, washtubs, and large and small smooth-edged tin pails. ^ Gans, Stendler, Almy. Teaching Young Children. New York: World Book Company, 1952. Sanitary Housing The plant should conform to all State and local building, sani- tation and fire regulations with regard to safety and sanitation. Room and hall interiors should be clean, colorful, warm and in- viting, well lighted and without glare. Children need floors that are suitable for work and play. They need toilet and hand lava- tory with a separate drinking fountain. These facilities should be clean, odorless and suitable in size. The bathroom should have a non-porous floor. Classrooms Location: A nursery school or kindergarten should be on the ground floor with outdoor exits if possible. There should be ade- quate window space and artificial lighting. The room should be well heated — preferably a constant heat of 72° F. Equijmient: All equipment should be built or adjusted to fit the child who uses it. This is especially true of tables and chairs. Uniform furniture for each child is not recommended. Sturdy, comfortable, movable furniture is desirable. The following equipment is important in a school for young children : storage space for each child's work at a height he can use, ap- proximate size 12" X 10" X 14". coat spaces enclosed with rod for coat hangers at a height for the child large closet or cupboard space for storage of 24" x 36" news- print, charts, paints and other materials twelve to sixteen feet of bulletin board, continuous length preferred low drinking fountain ; a separate low, large sink kitchen cabinet low enough for work space sturdy, washable cots that can be easily stored (individual) light-weight blanket for cot (individual) low screens for making small enclosures filing case for music records ; also one for individual pupil records room and outdoor thermometers shelves, low and open, for toys and blocks, dimensions de- pending up space available and equipment to be stored tables, 18" x 22" high chairs, 8" x 14" high chairs for adults one round library table for browsing several children's rockers 20 low, sturdy, work benches a nest of boxes open, low shelving rug, 9' X 12' silencers for chairs steps or small step-ladders table, adult height, for sewing, etc. waste basket window stick simple material for science pet cage aquarium terrarium 21 Materials and Supplies Space for materials and supplies should be on an eye level with the child. The material that is given here in single quantity can be duplicated when needed. Teachers will need to duplicate some materials for creative play as children of this age have not learned to share readily. She will need only a few of the ma- terials for creative arts as many of her children are not yet ready for many of these materials. The following are suggested : A. For Creative Play: « unit size project blocks, 2" cubes to 22" long in many shapes » large hollow blocks — varying sizes • work bench • soft pine wood • hammers (child's) • saws (child's) » wire nails, assorted • scotch tape B. For Imitative Play and Housekeeping: » sturdy doll furniture dolls, rubber or wooden dishes and cooking utensils — unbreakable broom, dustpan and mop (child's) ironing board and iron (child's) washing utensils small table garden tools scoops rakes shovels clothes line (may be outdoors) full length mirror — 12" x 48" broom sticks for riding C. For Creative Arts : \ newsprint, 24" x 36" construction paper — assorted colors blunt scissors paste crayon S; V2" x %/' diameter paint (powder to be mixed ; non-lead) paint brushes, %" x 1" wide 22 • clay flour or domestic moist • wrapping paper in large sheet • clay or paint boards • two large easels • finger paint and paper D. For Music: • piano — movable • record player (3 speeds) • records • Songstory Records. Children's Record Guild, 27 Thompson Street, N. Y. • rhythm records — for free body response to rhythms • records for quiet listening • rhythm band instruments (make your own) • rhythm sticks — dowling sticks cut into 12" lengths • triangles. Large nails suspended by a string • drums. Oatmeal boxes decorated with children's art work ' • clog sticks — a paddle with bottle caps nailed on it • rhythm bells or toy xylophone • song books (for teacher) containing action songs and songs suitable for dramatization E. For Creative Ways : Through toys the child learns to work and play alone, to create, to share with a member of a group, to share with a whole group. Some suggested toys are: trains animals boats wagons wheelbarrows blocks trucks pull toys erector sets dolls cars weaving sets F. For More Active Play: balls, 6" X 10" (soft) bean bags pedal toys tool chests G. For Large Muscle Movements : This type equipment is not the most important kind ; it is 07ie type of equipment for large muscle movement, • floor mats for tumbling • sewer pipes of four-foot lengths, set in concrete base for crawling 23 • slide, appropriate for the age level • large hollow blocks, 51^" x 11" x 22" • large packing box • ladder, 14" wide, 44" long, 8" rung • rope • wheelbarrow • low horizontal ladder • a log for walking (ground) • walking board 8' x 12' long, at least 10" wide, Vs-lVs" thick. End and center clear • climbing horses • jungle gym, king size • jumping rope DEVELOPING HEALTHY CHILDREN Health is an important factor in the everyday life of a child. The parent or home has the first responsibility for the health of the child. The school (nursery school or kindergarten) has the responsibility for supplementing and reinforcing good home teaching and care. The health of the pupil should be one of the first considerations when planning school activities. The following items should be considered when planning for a healthful environment for the child at school, health services to maintain health and help prevent diseases, and a health in- struction progixvm in accordance with his needs and his stage of development. Environment • Clean and sanitary • Safe and adequate water supply » Sanitary sewage disposal • Adequate light, heat and ventilation • Free from safety hazards • Colorful, inviting interior • Soap, towels, and any other necessary items • Protected play area — safe and adequate • Good teacher-pupil relationships • A permissive atmosphere — a good emotional climate • A balanced program of daily living Health Services • Immunizations as required for first grade entrance — dip- theria, whooping cough and smallpox. 24 [ • Continuous observation by the teacher for any signs of com- 1 municable disease, defects, or deviations from normal be- I havior. ' • Conferences with the public health nurse and/or other special personnel about health problems of the children. • Isolation of sick children. Adequate facilities needed for this purpose — a room, or arrangements to get child home. • Health records kept of any significant information and made available to the next teacher (Use of "North Carolina Teacher Screening and Observation Record" suggested) . • Encouragement of parents to : Keep child at home if he seems ill. Keep child under good medical and dental care. Get corrections made when needed. • Strongly recommended that each child should have a medical examination by his pediatrician or family physician before enrolling in school. • First aid supplies on hand. ■ • Policies about what to do in case of emergencies including ; fire. (Be sure each staff member is familiar with them.) i • Services of a physician or registered nurse available if ' needed. Food Service at School ; • Mid-morning and/or mid-afternoon food service in accord- ; ance with the children's needs. Fruit, fruit juice and crack- ers are good. Some children may need milk. ^ • Noon meal as recommended for public school children. Smal- r ler servings are preferable with provisions for "seconds" t when needed. r • Sanitation in food handling, health of food handlers, lunch- ?■ room facilities, etc., in accordance with the recommendations f- of the School Lunch Section, State Department of Public « Instruction, and of the Division of Sanitation, State Board of Health. Health Information and Practices Children should have opportunity to practice good health habits of personal hygiene and human relations : • Play out of doors. • Handwashing after using toilet and before eating. • Rest during the day — lying down is preferable (cots or mats needed when children stay all day) , 25 • Coughs and sneezes covered with handerchief or tissue. • Development of desirable safety practices — (stop, look, and listen) . • Wholesome pupil-pupil relationships are to be encouraged. • Teacher shares health information with parents of children. • Teacher encourages continuation of good health practices in the home. KEEPING RECORDS AND REPORTS A simple but adequate system of records should be kept for each child. The cumulative form is suggested, but schools are encouraged to adopt a form that is flexible and meets the needs of the particular school. The records should include the following information : General information (name, date of birth, parents' names, ad- dress, telephone number.) Health information (immunizations, height, weight, diseases, toilet, eating and rest habits, defects, etc.) Development and progress records (anecdotal records of be- havior, needs and interests of the child and plans to meet them, etc.) At intervals the parents should receive informal letters con- cerning the child's progress and the activities of the group. It is also important for the teacher and parents to have conferences from time to time in order to discuss the child and to plan to- gether ways and responsibilites for helping him grow and develop. 26 IV What to Look for in a Good School for Young- Children Suggestions for parents who wish to determine whether the school visited measures up to a satisfactory standard : Physical Setting • Is there a noticeable air of cleanliness and freshness? • Does the floor appear to be easily and frequently cleaned? • Are temperature and ventilation comfortably adjusted? • Does the room resemble a work shop ? • Are there flowers and plants in the room? • Are there materials that invite wholesome activity and creat- iveness ? • Are hooks for clothing, shelves for materials and bathrooms arranged to encourage independence in the children? • Is there adequate work and play space? What Is Happening to the Children • Is there noticeable cooperation between teacher and children and between the children themselves? • Are the children honestly interested in what they are doing? • Do the children appear happy and natural? • Do they appear purposeful? • Do the children wait always for directions from the teacher or do they show evidence of ability to plan and direct proj- ets independent of the teacher? • Can you discover evidences that individual children are be- ing given the particular help that they need? • Are opportunities provided for practice in : Good health habits Cleaning up after working Sharing with others Accepting responsibility for Waiting turns their own acts Obeying rules Overcoming difficulties Making rules Emotional control Taking care of their own Being good leaders property Being helpful followers • Are the children being stimulated to enlarge their interests by: Enjoying books Planning and directing simple Hearing beautiful music dramatizations 27 Meeting new friends Creating simple songs and Going on excursions in the stories neighborhood What About the Teacher • Is she wholesome in personality and healthy in appearance? • Does she have a friendly attitude toward all the children? • Is she calm in the face of group excitement? • Does she withhold guidance until it is really needed and wanted ? • Does she enjoy things WITH the children? • Has she had specific training for the teaching of young children ? • Does she read professional magazines? • Does she attend professional meetings when not required to do so? • Is she courteous, thoughtful, quiet, happy? If after a visit to a school you can answer "yes" to the majority of these questions, you may feel sure that your child will be greatly benefited by attending it. — adapted from statement prepared by the Association for Childhood Education, 1201 Sixteenth Street, N. W., Washington, D. C. 28 V Some References for Parents and Teachers Books Forest, Isle. Early Years at School. McGraw Hill Book Co., Inc., New York, 1949. Children's Catalog; 8th ed. rev., H .W. Wilson Co., New York, 1951. Foster, Josephine C, and Headley, Neith E., Education in the Kindergarten, American Book Company, Atlanta, 1948. Gans, Roma, and others. Teaching Young Children. World Book Company, Yonkers-on-Hudson, New York, 1952. Gesell, A., and Illg, F. L. Child Development. Harper Bros., New York, 1949. Hefferman, Helen, Editor. Guiding the Young Child. D. C. Heath and Co., Boston, 1951. Hymes, James L., Jr., Effective Home-School Relations. Pren- tice-Hall, Inc., New York, 1953. National Society for the Study of Education, Part II, Forty-sixth Yearbook, Early Childhood Education, The University of Chicago Press, Chicago, 1947. Olson, Willard C. Child Developmejit. D. C. Heath and Com- pany, Boston, 1949. Sheehy, Emma D. The Fives and Sixes Go to School. Henry Holt and Company, New York, 1954. Spock, Benjamin, Common Sense Book of Baby and Child Care. Duell, Sloan and Pearce, New York, 1946. Wills, C. D., and Stegman, W. H. Living in the Kindergarten. Follett Publishing Company, Chicago, 1950. Jenkins, Shauter and Bauer. These Are Your Children. Scott, Foresman and Co., Atlanta, Georgia. Pamphlets Your Child from One to Six. Your Child from Six to Twelve. Guiding the Adolescent. Application of the Needs Theory ) to Educatiofi. ) Modern Education Service, Recognizing Emotional Needs: ) Box 26, Bronxville, N. Y. Do's and Don't's for Teachers ) 29 Free from local health department Magazines The National Parent Teacher. $1.25 per year National Congress of Parents & Teachers 600 South Michigan Blvd. Chicago 5, Illinois Parefits Magazine. $2.50 per year The Parents' Institute, Inc. 52 Vanderbilt Ave. New York 17, N. Y. Childhood Education. $4.50 pr year Association for Childhood Education International 1200 Fifteenth Street, N. W. Washington 5, D. C. Films Care of Children of Working Mothers. New York: New York University Film Library, 26 Washington Place. 3 reels, 16mm., sound. $3 per day. Emphasizes advantages of an all-day child care center. A Child Went Forth. New York: Brandon Films, Inc., 1600 Broadway. 16m,m., 20 min., sound. $72, rent $4. Admirable set- ting and techniques for school for young children situated in old farm house. Available from Audio-Visual Center, Indiana Uni- versity, Bloomington, Indiana. A Day in the Life of A Five-Year -Old. New York: Bureau of Publications, Teachers College, Columbia University. 16mm., 20 min., sound, two reels, $75. Young children interpreting the world about them in a well-equipped kindergarten. The role of the teacher in guiding these children. Play Is Our Business. New York: Sun Dial Films, 625 Madison Ave., 16mm., 20 min., sound. $45, rent $3 per day. Typical play school settings in public schools, a settlement and a housing proj- ect where children 5-13 are provided with enriching play activi- ties for after school hours and vacations. What Has the Nursery to Offer? Prepared by Rose H. Alschuler, Washington, D. C. : The Association for Childhood Education International. Frustrating Fours and the Fascinating Fives, (twenty-two min- utes) (sound) Available for loan from the General Extension Division, Gainesville, or for purchase from McGraw-Hill Book Co. 30 Pre-School Adventures (thirty minutes) (silent) Available from Audio-Visual Center, Indiana University, Bloomington, Indiana. And Then Ice Cream (ten minutes) (sound) Available from New York University Film Library. Helping the Child to Accept the Do's (ten minutes) (sound) Available from Encyclopedia Britannica Films, Inc., 1948. Helping the Child to Face the Don't's (ten minutes) (sound) Available from Encyclopedia Britannica Films, Inc., 1948. When Should Grown-Ups Help? (thirteen minutes) (sound) Available from New York University Film Library. A Guidance Program for Home and ) School. ) Meeting Emotional Needs in Child- ) Local health department, hood. ) Whij Won't Tommy Eat? ) Filmstrips Children in the Primary School — Ages Six, Seven, Eight Years. Available from the Association for Childhood Education Inter- national, 1200 15th St., N. W., Washington 5, D. C; Group Life for the Pre-School Child. Available from the New York University Film Library, 26 Washington Place, New York 3, New York. Kindergarten and Your Child. Available from Audio-Visual Ma- terials Consultation Bureau, Wayne University, Detroit, Mich- igan. What Has the Nursery School to Offer? Available from the As- sociation for Childhood Education International, 1200 15th St., N. W., Washington, D. C. David's Bad Day. Available from Young America Films, Inc., 18 East 41st St., New York City 17, New York. Additional Sources of Materials American Association of University Women 1634 Eye Street, N. W. Washington 6, D. C. Association for Childhood Education International 1200 Fifteenth Street, N. W. Washington 5, D. C. Child Study Association of America 132 E. 74th St., 31 New York 21, N. Y. U. S. Children's Bureau Social Security Administration Washington 25, D. C. National Association for Nursery Education University of Rhode Island Kingston, R. I. National Recreation Association 315 Fourth Avenue New York 10, N. Y. U. S. Office of Education Department of Health, Education and Welfare Washington 25, D. C. Bank Street Publications 69 Bank Street New York 14, New York Bureau of Publications Teachers College Columbia University New York 27, N. Y. 32 UNIVERSITY OF N.C. AT CHAPEL HILL 00034026651 FOR USE ONLY IN THE NORTH CAROLINA COLLECTION ■% 1 Fnrm Mn A.f^RR Rm/ fl/Q'i ! '"■' ^''- -ii:'