Dramatic Play May Center Around Homemaking Ond Family Life REPORT RESUMES

Dramatic play may center around homemaking ond family life REPORT RESUMES

ED 012 628 RC 000 375 PRESCHOOL GUIDE. By- CURTIS, MYRTLE AND OTHERS COLORA00 ASSN. OF FUTUREHOMEMAKERS OF AMERICA COLORADO STATE BOARD FORVOCATIONAL EDUC., DENVER PUB DATE 64 EDRS PRICE MF-$0.50HC-$4.00 100P.

DESCRIFTORS- *PRESCHOOL EDUCATION,PRESCHOOL CHILDREN, *PRESCHOOL CURRICULUM, PRESCHOOLTEACHERS, ACCREDITATION (INSTITUTIONS), EARLY EXPERIENCE,*INSTRUCTIONAL MATERIALS, PARENT TEACHER COOPERATION,SEARS ROEBUCK FOUNDATION, *CURRICUL UM GUInES, FUTUREHOMEMAKERS OF AMERICA, DENVER, COLORADO

THE CURRICULUM AND MATERIALSDESIRED IN A PRESCHOOL ARE PRESENTED IN THIS GUIDEBOOK,AS WELL AS A DISCUSSION OF THE EDUCATIONAL EXPERIENCES CtIOULD OE INCLUDED IN PROCTRAH5 FOR 2-, 4-, OR 5-YEAR-OLD CHIIDRFN, THE AUTHORSPROVInc SCHEMATIC DI, C,RAMS OF LEARNINGEQUIPMENT, INCLUDING THE NECESSARY BUILDING, HOUSEKEEPING, ANDTRANSPORTATION. THEY M.SO INCLUDE CHAPTERS ON PARENT-TEACHERCOOPERATION AND LICENSING PROCEDURES FOR PRESCHOOLFACILITIES IN THE STATE OF COLORADO. THIS DOCUMENT IS ALSOAVAILABLE FROM STATE ADVISOR, COLORADO ASSOCIATION OF FUTUREHOMEMAKERS OF AMERICA, 510 STATE OFFICE BUILDING, DENVER, COLORADO80203, FOR $2.50. (CL) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

"9"PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS 4 *Mk, ilSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.

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Prepared Limier the Supervision

of the

State Board for Vocational Education

Denver, Colorado80203

arid

Colorado Association

Future Homemakers of America

1964

Additional copies available from State Adviser Colorado Association of Future Homemakers of America 510 State Office Building, Denver, Colorado 80203 $2.50

STUDIES FORCULTURAL THE CENTER of Colorado ti:-',3,s StateCollege Alamusa Preface

Since the publication in 1953 of Homemade Toys That Teach, which was financially supported by the Sears Roebuck Foundation, the number of group programe for preschool children in Colorado has steadily increased. With this increase of preschool programs have come many requests for a guide that would be of help to parents, teachers and direc- tors of preschools, and students, wherever they may be working with groups of preschool children in preschools, day care centers, high school and college homemaking classes, churches and other private and public agencies.

This Preschool Guide has been designed to provide information and suggestions for those working with young children and for those planning such a program.

For the purpose of this Guide, a preschool has been defined tomean any group program for children from approximately three years of age to kindergarten age, whatever the program is called-.day care center, Nursery school, preschool, playschool orany other name. The content of the Guide has evolvedas a cooperative effort of many professional groups such as parent education and preschool teachers,resource consultants in the fields of child and maternal health, college di- rectors of nursery school education, public school supervisors, psycholo- gists, and other public agencies whose concern is the preschool child. The project was n. ade possible through the financial aid of the Sears Roebuck Foundation.

III We Believe

That whatever the ?Kum under which a preschool operates the children are entitled to the best that modern knowledge makes available about their education, care and guidance. That we cannot overestimate the value of play in the development of the ycung That any groupprogram for preschool children should recognize the needs of the young child for:

A warm relationship with adults whocan give him a feeling of support in his needs, a sense of hisown worth, and encouragement toward independcnce.

Freedom and opportunityto develop his physical, mental and social capabilities with a feeling ofsuccess and to develop these strengths at his own pace.

Understanding and consistent adult guidance whichsupports his needs, yet limits his actions, and whichpromotes his gradual growth toward responsibility and self-contrcl. Participants

Participants who gave unstintingly of their timeinclude: Lois Humphrey, Coordinator of Homemaking Edu- CO-CHAIRMEN cation, The Emily GriffithOpportunity School, Myrtle Curtis, former Parent Education andPre- Denver school Teacher, Dcnvci. Public Schools Elaine LaTronico, Supervisor of Art Education, Lottie More, Head Section, Multi Homemaking Edu- Denver Pubhc Schools cation, Colorado State Board for Vocational Educa- Lucille Laing, Consultant in Elementary Education, tion Colorado State Department of Education Olive Yenter, Head Section, High School Homemak- Dr. Ruth Raattama, Director of Child and Maternal ing and Future Homemakers of America Education, Health, Denver Department of Health Colorado State Board for Vocational Education Alberta E. Reitze, Supervisor and Instructor, Nursery School, Colorado State College, Greeley Winifred Reynolds, Associate Professor,Department of Home Economics, Colorado StateUniversity, Fort EDITING COMMIT l'EE: Collins Elizabeth Hart, Parent Education and Preschool Marie Smith, Director, Child Welfaie Division,Colo- Teacher, Denver Public Schools rado State Department of Public Welfare Hazel Jacobsen, High School Homemaking Teacher, Bertha Stephens, Kindergarten PrimarySupervisor, Ault Denver Public Schools Julius G. Hamilton, Draftsman, Boulder Dr. Carla Swan, Psychologist, Denver Virginia Huffman, Parent Education and Preschool Geraldine Winsor, Licensing Supervisor, ChildWel- Teacher, Denver Public Schools Photography fare Division, Colorado State Departmentof Public Edward Huffman, Lithographer, Denver Photo- Welfare graphy

COMMITTEE CHAIRMEN: Doris Ardrey, CONSULTANTS: Parent Education and Preschool Teacher, Denver Public Schools Dr. Ruth Clark, Director, Speech Clinic, University Dorothy Edgar, former Director, Ft.LoganMental of Denver Health Association Nursery School Ruth Doran, former Regional Nursing Consultant, Berdine Maginnis, Parent Educationand Preschool Children's Bureau, Department of Health, Education Teacher, Denver Public Schools and Welfare Louise Melillo, Parent Education PreschoolTeacher, Esther Eicher, Nutritional Consultant, Colorado Pub- School District No. 50, Westminster lic Health Department Marjorie Milan, Director, Brentwoodand Lakewood Dr. Agnes Hatfield, Assistant Professor, Department Preschools, Denver and Lakewood of Education, University of Denver Beatrice Peck, Parent Educationand Preschool Eleanor Hawley, Regional Nursing Consultant, Chil- Teacher, Denver Public Schools dren's B ureau, Department of Health, Education and Hypatia Sutherland, Parent Educationand Preschool Welfare Teacher, Denver Public Schools VI Participants

COMMITTEE MEMBERS: Mary McCabe, Assistant Professor. ColoradoWo- Margie Ament, Preschool Teacher, School District man's College N. 50, Westminster Helen McMillen, Homernakci dud former Parent Ida Belle, former Parent Education Prachool Teach- Education Preschool teacher and Teacher Traiticz, er, Englewood Aurora Mary Beuthel, P-eschool Teacher, Jefferson County Sadie Morrison,former Director,Neighborhood Car leen Brown, former student, Colorado State Uni- House Association Child Care Center, Denver versity, Fort Collins Mildred Nes ley, former Parent Education Preschool Erra Christensen, Preschool Teacher, Denver Public Teacher, Adams City Schools Edna Oliver, Director, Kipling Village Nursery Lake- Winnie Condit, Homemaking Teacher, Mapleton wood High School Dixie Patterson, Parent Education and Prescb9o1 Ann Doss, Director, Play School Day Nursery, Colo- Teacher, Denver Public Schools rado Springs Barbara Peterson, Preschool Teacher, Denver Public Dorothy Eberly, Preschool Teacher, Denver Public Schools Schools Ruth Reynolds, Child Welfare Supervisor, Denver Irma Ford, Director, George Washington Carver Day Department of Child Welfare Nursery, Denver Fredrika Glembochi, Parent Education Preschool Eunice Salomonson, Homemaking Teacher, Berthoud Teacher, Jeferson County High School Gladys Graves, Preschool Teacher, Denver Public Mary Alice Schaeffer, AssistantProfessor, Home Schools Economics Education, Colorado State University, Fort Collins Martha Hacker, Director, Creative Play Schools, Denver Lou Skufca, Preschool Teacher, Lakewood Bette Hurlbut, Homemaker and Director Adult Edu- Lila Wegener, Kindergarten Teacher, Denver Public cation Council of Metropolitan Denver Schools Grace Jones, Parent Education Preschool Teacher, June Wilmore, Preschool Teacher, Denver Public Jefferson County Schools Leah Keller,Preschool Teacher, Denver Public Mildred Wykstra, Preschool Teacher, DenverPublic Schools Schools

VII Table of Contents

page PREFACE III WE BE Fyn. V PARTICIPANTS VI, VII THE PRESCHOOL AGE CHILD 1 A Child in the Two Year Old Stage 2 A Child in the Three Year Old Stage 2 A Child in the Four Year Old Stage 4 A Child in 01P RIM'. Y::cr C.',1d fIasc 5 THE PRESCHOOL PROGRAM 7 Definition of a Good Preschool 7 Characteristics of a Good Program 7 Meeting the Needs of Individual Children 9 The Non-Conformist 9 Helping the Child Start to Preschool 10 Providing for Health and Safety 11 Providing for Rest and Relaxation 12 Meeting the Nutritional Needs of Children 13 THE STAFF AND ITS RESPONSIBILITIES 16 The Good Preschool Teacher 16 Desirable Personal Qualifications 17 Professional Training 18 Suggested Size of Staff 18 Staff Cooperation 18 Staff Responsibilities 18 Observation Procedures 18 Record Keeping 19 Teacher Evaluation 19 PLAY AND PLAY EQUIPMENT 21 Supervision of Play 22 Space for Play 22 Types of Play 22 Block Play 22 Dramatic Play 25 Manipulative Play 26 Outdoor Play 26 Types of Toys 28 Criteria for Choice of Toys 28 Suggested List of Play Equipment 28 Instructions for Making Play Equipment 29 MUSIC 57 Singing 57 Finger Plays 59 Rhythmic Activities 59 Rhythm Instruments 59 Records 59

VIII STORIES AND POETRY 61 Individual Enjoyment of Books 61 Group Story Period 61 Selection and Content of Stories 62 Suggestions for Telling or Readinga Story 62 Choosing Stories Suitable for Different Ages 62 Poetry 62 Advantages of Telling a Story 63 ART EXPERIENCES...... LA %JP.? Creating With Paint 64 Easel Painting 64 Finger Painting 65 Soap Painting 65 Painting Variations 65 Creating With Clay and Play Dough 67 Creating With Paste, Paper, Scissors 67 Creating With Crayons, Chalk, Pencils 68 Using Flannel Board 68 Working With Wood 69 Playing With Sand 70 Playing With Water 70 Playing With Snow 70 SCIENCE EXPERIENCES 72 Materials 72 Procedures 72 PARENT-TEACHER COOPERATION 75 Meaning of Parent-Teacher Cooperation 75 Basic Principles of Parent-Teacher Communication 75 Mutual Learning Through Casual Contacts 76 Mutual Learning Through Planned Conferences 76 Mutual Learning Through Parent Meetings 76 Contribution of Newsletters and Bulletin Boards 77 Contribution to Learning Through Observation and Participation byParents 77 LICENSING OF PRESCHOOL FACILITIES 79 Application for Original License 79 Application for Renewal of License 79 Schedule of Fees 79 APPENDIX 81 Suggested Basic Professional Library 81 Professional Organizations 82 Films 82 Suggested Record Forms 82 Finger Plays 82 Songs 83 Records 84 Sample Forms 85-88 Publishers' Addresses 89

IX The Preschool Age Child

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A two-year-old usually plays alone

Each child is an individual. He is unique.Much can In this chapter a series of statementsis provided be learned about him by studying otherchildren, but showing some of the characteristics of the child in the he should be expected to differ from other childrenin two, three, four and five year old stages of growth. Re- skills, in rate of growth, in temperament andin his remembering that each child grows at his own rate and sponses to other people. Information obtained from ob- may not reach the same stage of development at the servation of large numbers of children givesgeneral same time as others in his age group, and that girls are guides as to what may be expected but givesno clearly generally more advanced than boys, the following state- defined map of the road each child will,or should, ments may be used for general evaluations. Great devi- take. Position in the family,sex, age of parents, eco- ations from patterns which are generally associated with nomic background, health andmany other factors a stage of growth may indicate the need for specialized contribute toward making each child's environmentdif- professional help. ferent from every other child'seven from thatof those children in the same home. The two year old stage has been included,even Parents and teachers can learnmore about child de- though two's are not usually ina group situation, be- velopment and individual differences by reading theref- cause some three year olds will still have some of these erences listedin the bibliography. Themore adults characteristics. Because some fiveyear olds under kin- know about children in general the greater their ability dergarten age may be ina preschool and some four becomes for hiAping each child make themost of his years old will have five year old characteristics, the five own unique self. year old stage is included. A Child in the Two Year Old Stage A Child in the Three Year Old Stage 1. Puts two to three words together in sing-songsen- 1. Loves to talk; makes three to four word sentences; tences; knows his own name and can say it; ques- uses plurals, past tense, personal pronouns, prepo- tions "What's this?", "What's that?"; knowsnames sitions. Knows last name, sex, street on which he of things, persons, actions and situations; uses some lives, simple rhymes. He is curiousasks "What?", adverbs, adjectives and prepositions; asks for what "Where?", "When?". He understands simple ex- he wants at the table using name of article; carries planations; asks frequent questions to which he al- on "conversation" with self and doll; tells needs but ready knows the answers; likes to learn new words; does not carry on real conversation with an adult. likes to compare two objects.

2. Likes things to touch and look at in books and stor- 2.Is responsive to rhythm, has enough control to re- ies; can identify many pictures by name; enjoys produce sound patterns; can recognize familiar repetition, talking animals, nonsense rhymes, but melodies and sing simple songs,not always on usually prefers the factual. pitr,b.

3. Likes humor games, such as peek-a-boo and chas- 3.Is vague about time and space; is unlikely to stay ing. with any activity more than a few minutes and has average attention span of ten minutes. 4. Sees and reaches out at same time; locates pictures in picture book; manipulates one hand, then alter- 4. Has eye for form knows circles, triangles and ..ttes to the other hand; and fits nested blocks to- squares; can throw a ball without losing balance; gether; can take off shoes, stockings, pants; dawdles can jump with both feet,useslide,climb, turn because he is not well coordinated. sharp corners, dig, ride trikeeasily; can gallop, jump and run to music. 5. Climb steps one foot at a time; can run, pull, push, drag, squat, clap in rhythm; can kick a ball and 5. Dresses partially depending upon mood; puts on catch with arms. shoes and undresses almost entirely; holds cup by 6. Responds to suggestions better than commands; can handle, tips head back to get last drop. accept imaginary pleasures in place of those denied him; likes independence but is not skillful enough 6. Has good eye muscles; can copy circle and cross; to support it. may "read" from pictures in book. 7. Spends a good bit of time absorbed in gazing; con- 7. Can make a choice and abide by it; asks help if he centrates interest in small areas; interest is in pres- needs it; may not be able to do two things at once, ent future is dim: attention span is two to three as talk and eat; can suggest his liking for a meal; minutes, yet he may find it hard to shift to another can run errands. activity. 8. Likes paint, crayons and clay. Uses varied and 8. Usually plays alone or watches; progresses to par- rhythmical strokes in painting and drawing; likes allel play or playing with other children; needs to to have his picture or art work saved. be near adult in play group situations, can't cooperate; engages in tug of war over materials; asks 9. May still play by himself quite happily, but is more adult when he wants something from another child; likely to be playing beside other children (parallel is unable to share; collects and hangs on to toys. play), and will later move into more cooperative 9. Enjoys dramatic play because imagination can be play; is beginning to share; can adjust to taking vivid; is not easy for him to see difference between turns; enjoys playmates; may help a shy child, if what he plays and reality. this is suggested; has no sex preference in play; begins to combine planes, trains and cars with his 10. Is warmly responsive, loving and affectionate and block play; shows order and balance in block build- is dependent on mother or other adult; is lacking in ing. self-confidence; responds toadults, holds hands while walking, helps around house;isshy with 10. Can get almost as much relief from anger andre- strangers; is possessive, aggressive, sensitive. sentment by wreaking vengeance on an imaginary

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A three-year-old may still play by himself, quite happily

person as on a real one; needs help in finding ways cial suggestion; agreeable,alert, self-reliant, imag- to get rid of troublesome feelings without harming inative, attentive to words, listensto reason,is others or being made to feel guilty. Is inclinedto proud of increasing abilities. strike out at personsor obstacles; beats or bosses 12. Is interested in nature imaginary playmates. Fantasymay give relief from what happens, whatan- tensions of everyday world. imals do, what and how theyeat; likes books and stories about animals;likesstories about things 11. Is imitative, interested inpersons; susceptible to so- which are familiar and wants his favoritesrepeated.

3 Three and four-year-olds play beside other children

A Child in the Four Year Old Stage 6. Shows little politeness at times; shows off and acts very badly before company; likes to play mother or 1. Uses sentences; has power of generalization and ab- teacher to smaller child; shows prideinmother straction; exaggerates to practice words; tries out though he may resist her authority; boasts about silly words and sounds; experiments with adjec- daddy. tives;speaks of imaginary conditions; can tella 7. Is able to accept turns and may share graciously; is lengthy story mixing fact and fancy; calls names able to accept rules and responds well to objective and brags; asks many questions not always in- commands such as "It is time to...". terested in answers but in how answer fits into his 8. Has a great interest in music in listening, danc- thoughts; knows colors and can name them; has ing, or performing to it; has increased control of attention span of twelve to fifteen minutes. voice which allows him to sing on pitch; can rec- 2. Can stand on one foot, skipon one foot, and then ognize melodies. hop on the other; is very active shovels, sweeps, 9. Is beginning to be interested in other children and rakes, climbs, slides every which way, races up and their activities; capable of group planning and play; down stairs, throws ball overhand. Senses differ- can amuse himself alone; play reaches new heights ences in gaps in skill and powers of adults and him- of inventiveness and grows rich in detail; likes to self; wants reassurance that he is capable of being act out his ideas; builds elaborate structures and a strong, skillful, capable person. names them; dolls are important, sharing experi- 3. Can carry liquids without spilling;manages own ences and having personalities; likes to arrange haz- clothes if they are simple; buttons and unbuttons; ardous devices and does not like to be reminded of dresses and undresses dolls; works with precision his limitations. in painting, but shifts ideas; begins to copy; tries to 10. Can anticipate a tour or trip and help with prepara- cut on line with scissors. tions; talks about it afterward and reproduces his 4. Watches to learn; reasons; shows dramatic ability; experiences;likescollecting beetles,worms, can talk and eat or talk and dress; is beginning to leaves. use talk:ng instead of hitting in play. 11. Loves story time and enjoys turning pages; enjoys 5. Needs guidance and lots of materials; is physically exaggeration, bubbling humor; interested in new ex- aggressive hits, kicks, throws and bites; is verb- periences, in how and why; loves to talk about ally aggressive, is rough and carelesswithtoys; things of which the story reminds him. laughs wildly in play; indulges in name calling and 12. Likes having art work saved; may work with a bragging "I'll sock you" with such silliness plan; talks while working; may make an object with leading to tears and squabbling. clay.

4 A Child is the Five Year Old Stage play is practice for life rather than invention; likes instruction to improve. 1. Uses well defined sentences; likes to count and can 6. May be good or a pest with company; needs count ten objects; answers questions; asks for in- prep- aration for happenings as aid to good manners; formation, not merely to talk; can carry a plot in a sometimes asks permission story and repeat a long sequence accurately: is in- may ask ten times for the same thing. terested in why; enjoys repetitive sounds; favorite 7. Plays in social group without much conflict most questions "How does it work?", "Why is it like that?", "What is it for?" cooperatively with three children; feels protective toward younger ones; plans surpriscs and jokes; is 2. Fills dramatic play with dialogue ind commentary better in outdoor play than indoor; shows flashes of likes having to do with everyday life; realistic resistance which are usually quickly overcome; uses props. verbal aggression; prefers playmates his own age; 3. Draws crude but realistic reproduction of a scene; may cry if angry or tired. interprets meaning of a picture; can identify miss- 8. Can march to music; ride on scooter; tries to jump ing part of a picture; begins to paint with idea in rope and use stilts; wants to discard trike for bike. mind. 9. Is observant, self-critical, self dependent, proud of 4. Likes a limited time has a sense of order; likes work, clothes, etc.; is factual, literal and has a re- models for guides; likes definite task; is very good markable memory. at problem solving; is not apt to attempt something 10. Is impersonal takes people for granted; mother unless !le can finish it; likes something to show for is center of universe, although he has good relation- his efforts. ships with daddy and enjoys grandparents' visits. 5. Thinks before he speaks; thinksconcretely; key- 11. Can tie a bow, but not snugly, although he may not notes practicality and conformity; finds real world want to do it. enough novelty for him because he has learned what is fantasy and what is not, and that now is a perfect time to absorb facts of everyday life; finds Four and five-year-olds play together

-V.

5 BIBLIOGRAPHY

Books Reynolds, Martha May, Children From Seeds to Sap- lings, McGraw-Hill Book Co,, Inc., 1951. Christianson, Helen W., Mary M. Rogers, and Blanche A. Ludlum, The Nursery School, Adventure in Living Read, Katherine H., The Nursery School, A Human and Learning, Houghton Mifflin Co., 1961. Relations Laboratory, W. B. Saunders Co., 1960. Craig, Hazel Thompson, Thresholds to Adult Living, Riehl, C. Luise, Family Nursing and Child Care, Charles A. Bennett Co., Inc.. 1962. Charles A. Bennett Co., Inc., 1961. Duvall, Evelyn Millis, Family Living, Macmillan Co., Radler, Don H. and Kephart, Newell C., Success 1961. Through Play, Harper and Brothers, 1959. Fraiberg, Selma, The Magic Years, Scribner, 1959. Shuey, Rebekah M., Elizabeth L. Woods and Esther Mason Young, Learning About Children, J. B. Lip- Hartley, Ruth E., and Goldenson, Robert M., The pincott, 1958. Complete Book of Children's Play, Thomas Y. Cro- well Co., 1957. Smart, Mollie Stevens and Smart, Russell Cook, Living awl Learning With Children, Houghton Miff len Co., Ilg, Frances L. and Ames, Louise Bates, Child Behav- 196;.. ior, Dell Publishing Co., Inc., 1955, $0.50. Strang, Ruth, An Introduction to Child Study, Macmil- Jenkins, Gladys Gardner, Helen Shacter, and William lan Co., 1951. W. Bauer, These Are Your Children, Scott, Fores- man and Co., 1955. Pamphlets Langford, Louise M., Guidance of the Young Child, John Wiley and Sons, Inc., 1960. Association for Childhood Education International, Children's Views of Themselves. Lane, Howard, and Beauchamp, Mary, Understanding Human Development, Prentice-Hall, 1959. New York Committee on Mental Health, How Children Learn to Think. Leavitt, Jerome E. (Editor), Nursery-Kindergarten Ed- U. S. Department of Health, Education and Welfare, ucation, McGraw-Hill Book Co., 1958, chapter 4. How Children Can be Creative. McCullough, Wava, and Gawronski, Marcella, Child ,Your Child From One to Six, revised edi- Care From Birth to Six Years, McGraw-Hill Book tion, 1961. Co., 1954. Van Riper, C., Helping Children Talk Better, Science Moore, Sallie Beth and Richards, Phyllis, Teaching in Research Associates, Inc., 57 W. Grand Ave., Chi- the Nursery School, Harper and Brothers, 1959. cago 10, Ill., 1951.

6 The Preschool Program

Preschool can be a valuable experience foryoung to play in pairs; thus playing first with one child and children, offering a variety of experiences and addition- then with another, they learn that each playmate is dif- al contacts which enrich their lives while supplementing ferent, and that different kinds ofresponses are neces- and complimenting their home and family living. sary in each new contact. By appropriate group experi- The entire preschoolprogram is based on a know- ence the attention span of the child can be extended to ledge of what childrenare like and is geared to the enable him to play more effectively witha large number meeting of their reeds. It should offer new experiences of people and with a greater range of material. Groups of and new ideas, stimulate curiosity and 'excite imagina- from four to five children can play together spontaneous- tion. Through sharing and learning to take turns,to ly and cooperatively by the time the childrenare four. settle differences and to respect the rightsof others, Important as group play is, solitary play is alsonec- children develop socially in the school. The preschool essary. Too frequently a child is pushed into group ac- provides opportunitiesfor learning and using basic tivity before he is ready. A child must set hisown pace. language skills and accomplishing other developmental The ability to play alone is an asset to any child, and al- tasks. though a child may enjoy playing with others, there will Study and research indicate that the intellectual de- be times when he will seek a place where hemay pur- velopment of children is significantly influenced by their sue his own solitary interests. The preschool must pro- experiences. The richer the environment, the greater vide challenging activities and at the same time guard the learning. Living in a world scaled to his size, the against undue stimulation or pressure. child gains confidencein himself through successful Each preschool is unique. No suggested schedule is achievements. given because the type of program and the time planned for various activities depend upon such factors as the Definition ofa Good Preschool special needs of the children enrolled, the educational A good preschool is one that helps to provide for the philosophies of the staff, the amount of time the chil- needs of all the children it serves. It isone in which a dren spend in the preschool, the physical facilities, and child can grow in self-understanding, find satisfyingre- the weather. All good preschool programs do have one lationships with people and increase his knowledge of similarity the aim to provide happy, worthwhile play the world around him. A good preschool works closely experiences that will help children grow, develop, and with parents, provides an adequate number of qualified learn under the supervision of qualified and understand- staff members, and provides suitable housing and equip- ing teachers. ment for the children. It has a program which will help A Good Preschool Program young children grow, develop and learn to the best of Provides for the health and safety of the children. their abilities. A good preschool not only helps chil- Meets the needs and interests of each child and of dren to realize their own potentials but aids them to the group as a whole. accept the limits of life in a democratic society. Is challenging without being overstimulating, per- Characteristics of a Good Program mitting the child to go at his own pace and according to his own ability. For many children preschoolisthe beginning of Gives opportunity for children to play alone or with group experience. Louise Langford, in Guidance of the other children. Young Child, points out that even though preschools deal with groups of children, the program ofa good pre- Permits children to select their o-.---.1 activities. school is planned around the needs of individual chil- Sets up rules to insure safety, to protect the right Of dren, and its purpose is the beneficial guidance of each individuals and to protect property. child. Helps children to express their feelings in accept- When children first begin to play together, they tend able ways.

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Need for reassurance Comfort from a stuffed animal 8 Provides br active play balanced by quiet activities Realize that the preschool child is self-centered and both indoors and out. that this fact frequently causes conflicts. Provides hr rest and relaxation. Recognize that the child is a dynamic, developing Maintains an unhurried atmosphere wherea child learns by doing, and where the value liesmon. in Realize that control of impulses and ability tore- the joy of doing than in the finished product. late to others is a slow process. e' Provides opportunities for sensory exploration Help the child feel secure as the result of consistent seeing, Fearing, touching, smelling, tasting. treatment. Is flexible, providing for changes in the order of Reinforce the child when another child makes ad- events or in timing, so that advantage may be taken vances, thus making social overtures easier. of special interests or of opportunities which arise Allow plenty of freedom of choice, especially to the for learning experiences. non-conformist, while at the same time enforcing Provides plenty of time and materials for free, spon- rules and setting limits. taneous play, for creating with a variety of mate- Recognize the ability and interests of each indi- rials, and for investigating and experimenting. When vidual. materials e.nd time are restricted, aggressive behav- Give approval and praise. ior is increased. Realize that a dead level of conformity for all pupils Realizes 1:1 at models and patterns block self-expres- is neither possible nor desirable. sion and a--e not acceptable in a preschoolprogram. Share observations of the child's behavior with the Provides for some experiences, suchas music or parent. stories, in which all children are included, although no child js forced to participate. Show real affection, warmth, and understanding for each child. Allows plenty of free time for children to do things for themse Eves and to take responsibility for their own care in line with their own abilities. The Non-Conformist Provides opportunity for increasing language skills. Parents and teachers of preschool children are apt to Offers mental stimulation through methods which be too concerned about the timid or the aggressive are play ,D ientated ar d suited to the maturational child. They should remember that the preschoolyears development of the child. are the years in which basic patterns of personality and Teets the nutritional needs of children during the behavior are established, and that through wise guidance time they e re in schodl. the child can be helped to establish satisfactory patterns. In helping a child to adjust to the group environment, Meeting the Needs of Individual Children his individuality should be considered. A quiet, happy child should not be urged to become the "life of the Each child has his own pattern of growth anddevel- group." The "flame" of the aggressive child may need opment and a personality distinctly hisown. There is a wide range of differences among children and this to be turned down but should not be extinguished. The range is considered normal in the growth pattern. For uniqueness of each child should be cherished andpro- tected. example, it is recognized 'hatmost three year olds are In helping the timid chilu, the teacher may: ready for beginning group experiences, butthe individual child who is notmay be perfectly normal. Praise and show appreciation when possible. The ways it which children differ fromone another Encourage the parent to bring the child to school may be more important than the ways in which theyare early, so that the teacher may have some time like. An und.trstanding of both differencesand like- alone with the child and so that the child may have nesses is essentialtothe wise guidance of children. his choice of toys. A group of children may con- Group educatimis based on similarities; individual fuse a shy child upon his arrival. guidance is based on differences. Suggest ways that the parent can prepare the child Some of the ways a teachercan meet the needs of the for school activities. "Today you will get to sec individual are to: some baby chickens." Provide an environment of trust and securityso that Allow the shy child to stand and watch the other the child nay have the courage to facenew ex- children at play. This is participation until he is periences. ready for more active play.

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The aggressive child learns to substitute asking for grabbing

Wait until the child is ready fora group situation, Arrange tasks that will involve the cooperation of such as story time. another child. Show that there is satisfaction in Permit a shy child to help with spxific tasks, such working together. as watering the plants. Provide plenty of materials and toys aid plenty of Encourage the child by suggestingan activity or time to use them. handing a toy to him. Provide many opportunities for big muscle activity. Give encouragement by beingne ir the child and Encourage him to play with more mature children. by showing affection. They will frequently handle his aggressive behavior Back-up the child when help is needed in claim- more effectively than any adult can. ing a toy or in completing a difficult task. Verbalize the child's feelings. "I know you are Explain other children's behaviorto him. "Dan angry with John because he won't let you have the didn't mean to push you. Hewas helping me move swing, but you will have to wait your turn." the table." Remove the child from the group only when re- Ask the parent to remain in theroom until the direction is ineffective. "You will have to play child is ready for the parent to leave. some place else until you can play with the sand In helping the aggressive child, the teachermay: without throwing it." Have as few rules as possible, butsee that the child knows and understands them. Helping the Child Start to Preschool Show approval whenever possible. There is probably no experience in the life of a preschooler that i,3 as important as that of leaving the horn.- Help the child to substitute appropriate actions for and starting to school. It is difficult for a child who has inappropriate actions. "Go to the end of the linf; been the center of attention in his home to suddenly be- if you wish a turn." come one of many. Those who help the child to make Help him substitute words for inappropriateac- this adjustment should strive to make it as pleasant an tions of pushing, grabbing, hitting. "Ask Johnto experience as possible, remembering that doing so re- give you the truck." quires both patience and understanding.

10 It is wise to havea conference with the parent before the child starts to schoolbecause an interview helps the teacher to understand thechild better and helps the parent to know what is expected of her inpreparing the child for school. Some teachershave found it advisable for the parent and childto visit school together before the child enters preschool. Inthis way the c",:ild becomes familiar with school, and theparent. is able to interpret some of the activities to the child. Many teachers plan to introduce childrentopre- school gradually overa period of several days. A few new children come each day, while the children who have previously attended preschoolare the first to en- roll. With some childrena short definite leave-taking by the parent is desirable; with othersit is better to have the parent stay until the child issecure enough to be on his own. Some children findthe security they need in bringing to schoola favoKsite toy or possession. It may be helpful to avoid forcinga shy child to carry out routines. During the child's first days in school, it is preferable for the childnot to toilet, wash hands, drink juice or join thegroup for a story if it is too difficult for him to doso without strain. Providing for Health and Safety To insure the health and safety of each childthe preschool staff should: Give guidance in safe living which=s directed toward making children self-reliantand confident. Provide specific instruction in the safeuse of toys and equipment (when the occasionarises). Addi- tional informationon safety will be found in the chapters on The Staff and ItsFunctions, Play and Play Equipment, and Licensing ofPreschool Facili- ties. Give specific Instruction in theformation of health habits as actual situations arise,such as washing hands after toileting and before eating;keeping objects out of the mouth; coveringthe mouth when coughing or sneezing. Be alert to notice signs ofillnesses, over-stimulation and over fatigue. For the physical well-being of theindividual and the group as a whole, certain health standards shouldbe required. The followingmeasures are recommended: health history for each childshould be secured .!n the parent. The history should include record of previous illnesses, physicaldefects, allergies, behavior patterns, special fearsand anxieties which the child has. (See sectionon Record Keeping in the chapter The Staff and ItsResponsibilities.) Report of medical examinationby physician before initial admittance and aftera long illness. Periodic examinations are recommended. Washing before eating

11 ..0...... If children are anxiousor insecure in any way, they are more apt to show it at nap time than atany other time. The teacher should recognizeand accept these feelings of dependency and helpthe children become less dependent. Most of the child's learnings in preschoolare determined by the attitude of the teacher.She will provide a setting which suggests rest no wrinkles in bedding, loose fitting sleep garments, sufficientcovers, good ven- tilation, dimmed lights,a quiet atmosphere. She must feel confident herself. When surroundingsand techniques are good, thedesiredattitudes toward sleep usually result. A mid-morning rest andan afternoon nap period should be part of the healthprogram for children in a full day program. Helpful suggestionsin preparing for naptirne are: Conviction on the part of the teacherthat a nap or rest is necessary. He does it himself A relaxation period before lunchas soft music or a story. Immunization as required by the state and local A peaceful atmosphere at mealtime. An unhurried bathroom period communities. Booster immunizations should been- after lunch. couraged. An atmosphere of rest. Thisatmosphere may be A signed statement for procedure in case of medi- created by a teacher whomoves and speaks quietly to the children. cal emergency, and written directions from physician for any medication which must be given. A teacher who will set limits andwho can be firm. Daily health inspection of each child upon arrival at school with isolation of any child who has suspi- cious symptoms. Teacher should be alert to any deviation from child's usual appearance and behavior and isolate him from others while he is more closely observed. Care of communicable diseases, when they occur, as recommended by the State Communicable Disease Guide. Communicable Disease Guides provided by the State Department of Health should be available for consultation. Consultation can also tr, obtained from local health departments. Po-employment physical examinations, periodic examinations and annual chest X-rays of all preschool personnel. Providing for Rest and Relaxation Time for rest in a full day program must be included in the schedule, and time for relaxation should be provided in any preschool program. Children may arrive at preschool early and spend a long day in the stimula- ting atmosphere of the group. They come with more or less established habits some good, some bad. Mar- tha Rae Reynolds, in Children from Seeds. to Saplings, says that children do not fight rest; they merely fight 1 our way of giving it to them. Time for rest and relaxation

12 ernoon snack may be more substantial because of the longer time interval between lunch and supper. Follow- ing in the afternoon nap, a sandwich and milk, graham cracker and milk, or wedges of cheese or meat with bread and butter and milk may be served. Sweet, sticky foods should not be served because they are usually not good for dental health, may contributelittle to the nutrient needs of children and may satisfy their hunger quickly so they do not eat other foods. Suggestions for snacks low in sugar and high in food value are given in "Food for Fun." Colorado State De- partment of Public Health, 4210 E. 11th Avenue, Den- ver 20, Colorado. The food served has meaning other than just to provide nutrients. To the child away from home, it may mean comfort and security and indicate that he has someone who cares about him. Eating is an JCI01014 area which is important in the development of feelings tib,V1AW14 and behavior. When the child enters preschool, he has many previous experiences with food. He may have built up some definite food likes and dislikes, as well as 4 positive or negative attitudes towards foods in general. Eating is important in the development of feelings and behavior It is important that the school staff work closely with parents. It is helpful for the school to know what foods Meeting The Nutritional Needs of Children the children eat at home, and helpful to the parents to During The School Day know what foods are served at school. Nutritional bene- fits and good eating habits must carry over to the home Feeding children is an important responsibility of the if they are to last. The preschool can become an edu- preschool staff, especially in a full day program. It is cational force for parents if the staff members interpret more than just having something for the children to eat the nutritional program effectively so that parents can because it includes selecting food which will meet the nu- carry on the program at home. tritional needs of children, preparing food so that its Growth in eating patterns is slow. Management of value and flavor are retained, serving it attractively, mak- the meal Nriod has much to do with its success or fail- ing the mealtime a pleasant sociable occasion, and help- ure. Procedures which may help build positive, accep- ing the children develop good eating habits which will ting attitudes toward food and eating are essential. The stay with them throughout life. preschool should; Each meal and snack provided in preschool should 1. Plan carefully help to supply the materials to build tissue, blood and bones, and the vitamins and minerals to regulate body 2. Serve food in an easily handled form, keeping in process. Following a food guide is a very good way to mind the child's hand and chewing skills. make sure that each meal provided contributes to the 3. Serve food in an attractive manner. child's food needs. 4. Seat child in a comfortable manner. Children vary in their needs for between-meal eating. 5. Adjust servings to child's appetite and allow op- However, most small children, in both full day and half portunity for second helpings. day programs, will benefit by a planned between-meal 6. Encourage child to taste everything, but make no snack. What and how much this is depends upon the fuss about food he dislikes as "pushing" may cause spacing of other meals. If a child has had a very early resistance. breakfast, or no breakfast, he may need a supplemen- 7. Introduce new foods slowly in connection with well- tary breakfast which could be in the form of a small liked ones. cheese sandwich or a bread and butter sandwich and milk. A simple snack of fruit or juice and a cracker may 8. Keep disciplinary procedures at a minimum. be enough. Between-meal foods should be served ap- 9. Keep cheerful.Children respond positivelyto proximately two hours before noon so that they do not cheerfulness, warmth, and a loving atmosphere. interfere with the appetite for the noon meal. A mid-aft- 10. Post weekly menus.

13 BIBLIOGRAPHY

Books Reynolds, Martha Mae, Children From Seeds to Sap- Christensci, Helen, Marf Rogers and Blanche Leedlam, lings, McGraw-Hill Book Co., Inc., 1951. The Nursery School: Adventure in Living and Learn- Rudolph, Marguerita, Living and Learning in the Nurs- ing, Houghton Mifflin Co., 1961. ery School, Harper and Brothers, 1954. Presents with understanding real children in certain Forty-Sixth Year Book of the National Society for the aspects of their preschool life. It is helpful in under- Study ofEducation, catty Childhood Education, standing the preschool program and what young chil- Part II, University of Chicago Press, 1957. dren are like. A comprehensive study of the whole field of early Shuey, Rebekah M., Elizabeth L. Woods and Esther childhood education. Mason Young, Learning About Children, J. B. Lip- Gesell, Arnold L. and Others, The First Five Years of pincott, 1958. Life, Harper Brothers, 1952. Stephens, Ada Dawson, Providing Developmental Ex- Green, Marjorie M. and Woods, Elizabeth L., A Nur- periences For Young Children, Practical Suggestions sery School Handbook for Teachers and Parents, for Teaching, Bureau of Publications, Teachers' Col- Sierra Madre Community Nursery School Associa- lege, Columbia University, New York, 1952. tion, Sierra Madre, California, 1954. Gives concise helpful suggestions for the guidance of Pamphlets preschool children and for good preschoolproce- dures. The Association for Childhood Education International, 3615 Wisconsin Ave., N. W., Washington 16, D.C., Hartley, Ruth D., Lawrence K. Frank and Robert M. Children Need Group Experience. Goldenson, Understanding Children's Play, Colum- bia University Press, 1959. ,Growing Up Safely. Gives pertinent information for teachers ofyoung ,Nursery School Portfolio. children as well as for parents.Stresses the impor- Burgess, Helen S., How to Choose a Nursery School; tance of play activities. Public Affairs Pamphlet No. 310, 22 E. 38th St., Ilg, Frances L. and Ames, Louise Bates, Child Behav- New York 16, N.Y. ior, Dell Publishing Co., Inc., 1955. fifty cents. Child Welfare League of America, A Check List for Kauffman, Carolyn and Farrell, Patricia, If You Live Safety in Day Care Centers. With Little Children, G. P. Putnam Sons, 1957. Colorado Department of Public Health, 4210 E. 11th Kawin, Ethel, Parenthood in a Free Nation, University Ave., Denver 20, Colorado, Food is Fun. of Chicago, Parent Education Project, Chicago 37, Hos ley, Eleanor M. and Burmeister, Eva, A Manual Ill.1956. for the Beginning Worker in a Day Nursery, Child Landreth, Catherine and Read, Katherine H. Education Welfare League of America, New Y ork City. of the Young Child, John Wiley and Sons, Inc., 1942. National Association of Nursery Education,155E. Ohio St., Chicago 11, III., Essentials of Nursery Ed- Langford, Louise M., Guidance of the Young Child, ucation, 1957. John Wiley and Sons, 1960. Offers specific and practical methods of guidance for ,What Does the Nursery School Teach- the young child in group and individual activities. er Teach?, 1958. Moore, Sallie Beth and Richards, Phyllis, Teaching in New York Committee on Mental Health, The Child's the Nursery School, Harper Brothers, 1959. First Days in Nursery School, 1948. Read, Katherine, The Nursery School, W. B. Saunders ,What Nursery School is Like, 1948. Co., 1960. New York State Council for Children, 173 Croydon A comprehensive discussion of preschoolas a human Road, Jamaica 32, New York, Good Living for relations laboratory. Young Children, 1960.

14 New York State Department of Health,P.O. Box 7283, Welfare, Social Security Administration, Children's Albany, New York, The PreschoolYears, 1957. Bureau Publication Number 386, 1960, FoodFor State Department of Education, Officeof Vocational Groups of Children Cared For During The Day.Cost is 25 cents. Services, Homemaking Division, Denver,Colorado, Criteria for a Good Nursery School. This pamphlet isa "must" for those concerned with feeding groups of children. It UNESCO, 19 Kleber Ave., Paris 16,France, Mental covers all areas such Health in the Nursery School, 1953. as food needs and planning, food purchasing,food storage, food preparation, food costs andsafe food United States Department of Health, Education,and service.

15 The Staff and Its Responsibilities

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The teacher is probably the most vital factor in the Expresses her affection and helps the child approp- child's preschool experience. She plays a major role in riately express his. his present well-being and in the foundation ofmany Guides the child toward good habits, useful skills, of his future attitudes and feelings.It is of the utmost wholesome attitudes, self reliance and independence. importance that she be well qualifiedto work with Helps children wie equipment with courage, safety young children. and skill by careful supervision and encouragement to try new activities. The Good Preschool Teacher Understands human emotions as well as physical Works for the optimum development of each child. and intellectual growth. Accepts parents and their needs as fully as she ac- Encourages each child to work at his own pace so cepts children. that he may taste success. Continues to learn through study, reading, attend- Provides opportunities for experimentation in a safe, ing conferences, and being in contact with others in functional and attractive setting. her field.(Reference materials and professional Provides opportunities for creativity in music, art, organizations for professional improvement are sug- language and dramatic play. gested in the appendix.) Promotes democratic living, respect for the indivi- Reevaluates constantly the objectives and goals of dual and self control. the preschool.

16 Desirable Personal Qualifications Skill ir c .Jmmunication the ability to communicate appropriately with small children as well as with her contemporaries. Children quickly sense condescen- sion and artificiality. Cooperativeness the ability to cooperate with ad- ministratc-s and all other staff members and with parents. Personality those characteristics which make her an alert, attractive and warm person. Since the children will be affected by the personality of the adults around them, the teacher should have 1. Enthusiasm for her work and for children. 2. A sense of humor if she is to keep her values in the proper perspective and be able to overlook petty irritations: 3. Imagination, because it heightens understanding and so creates respect, sympathy and love. linag- ination gives flexibility to her plans, time sched- ules, and school room arrangements. Good Appearance personal attractiveness in groom- ing and dress. Attractive colors in clothing appeal to The teacher understands when the child needs help children. Children admire colorfuljewelry, bright scarves and other accessories. Physical Stamina and Emotional Stability the ability to be relaxed, without tension, and to be sure of herself. Initiative the ability to meet the needs and interests of the group and of the individual child in the face of new experiences and unforseen problems. Her re- wj sourcefulness in pre-planning and in sometimes making quick adjustments or changes will keep the interest of the children and will do much to motivate learning. Reliability the ability to accept responsibility and to be dependable. Her reliability gives a feeling of security to the children and gains their trust and respect. Understanding acceptance of the child as he is, understanding that the frustrations or satisfactions of his needs arereflected in behavior. The teacher needs to be a friend who shares the child's feelings of joy or sadness. She may laugh with him but never at him.

17 Professional Training fortable and relaxed in their association and should have The director, or at least one member of thestaff, common goals for and a similar philosophy concerning should have a college degree witha major or graduate the preschool program. Every member of the staff from work in early childhood education or child development, the supervisor to the custodian should have a genuine and at least one year of experience ingroup guidance of understanding of, liking for and ability to get along with preschool age children under the supervision ofa qual- young children. For effective administration of the ified preschool teacher. Every teacher should have had school there must be some division of authority based at least some training in early childhood education, and on democratic rather than autocratic procedure. should have hi- service tiaitting continuingas she works. The Association for Childhood Education International, Staff Responsibilities The director, supervisor or head teacher may beex- through its Teacher Education Committee,has recom- pected to mended a four year course with a major in early child- Plan the preschool program with the help of the hood education. It suggests that in additionto a general staff. education program, the curriculum include: Supervise other personnel, delegating responsibility Human growth, development and learning, mental in a clearly defined way. and physical health. Purchase supplies and equipment. School, parent. home and community relationships Conduct the business of the school. and interactions. Keep records. Curriculum principles, content, methods, materials, Plan for or conduct parent conferences. and resources. Be responsible to the parents for the child's welfare Contemporary problems of education, history and in school. philosophy. Be responsible for parent meetings. Administration and organization of schools. Be responsible for observers and visitors. Experiences to broaden understanding of the world Plan in-service training programs for staff members. in which children live. The assistant teacher may be expected to Supervised experiences with young children, includ- Carry out the responsibilities delegated to her by the ing observation, participation and student teaching. director. Suggested Size of Staff Cooperate with other staff members. A director or person in charge. Keep the director well informed about children's Additional personnel so that progress and about contacts with parents. thereareatleast two adults with any group Refer to the director parents and visitors when they so thatchildrenneed never be leftwithout ask for information or help, if this responsibility is competent adult supervision. not delegated to the assistant teacher. children may be kept in smallgroups not over Other personnel, such asnurse, cook, custodian, are twelve three year olds or fifteen fouryear olds in expected to carry out the responsibilities arranged for a group. them by individual schoolprograms. an atmosphere of ease and freedom from tension is maintained. Observation Procedures emergencies can be handled adequately, the plant Since observation of the preschool should neither in- maintained efficiently and good housekeeping terfere with the routine of the schoolnor upset the chil- conducted without neglect of children. At least dren, careful planning is necessary. one staff member on duty should be qualified to The number of observers should be limitedso that render first aid. their presence will not interfere with the normalroutine, A study of day care needs and facilities conducted comfort and ease of the children. The observers should be placed where they will not in by the Denver Area Welfare Council in1954 recom- any way interfere with the activities of the children. The mended that each group haveone full time teacher and most desirable loca- one full time assistant. This study pointed out that the tion is behind a one way visionscreen; but when such child's security is largely dependentupon a continuous a location is impossible, observers should beas unob- strusive as the situation permits. relationship with thesame familiar person day after day. Preparation for observation should include: Staff Cooperation Permission from the school in advance of thevisit. Since the child is affected by the total atmosphereof A statement of what is expected of theobserver and the school, it is imperative that the membersof the staff of what he may expect. An observation formmay be work together harmoniously. Members should feelcorn- provided to help the observer note specific things.

18 o Provision for time at the close of the observation growth, or by becoming more aware of his feelings for the observer and the staff member to discuss and reactions. what has been seen. 2. to cause a teacher to organize better her know- A simple explanation to the children about the ob- ledge through writing an account, so that with a servers if the observers must be in the room or on clearer picture of the child, she can plan a better the playground with the children. The presence of program for him. visitors tends to excite children and to make them 3. to help her understand better her relationship with self-conscious. the child so that she can more effectively com- Record Keeping municate with and about him. 4. to help -review a child's progress prior to parent- Records required for licensing are minimal. How- teacher conferences. ever, some schools keep additional records to provide Whatever type of record is used, it should be eval- information which will be useful in operating the school. uated in terms of its objectivity, aims, goals and approp- The records that would be important to any given riateness. When records include an evaluation of a school would depend on the type of school a half child, the opinions of more than one teacher should be day school, a full day program, or a laboratory type included. school involved in a research program. Some suggested If running notes, with dates,of the successes and record forms will be found in the appendix. difficulties encountered by the child are kept and pe- To be useful, records must be accurate, up-to-date, riodically summarized, a distinct pattern of progress, or and available. A well organized file is an essential, and lack of progress, can be seen. Some teachers findit card files which can be alphabetically arranged are help- helpful to record first impressions of each child. First ful. impressions are frequently modified as the teacher be- Types of Records: comes better acquainted with the child. If these changes Identification are recorded, the progress of the teacher's relationship Name of child, date of birth, date of admission with the child and the child's adjustment to school can Name, address and telephone number of person ar- be reviewed. ranging for child's admission Records of a child's behavior should be used with Name, address and telephone number of each parent wisdom, caution and common sense, and should be con- or guardian and where each may be reached during fidential. the time the child is in school Teacher Evaluation Health Evaluation of a teacher may be done by the super- Medical report visor, by the teacher and supervisor jointly, or by the Health history teacher herself. Suggested lists for evaluating the growth Authorization of parents of teachers are given in Teaching in the Nursery School, for medical care in case of illness or accident or for by Moore and Richards, and in Nursery School Guide, practitioner care by Rhoda Kellogg. Evaluation by and of a teacher will, Child's Progress Report because of differing situations, take a variety of forms. Daily Attendance Self-evaluation, difficult as it may be, is essential to growth and improvement; if objectively and conscien- Financial Records In cases where payments for tiously used, it can probably be the most valuable type tuition are made of evaluation. In evaluating her professional compe- Records on Staff Members tency, a teacher may review the way she has handled Salaries for tax and social security records certain situations during the school day, what the results Information concerning qualifications and experience were, and how she might have handled them better. Pe- Records of Child's Behavior riodically she should take time to assess her strong and weak points by considering how she rates in terms of Preschool children grow and progress so rapidly that the qualities of a good preschool teacher listed in this unrecorded observations may be forgotten. The value of chapter. records concerning the child's behavior dependson the Whatever the type of teacher evaluation used, wheth- use made of such records. Record keeping can be val- er it is administered by the teacher herself or by others, uable IF the aims and goals are: it should serve the purpose of helping the individual to 1. to help the teacher understand the child better by improve, to grow, and to be ever more effectivein more closely observing his behavior, learning or working with children.

19 BIBLIOGRAPHY

Books Burgess, Helen Steers, Howto Choose a Nursery Baruch, Dorothy, Parents and ChildrenGo To School, School, Public Affairs Pamphlet No. 310, 1961,22 Chapters 13, 22, 23, Scott, Foresmanand Co., 1939. E. 38th Street, New York 16, N. Y. 25cents. Breckenridge, M. E. and Vincent, E.L., Child Devel- Doak, Elizabeth, What Does the Nursery SchoolTeach- opment, 2d ed., W. B. Saunders Co., 1955. er Teach?, National Association for Nursery Educa- 4: --... 1 AG1 ,"1 r ...L. Kellogg, Rhoda, Nursery School Guide,Houghton- Mif- tivii, .17J I./ J t;e111.S. flin, 1949. Minimum Standards for Nursery Schools and DayNurs- Landreth, Catherine, Education ofthe Young Child, eries, Colorado State Board of Standards of Child John Wiley and Sons, Inc., 1942. Care, available from the Licensing Unit, Child Wel- Langford, Louise M., Guidance of theYoung Child, fare Division, Colorado Department of PublicWel- John Wiley and Sons, Inc., 1960,chapters 2 and 3. fare, 1600 Sherman St., Denver, Colorado. Moore, Sallie Beth and Richards, Phyllis,Teaching in Nursery School Portfolio, revised edition, Association the Nursery School, Harper and Brothers,1959. for Childhood Education International, Washington, Read, Katherine, The Nursery School, AHuman Rela- D.C. tions Laboratory, W. B. Saunders Co 1960. Responsibilities of State Departments of Educationfor Rudolph, Marguerita, Living and Learningin the Nurs- Nursery School and Kindergarten, Council of Chief ery School, Harper and Brothers, 1954. State School Officers, 1201 Sixteenth St.,N.W., Strang, Ruth, An Introductionto Child Study, Macmil- Washington 6, D. C., 1961. 30 cents. lan Co., 1951. A Study of Day Care Needs and Facilities,conducted by the Family and Child Welfare Division,Denver Pamphlets Area Welfare Council, Inc., August 1954. Beyer, Evelyn, Nursery School Setting Invitation to Articles What? National Association for NurseryEducation, 45 cents. Journal of Nursery Education, Vol. 16,No. 3 and 4, The Nursery Teacher's Role, by Richard P.Emerson, Beyer, Evelyn, The Teacher Sets the Stage,National M.D. and An Armchair Assessment of NurseryEdu- Association for Nursery Education. cation, by William E. Martin.

20 Play and Play Equipment

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Play is a child's wd:, the serious business of child- of imagination begins to unfold. hood, and involves constant effort. Every child isun- Given proper play tools and adult guidance in the consciously determined to improve himself. The whole constructive use of these tools, the child will spend his story of gnwth, from play-pen to adolescence is a dra- play hours in wholehearted effort to improve his newly matic legend of obstacles that are conquered by coura- discovered abilities. To an adult, play is recreation geous effoi t. As he grows, the child discovers his sens- to a child, it is his way of trying-on life. Current enjoy- es and his muscles. He develops coordination; the world ment is the essential factor in play.

21 Supervision of Play A playground on the south side of the school build- Since play is indispensable to the over-all developing has the advantage of protection against wilds and ment of the child, a large part of the preschool day exposure. There should be both sunny and shaded are- should be allotted to free, but supervised, play with in- as.If possible, the surfacing of the playground should door and outdoor equipment. Before the fiveyear old provide cement areas for the use of wheel toys, grassy stage there is little interest or value in organizedgroup spaces for tumbling, a space for digging, attractive land- games except for the simple singing games suggested in scaping and good drainage Fixed equipment such as the chapter on "Music." Most play should be guided sandbox, climbing apparatus and swings should be rather than directed. spaced so that various activitiescan be carried out According to suggestions in Nursery-Kindergarten simultaneously in separate units within a large play Education, edited by Jerome E.Leavitt, the "play area. spirit" can be kept growing by: Planning many opportunities fc). free play and free Types of Play use of apparatus and encoura',.-.g children to choose BLOCK PLAY: their own play groups. Blocks are one of the best materials for children of Guiding the aggressor into learning to share and to all ages, and children's skill in using them grows with experience and age. Blocks are valuable in developing play cooperatively, according to his ability to doso. Encouraging the shy child to enter into activities, large and small muscles, promoting manipulative skill according to his abilities to do so. (balancing, placing a block just right so it will not fall), Keeping the rules of play to a minimum but always encouraging creativity, promoting social living and co- considering safety. operation, and providing opportunity for dramatic play. Guiding the children toward positive behavior rath- Materials: er than by nagging or punishing when conflicts or Unit building blocks misunderstanding arise. Hollow blocks Avoiding over-stimulation or excessive fatigue by Accessories transportation toys, toy animals, balancing active play with more restful activities. play people Encouraging both individual and cooperative play. Storage space on open shelves, easily available to Space for Play children Not only is it necessary for children to have sufficient Plenty of building space space for vigorous activities such as play with blocks and trucks, but it is also important that theroom be so Procedure: organized that quiet activities will be separated from Children should be allowed to build as they choose. more active play. Room dividers, block caddies and Accessories placed nearby will stimulate new ideas. Oc- tables may be used for this purpose. To allow children casional help in balancing a structure may be needed. to carry out their activities freely and safely, a minimum Children who may be in danger from falling structures of twenty-five square feet of floor area per child,ex- should be protected. Necessary limits on destroying clusive of halls, baths and kitchen, is recommended. structures may be set with such comments as, "You may Adequate playground space should be provided. Sev- push your blocks over, but not Jim's." Pick-up time enty-five square feet of play area per child is generally should be encouraged by asking that children bring all recommended. The area should be enclosed with suit- the long blocks, or ones of a certain shape, to be placed able fencing and safe gates. on the proper shelf.

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it DRAMATIC PLAY: way of working off aggressive,destructive feelings Dramatic play in the preschool does not mean the (when they are a lion, a tiger, a cowboy). They learn acting out of stories or plays planned by the teacher, how it feels to be someone else when they are assuming but rather the spontaneous "role playing" initiated by a role. the children themselves. It is important because it en- Materials: ables the teacher to gain better insight into what chil- Housekeeping equipment (see Suggested List of dren are feeling and what interpretations they are mak- Play Equipment.) ing of the situations they meet. It affords the children Blocks, transportation toys, postman and store- fun and pleasure and allows them to relive and clarify keeping equipment. experiences. Dramatic play helps them to understand Accessories dress-up clothes such as dresses, better their environment, to relieve anxieties and ten- aprons, purses, jackets;fireman, policeman and c.;^e to cotiefir emotional rippAc and to rArnuitif, enrial trainman hats. contacts. Squares of material, doll clothes, blankets The teacher needs to plan both time and proper equipment for good dramatic play because children Hand puppets need a fairly long uninterrupted time to complete whatever role playing they are doing. Procedure: The most popular type of play centers around home- There should be as little adult interference as possible making and family life. Taking care of a baby, cooking, during this play so that the children are free to express eating, entertaining, going to the store, dressing up and their feelings in this pretend way, although the teacher going to the doctor are some of the common dramas will need to stop or rechannel play that is "out of that occupy children and reveal to us their concept of bounds." She may sometimes need to help children be their wrid. Dramatic play also includes activities wifts admitted who have been shut out. The child wishing blocks, transportation toys, and postman and storekeep- admittance may be introduced by the teacher as the ing equipment. milkman, the mailman, or the neighbor bringing cookies Dramatic play offers children the chance to be little for tea. The teacher may offer new props for play, such and well cared for (when they are the baby), and the as another telephone for the groceryman, more squares opportunity to be big and in command (when they are of material for dressing dolls or a car for the block mother, father, truck driver, doctor). It is a legitimate garage. Not all accessories should be put out at one time.

Dramatic play may center around transportation

25 DevelopingBalance

MANIPULATIVE PLAY: OUTDOOR PLAY: Play with such toysas puzzles, peg boards, large Preschool children are in the large muscle stage of beads and take-apart telephones and trucks helps in de- development and require vigorous body activity suchas velopment of coordination and offersopportunities for climbing, swinging, balancing, running, pulling, pushing, quiet play. digging. Outdoor activity should be regularly scheduled Most children will use the trial anderror method in preschool programs. It is essential that outdoor play when they first work with puzzles and other fit-together be well supervised so that children learn the safeway toys. The teacher may talk about the picturebefore to use equipment. the child takes the puzzle piecesout, and help him to Many play activities can be provided either indoors observe the shapes, sizes and colors ofparts as he puts or outdoors, depending upon the weather. Block play, toys together. dramatic play, music, story telling, creating with sand, water, snow and paint, and science experiencesmay take place during the outdoor period. There should be provision for quiet play outdoorsas well as indoors. It is important to have secluded nooks and corners where children maygo when they want quiet or temporary solitude.

26 l'. '. f'' -'\`"'''f,., N1'')',,r ':: '''''''''444 4 - ,.. .4',, - .",',,,,4 . . ,, -.t - .,,..'ts'i 4 ..., ,r , ',.', P,.. ."c., r, f ',el' , q 4, . 1,,,, 1 r,..., ,'a ' !..11,,,

, . .. A r

4'''.1:i?d ; ..'`''

' '''', :',.... .',1:}7,:,'";.:

t ' i ..1',....,, 4 r 4::

14 or..

Playing in snow Types of Toys Unit building blocks Unit building blocks Suggestions are given in this chapter lbr toys which unit, double unit, quad- a3sorted shapes, triangles, help to meet the needs of preschool childrenat differ- ruple unit sides cones ing stages of growth. A child'stoys should serve a spe- Buildin g Boards cific purpose, appropriate to him at hisstage of devel- Large hollow blocks opment, and should also be a stepping stone leading to Transportation toys Play animals further development. The preschool should providea cars, trains, airplanes Play people variety of toys coveringa wide range of needs, interests Materials for art and degrees of advancement. All toysar d play equii.- experiences see chapter ment should be inspected regularly and lc ept clean and on "Art Experiences." iii good working order. Just as every child needs proper foods to builda Housekeeping equipment : healthy body, every child also needs well balanced play Dolls and doll clothing Doll buggy equipment to further his total development. It isessen- Child size doll bed Cupboard tial that there be plenty of materialsat hand with which with bedding Child size ironing board he can express his thoughts, feelings and ideas. Tea table and chairs Iron Dishes and cooking Sink and stove Criteria for Choice of Toys equipment Broom and dustpan Toys selected for use in a preschool should be well Telephone Egg beater, spatula, bowl, constructed to withstand hardusage and should be Dress-up clothes scraper safe free from sharp, loose or pointed parts, inflam- Books see chapter on mability, poisonous paints or analine dyes. "Stories and Poetry." In equipping a preschool, toys should be selected Puzzles wooden, 4-8Peg board and pegs which: pieces, bright, clear colorsLock box Suit the child's age and abilities; donot frustrate Large beads and bead Nest of cans, or nest of him. strings boxes Challenge his intellect; help him learn by doing. Monkey board board Appeal to his senses help him to see differences with various locks and likenesses in size, shape, color, texture. Pounding sets Provide opportunities for constructing,for creative Carboard carton with play, for artistic expression. hammer and nails Make available opportunitiesto work with others Magnet with objects to test or to play alone. Equipment for music Help the child to grow in dexterity inuse of both see chapter on "Music." large and small muscles. Climbing and balancing Boxes, crates, barrels Channel his boundlessenergy in enjoyable and ac- equipment Boards of various sizes ceptable ways. Small ladders Gratify his curiosity by encouraginghim to investi- Large carboard cartons gate all aspects of life and the world in whichhe Biff bag bag stuffed with lives, and to recreate these experiencesin his play. paper and hung from rope Cultivate the child's skills and his individuality. to use as punching bag Help the child to develop initiative, invention,re- Tricycles Wagon, wheelbarrow sourcefulness and imagination. Large pedal toys fire engine, tractor Suggested List of Play Equipmentfor a Used auto parts, suchas Preschool steering wheel, tires, hub- Basic Items Supplementary Items caps Inner tube blown Child size tables and chairs up Tire pump Adequate and convenient Saddle storage Short lengths of gardenhose Rocking chair or rockingRocking boat Sand Box and sand toys Floating and pouring horse toys for water play

28 Instructions for Making Play Equipment r11111.,

Some play equipment can be homemade. Instructions for making the following play equipmentare provided on the following pages: Toy Storage Cabinet Toy Storage Box Open Shelf Storage Unit Pun Furniture Building Blocks Train Easel Rocking Boat Driving Board Nest of Cans Housekeeping Furniture Doll Bed Ironing Board Stove Sink Cupboard Tea Table Ladder Unit Climbing Horse Climbing up Climbing Box Saw Horse and Walking Board If suitable toys and play equipment are not available for purchase at local storesor supply companies, they can be ordered through toy catalogues. Some of the companies that provide toy catalogues from whichpre- school equipment can be orderedare:

Childcraft Equipment Co., Inc., .4 155 East 23rd Street, New York 10, N.Y.

Community Playthings, Rifton, New York 01.411411"11161- Creative Playthings, Inc., Princeton Road, Cranbury, New Jersey

Seaver Toy Co., 3050 North Lima, Burbank, California

$ Climbing down

29 CLOSED CABINET

11,11wramormalmorm 48" 24"

ASSEMBLE USING GLUE & SCREWS. BACK MAY BE SECURED WITH FINISHING NAILS. USE WHITE OR COLORED ENAMEL AFTER PRIMER FOR FINISH COAT.

k...).,.._ CHEST CASTER 4 REQ'D FOR EACH CABINET HALF.

ONE SIDE OPEN CABINET

ABACK 1/4"X24"X48" PLYWOOD

lb! TOP 1"X12"X48"

SHELF SUPPORTS (4) 1"X 1 1/4"X 12"

.- - ...-. SHELVES (2) 1"X12"X461/2" --'---:- 0.-- HASP --- TRIM (2) 1"Xl3/4 "X441/2"

(2) 1"X13/4 "X24" F:it

.. -

CHEST CASTERS 4 REQ'D TOY STORAGE CABINET

30 USE WOODEN BOX OR STURDY 1 2 ''X 1 2"X 1 8" OR. LARGER BOX

Zvi

TRUNK CASTER L 4 REQ'D. 3

FF.--SAW INTO TRIANGLES

L NAIL IN CORNERS 2 REQ'D FOR CASTER SUPPORTS 4I TOY STORAGE BOX

31 DESCRIPTION

1-BACK-1/4" PLYWOOD 2-SHELVES-7" WIDE 3-ALL THICKNESSES7/8" ASSEMBLE WITH GLUE AND FINISHING NAILS. PAINT OR OTHERWISE FINISH TO SUIT.

OPEN SHELF UNIT

32 -THIS SIZE FOR SMALLEST CHILDREN c3/4,1 FOR 4 & 5 YEAR OLDS MAKE 131/2"X131/2" ...... ---....--"<")g6..._

ARTIST AT WORK

TEA FOR TWO

FUN FURNITURE 33 BLOCKS SHOULD HAVE ALL SIDES AND CORNERS SMOOTH. THOSE MADE FROM HARD WOOD ARE MORE EXPENSIVE BUT SPLINTER LESS. SOFT WOOD SUCH AS WHITE PINE IS EASIER TO WORK WITH AND IS LESS EXPENSIVE. PLASTIC WOOD MAY BE USED TO FILL ANY DEFECTS. THE BLOCKS CAN BE FINISHED WITH COMMERCIAL SEAL- ER, THEN POLISHED WITH FINE STEEL WOOL AND WAXED.

FOR QUANTITIES IN- A DICATED BELOW, ABOUT 26FT. OF 2" X 4" IS RE- QUIRED-32 BLOCKS SUG- GESTED FOR 3 YEAR OLDS AND 55 FOR 4 YEARS. 8-A- DOUBLE UNITS 16-B- SINGLE UNITS 8-C- HALF UNITS 4-D- LARGE TRIANGLES 4-E- SMALL TRIANGLES 8-F- PILLARS 7" ---31/2"--1 2-G- RAMPS

SAW ON el THESE LINES FOR VARIOUS SHAPE BLOCKS

BUILDING BLOCKS 34 1--*-- 4" --1 1--.-- 4"__I

--1- 7 =4- 1/2 SMALL SPOOL 1/2 SMALL Po ROUND ONE END/ spool/

TOP L `'' =END 1- 3 REQ'D

eir0 cgo IN

3/4 LARGE SPOOL

1"R 1"R

TRAIN

35 /,2" HINGES I

r-'.N 01 CN1

26"

6" HINGE 22" FROM TOP BACK OF PANELS FRAMES 1"Xl1/2"

2" HINGES

112;1--

4 26" 21/2" -- MASONITE * (NI FRONT PANELS

TRAY-1/2" PLYWOOD

BOTTOM BOARD 31/2"X26" TRAY SCREWED0 FRONT BOARD 21/2"X26" END PIECE 21/2 "X21/2"

NOTE: 4 LARGE SPRING CLIPS MAY BE USED TO FASTEN DRAWING PAPER TO MASON ITE PANELS

EASEL 37 A BOAT INVERTED, IT BECOMES A SET OF STEPS SIDES-1"X12"X28"-2 REQ`D. STEPS-1"X8"X28"-5 REQ'D. HAND RAIL-11/4" DOWEL-30" LONG

-J

30" R

9,, -_1. 16" 38 ROCKING BOAT

4- C", -"--- ç. ,,, s i,' Ca ' *.4- Al o ,y, / ..;;,...177::.'.'"""" '': t:t:t,:, . c:),,Z,.,: 114411.444444,-..4-_,- it' Z.v.,P , ;1 y1 4,- lk"*Peis 17.: 4 'lt.'*1 *.." *.'r .* '''','..1 23% * - 4;44 -4: i ** 4 "r4ti:* ' -14 -: ' ',..' t , *-4* 1.," t ' 4 "ifi a' , we ,A ' : i,.. . .4`... '4,....1,. , (-....'. ',C . a ! V::, ,:lic;ft,e.4',74i t . . ,. .;:-; Z,1,4 '.0,4 , 4 v * k:',i., 4 ' 0 ' 4 . ,,,,., 4 T 4) .t. 4, 71.1L _.:4_....., / ;`.7,,,,t4-4-t ' : -", "eit ,s.,1 " , t 43' . .4-, * ; */' i ,. . , 4 t

, -,,,,,. 4-,,, ,(;.3,

4 t ' s 4. ^ "s

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-1.

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" i *4 4 '. ,'' i 0 e,c11,1 riving iimedl and fun furniture, ; V set, At,

- 4 '.** 21"

2" SCREWS 4 RECTD

DRIVING BOARD 41 NOTE: SECURE LEGS & FRAMING TO TABLE TOP WITH BOTH GLUE & SCREWS, BUT FIRST ASSEMBLE LFP,S & FRAMINC, WITH FINISHING NAILS.

11/2" SCREWS 1 41 r) crovm I I Z. IN.L.A.X V.

2" LEG SCREWS r-4 4 REQ'D.

3/4" PLYWOOD TOP MAY BE COVERED 281/2" 1.1 WITH LINOLEUM & EDGED WITH METAL TRIM IF DESIRED.

48"

30"

2"X2" LEGS 4 REQ'D FURNITURE LEGS MAY BE USED IF AVAILABLE

GLIDERS 4 REQ'D

42 TEA TABLE &

WATER TABLE CUT TRUCK TIRE IN HALF, USING KEYHOLE SAW. WEDGE AS YOU CUT TO KEEP SAW FROM BINDING. FILL WITH WATER. MAY ALSO BE USED AS SAND BOX.

CLOTHES PIN & CAN PAINT CAN STRIPED COLORS AND CLOTHES PINS TO MATCH.

SELECT 4 CANS OF DIFFERENT SIZE. PAINT ASSORTED COLORS.

CUT SPOOLS IN HALF, PAINT AND STRING ON PLASTIC LACING OR STRING.

SPOOLS NEST OF CANS 3;e t.. X 'St ,1.. Aft 1'4- , 4t;.'t '4= BRACES FOR SIDE RAILS A 4 REQ'D.

Aniline.

l'. IIIIMII

2 REQ'D 2 REQ'D 3/4" THICK

17"

: 20" cn0

1h/2" 1 3/4"

Y 1/4" PLYWOOD BOTTOM

DOLL BED 45 93/4 " 111---75/1i311-11.

16"

2"1-4- MATERIALS: 30"1"X 1 0" WHITE PINE 39"-1"X8" WHITE PINE 16"-1"X6" WHITE PINE

1 PC.-12"X18" PLYWOOD 1/4" 8 NO. 8 SCREWS11/2" LG. 8-NO. 6 SCREWS1/2" LG. NOTE:-ALL MATERIALS 3/4" FINISH EXCEPT BACK OF SHELF AREA WHICH IS 1/4" PLYWOOD

IRONING BOARD WITH SHELF 46 ::;414...... r 4.4.OOOOOOOOOOOOOOOOOOOOO ).4:4:...... :4:4:11:0 sal:4 ...... 414:411:44:1:::4:4 41,,,

...... SS U. 1WS

-c-44 ¢,1 4^ tti ::"

4+4044.44'e 4^ -4. *; )44t,'474'

r r"

rr a , : 4-

-4'_air

111

t 4,4 :

4..

,- MATERIALS ALL PIECES MADE FROM 3/4" STOCK EXCEPT BURNERS-1/8" MA- SONITE, AND BACK OF 1/4" PLYWOOD 18"X231/4". TOP 1"X18" ENDS-11"X231/4 "-2 REQ'D. SHELVES11"X161/2" 2 REQ'D.

DOORS-7"X1R" &R1/4"X1R" ' DOOR MOUNTS-3"X 18" & 11/4 "X18" CONTROL PANEL31/2 "X18" ATE STOVE TOP PANEL3'/2 "X18" ASSEMBLE WITH FINISHING NAILS, PLUS, OVEN & BURNER WOOD GLUF WHEREVER PRACTICAL. CONTROLS 4 REQ'D. USE 13/4" FLATHEAD SCREWS.

31/2" 1"

IMMO.

1/21Li t I-- -DOOR HANDLES 2 REQ'D.

1" SCREEN DOOR-TYPE HINGES 4 REQ'D.

"R. A 0 0\fi CNi 3/4' 11" 1/4

I.31/21

(N1

-"1 CV g?: Mt

02 RI 117 izi

SILENT DOME GLIDERS 4

STOVE 48 DRILL & COUNTERSINK FOR 11/4" FLATHEAD SCREW.

,-- T sc.,- r 2"--11 Ti---Cc'l

WATER FAUCETS 2 REQ'D.

Y-1/2".DONNELI MATERIALS 1 PC. 3/4"X73/4"X18" 2 PC. 1/2"X2"X19" 1 PC. 3/4 "X3"X1 8" JJ 2 PC. 3/4'1X11"X241/2" 3 PC. 3/4 "Xl 1"X161/2" 1 PC. 1/4" PLYWOOD 18"X20" 1 PAN-MIRRO ALUMINUM NO. 774AM I OR PLASTIC APPROX. 12"X17"X43/4" ASSEMBLE SINK WITH FINISHING 161/? NAILS AND WOOD GLUE WHEREVER PRACTICAL. 18"

II '1"R.

, 2 ..-81.- 1/4 1.!

11" Cims+

i. -4_ 3A I, Y SILENT DOME GLIDERS-4 RED'D.------SINK

49 ,,, iy ,.444ft" %; 3...'1.b5'' #101/4,17,4 ?..:,,,,, #4,11,7; ,19firei.A., I.. :..., h ". Ir:411.7% -Ai., .0,,'" ' ' - .:. W-1,ir." '-'-'2";;?;..."...Ali!-.:. ef '-'---4....'---s,..---..-1-...13.....e.Ac Jr424,-F-9"c",....,*!,.":-..,-...,:;,'"..),,-',,....,-117.' -)i' 44$ , or -- -, 4 ..e. it ox n'''-'. V. i21 `.. `,,!1.,, ;.... ^,e ,..ii %. '.* '', e,.. t,. ii, .C#^24/4., /COSTit. , " , -,,,,., , _ 4 `..-;-..-^,------"--t"...... , !,*i.c.,, 40,45*401,(44FAVV,' As.*".iv-coic`V5.117...,.- ..../...- .... .tArn -,..:.. 'It : 1114;)'.S".?ti 0)05,4,- 1ttAte " r t 15 4.1141549 tc,Ic ilc 0., 4SCAiCk? *1 ,,,. . V, , ' '''''' r...... , N,^4,..."' ''* ' ''.4Vg It A%r°7. ' at '.., - I . r L.::/*"-...' 1

4 it N 2 4 MATERIALS TOP FINISH 3/4 "X111/2 " X18" SIDES 3/4"X1 1" 24" SHELVING 1/2" PLYWOOD 11"X161/2" BACK 1/4" PLYWOOD 18"X231/4" BOTTOM SHELF 3/4 "X11"X161/2" TRIM 3/4"X31/2 "X36" & 1 /2 "X2"Xd0" /

NOTE IF SHELVING INSTALLED IN GROOVES, ADD 1/2" TO INDICATED LENGTH. OTHER- WISE SECURE TO 1/2" QUARTER ROUND NAILED TO SIDES BEFORE ASSEMBLY. FINISHING NAILS USED THROUGHOUT. TOP SHELF INTENDED FOR TRAY FOR TA- BLEWARE. USE MASONITE OR 1/4" PLY- WOOD.

------__Z

12"

1/2"

1/4 u

34 u

c? Y

SILENT DOME GLIDERS 4 REQ'D. CUPBOARD

51 42" INSIDEMEASURE OVERALLHEIGHT 1/8"X 1 2"X4" 1/2" STRAPIRON 63" STOCK --7-4-

1" DOWLING LADDER 5' 6" LONG 8" RUNG SPACING

; 10"

LADDER UNIT

52 11..

/zz, 2 REQ'D NAIL IN PLACE N/zZ7z SAW OFF & FINISH AFTERWARDS

. TOP1- 1 REQ'D PQP

0;1' by Cfr co

NAIL IN PLACE AND SAW OFF AFTERWARDS [4-1o"---1 0

2 EACH REQ'D 1/

22" i 1 LEGS 2 EACH REQ'D 4 REQ'D CLIMBING HORSE 53 BOAT CAGE TRAIN GARAGE PLA-FORM PLANE HOUSE DOCK PIT

JUST AN EMPTY BOX?

54 NOTE: A SAW HORSE AT EACH END OF 10' PLANK PROVIDES BRIDGE OR WALK- ING BOARD. SAW HORSE AT ONE END OF PLANK MAKES GOOD RAMP.

SAW HORSE & WALKING BOARD

55 BIBLIOGRAPHY

Books Kepler, Hazel, The Child and His Play, Funk and Wag- :Tay, Edgar S., Launching Your Preschooler, Sterling nails, 1952. Co., 1955. Landreth, Catherine, Education of the Young Child, J. Gans, Stendler and Almy, Teaching Young Children in Wiley and Sons, Inc., 1942. Nursery School, Kindergarten, and Primary Grades, Langford, Louise M., Guidance of the Young Child, World Book Co., 1952. John Wiley and Sons, 1960. Garrison, Charlotte Uano and Sheehy, Emma Dickson, Leavitt, J. E. (Editor), Nursery-Kindergarten Educa- At Home With Children, Henry Holt and Co., 1943. tion, McGraw-Hill, 1958. Gesell, Arnold, Infant and Child in the Culture Today, Read, Katherine H., The Nursery School, W. B. Saun- Harper and Brother, 1952. ders Co., 1960. Hartley, R. E., Understanding Children's Play, Colum- bia University Press, 1952. Pamphlets Hurlock, Elizabeth B., Child Growth and Development, Grossman, Jean Schick and Le Shan ,Eda J., How Chil- McGraw-Hill, 1956. dren Play For Fun and Learning, Better Living Jersild, Arthur T., Child Psychology, Prentice-Hall, Booklet, Science Research Associates, Inc. 1960. National Association for Nursery Education, Water, Kaufman, Farrell, If you Live With Little Children, G. Sand and Mud as Play Materials, 1959. 50 cents. P. Putnam's Sons, 1957. Kawin, Ethel, The Wise Choice of Toys, The University Read, Katherine H., Let's Play Outdoors, National As- of Chicago Press, Chicago, Ill., 1938. sociation for Nursery Education. 30 cents.

56 Music

Singing is as natural as speaking

Music and rhythm are fun and should be an impor- for walking, rolling, swaying, chugging; but the concen- tant part of everyday living. Where there is singing and tration is still on sound and rhythm rather than oncon- dancing, there tends to be joy and laughter. tent and meaning. The range of preschool children's Music in the preschool should take place all day long, voices is usually from middle C to C or D above. rather than he limited to a certain time of the day A song can be created from a chant picked up from singing on the playground, singing during indoor play, what the children are doing or saying, such as pound, singing about what the childrenare doing and wearing. pound, pound; bounce, bounce, bounce; I like you, I Through music the child expresses his feeling and like you. The teacher can use a melody that is familiar emotions and finds a creative outlet for youthfulener- if she finds it difficult to create a new melody. She gies. Music brightens the mind, enriches the spirit and should encourage the children to make up theirown develops the body. songs or new verses to familiar tunes. Singing Children learn a song by hearing it sung, rather than Singing is the most elementary form of music, and it by having it taught to them. The teacher may singa is as natural as speaking. The teacher's pleasure inmu- song many times while the children are playing, before sic will determine the children'sresponse, for genuine she sings it with the group. As the children are ready, enthusiasm iF contagious. She need not bea good singer they will start singing with the teacher. Children like to to awaken interest in children. sing the same songs over and over again.Sinceitis There is no swifter or happier release fromnervous easier for children to match a voice with their voices tension than spontaneous singing.If the teacher sings than to match the tones of an instrument, it is better to spontaneously, the children will sing along. use the piano after the children know the song. Folk songs, familiar nursery rhymes, andsongs about Music can be very helpful in creating the right mood the home, the community, the seasons and animalsare for rest. Many children hum or sing a favorite song to suitable for preschool children. The melody, whilere- themselves as they relax. taining its simple and repetitive quality,can become There are many good songs and song books thatare further developed as a tune; rhythms can bemore sharp- suitable for young children. Some of these are listed at ly accented to help body movement, suchas in songs the close of this chapter and in the appendix.

57 MEW

.6.1trt

" 0 41e tparamm at MOE AI" Children should be encouraged to create their own interpretations Listening to records

ism. ur, :--:vgligiiii 41"44' aq;kt Olitil,i'g:iFi.::E'',:iiiii 41 .4:E!!!1;E"-:-: . irlirst':iiiieli16tAkiitti, ,:v4 10,46. 44 lortolik 1041* NP a 4"t: 4it

amMINNOIMMIIMIIIIIO., 4,4, Finger Plays instruments in his own way before playing them with Finger plays short rhymes either said or sung and the piano or a record. dramatized by fingers and hands can be an enjoyable When children are to play rhythm instruments witha part of the preschool child's experience. The use of musical accompaniment, the teacher may suggest ,"Play finger plays can also help the coordination of the small- with whatever part of the music you want to. You don't er muscles, can help develop dexterity of the fingers and need to play all the time." The value of rhythm instru- can help children listen carefully and speak clearly and ments in the preschool is the enjoyment the children ex- distinctly. Reading readiness is enhanced by vocabulary perience from producing different sounds and of getting development and awareness cf words that rhyme. a feeling of rhythm, tones and time, rather than of parti- The following suggestions for using finger plays may cipation in a rhythm band. help the teacher: Memorize words and movements before introducing Records a finger play. Records can be used for listening, as background Use finger plays that have easy words, familiar ideas and simple movements. music for resting painting or other play, or as accomp- Be expressive with voice, hands and face. animent for rhythmic movements orrhythm instru- Pronounce words carefully. ments. Teach only a few finger plays at a time. Children Children can be helped to listen to a new record by learn best by repetition. being told something about what they will hear. The Let the children, at times, do the motions indivi- listening time should be short and should be alternated dually. with periods of activity. Encourage children to make up finger plays. Records for young children shoulG be chosen care- Finger plays may help to impress a story or thought, fully in terms of content. The voice on a vocal record introduce a new story, use up excess energy, help de- should be pleasant and clear, with simple accompani- velop a sense of rhythm, quiet children after strenuous ment. Records should not be the type to overexcite the activity, fill up waiting periods, sooth a troubled child child. or draw a shy child into group activity. The r.ont,-nt "f *he rer.^1.,1 chr,ulri hP familiar to the youngster and within his comprehension. Children en- Some suggested finger plays are described in theao- pendix. poy hearing recordings of folk songs,both with and without words. One example is Volume 2 of Songs to Rhythmic Activities Grow On. School Days, which includes some of the Children enjoy rhythmic activities suchas clapping, songs in the book, Songs to Grow On. walking, running, hopping, jumping, galloping, sliding, If encouraged, children will invent many ways to re- and moving like animals. They should be encouraged spond to recorded music through singing, dancing, play- to respond to music with their bodies and tocreate ing an instrument or dramatic play. their own interpretations. The use ofscarves, balloons Many good records are available. New recordings are or large floppy dolls encourages a variety of body moi, e- reviewed in Today's Child News Magazine. A few of ments to music. When children have become excited, the many records that preschool children and their having them roll over, stretch, or hump their backscm teachers have enjoyed are listed in the appendix. be very relaxing and quieting. The teacher should be creative with music; she should Rhythm Instruments experiment and listen, and then share her discoveries with children. Music in the preschool should be a de- Such rh3,,hm instruments as African drums, Chinese lightful and rich experience for children as well as a temple blocks, cymbals,bells,rattles(maraccas or foundation for their musical growth. It should be used gourds), triangles, tambourines, sand blocks and rly-. to develop a liking for good music, to encourage sing- thm sticks can add to a child's music experience. Each ing, and to have the pleasure of responding freely and child should have plenty of time to experiment with the rhythmically to music.

59 BIBLIOGRAPHY

References Song Books Barrett, Mary, Living Music With Children (pamphlet), Abeson, Marion and Bailey, Charity, Playtime With National Association for Nursery Education. Music, Liveright, 1952. Coleman, Satis, Creative Music for Children, C. P. Put- Brown, Phyllis, Favorite Nursery Songs, Ohianian Ran- nam Sons, 1922. dom House, 1956. Kauffman, C:arolyn,f You Live With Little Children, Coleman, Satis, Singing Time (series of 4 books) and C. P. Putnam's Sons, 1957, page 75. Dancing Time (series of 2 books), John Day Co., Landeck, Beatrice, Children and Music, William Sloane 1929-58. Associates, Inc., 1952-58. Durlacker, Ed., Play Party Book, Devin-Adair Co., Read, Katherine H., The Nursery School, W. B. Saun- 1945. ders Co., 1960. Landeck, Beatrice, Songs to Grow on and More Songs Sheehy, Emma D., Children Discover Music and Dance, to Grow On, Marks Music Corporation and William Henry Holt and Company, 1959. Sloane Associates, 1950. Sheehy, Emma D., There's Music in Children, Henry Seeger, Ruth Crawford, American Folk Songs For Chil- Holt and Company, 1946. dren, Doubleday, 1948.

60 Stories and Poetry

If a child's introduction to books is a happy 'me, he listening and for enjoying a story presented in a group. is apt to become a book-loving adult. Group Story Period Pnjoymentof Pnrdre Dparlina to a nhild Mpg /mush mnrP than a TM1CP him Books should be readily available to children who or teach him to listen. The stories and rhymes become usually enjoy looking at the pictures and even re-telling a part of his life; words take on new meaning, his vo- the story. Children can be taught how to turn the pages cabulary grows, and his experiences are broadened. and how to care for books. Books should be kept in Children who are interested participate in the group good repair so that children dz not have t.o use books story period. A group ()f riot over ten children is best, that are marked or torn.Occasionally a teacher may but a skillful story teller can keep the aiiclition and in- sit beside a child, listening to his comments, talking terest of a larger group. Story time ,-_-,ifers an opportun with him about the pictures and reading parts in which ity for pooling ideas and comments and for heightened he isinterested. The teacher should encourage the individual enjoyment by sharing with other members of child's independent use of books and prepare him for the group.

al CH At MIN N 1% ,,t4k I ATP a iresto/tar it rianaira r g lissim44 r

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yew

11101...Immaremsamari. ragit

Individual enjoyment of books

61 Selection and Content of Stories Keep the book still and in an upright position and Although a good story contributes inmany ways to a turn the pages from the lower corner. child's learning, its essentialpurposeistogive joy. Something happens all the time in a good story, andno Choosing Stories Suitable for DifferentAges time is wasted in explanationor description. The story The three year old prefers stories about commonplace tells what people did and what they said,asin The adventures which could happen to himor to someone Great Big Noise. else, or about something with which he is familiar. The Repetition, with additional factsor characters added number of sentenceson a page should be limited. The as the story procedes, holds children's interest. Good Little Auto and Cinderare good illustrations. examples are Ask Mr. Bead and Green Eyes. The four year old is notso completely self-centered Illustrations should be artistically good, realistic, rel- as the younger child and does not have to be a part of atively simple, clear Ind free from distracting details. every situation about which he hears. He begins toen- They should be accurate and related to the story. joy short and simple stories of fancy. GreenEyes is a great favorite. Suggestions for Tellingor Reading a Story Stories for the five year old should add somethingto his knowledge and take him beyond the "Hereand A /4,ab41;1ITAi tcsnlif44LLL their 1nernrifastories SW rTr tal%11JAL VA av,s 10 .wild Now." He wants not so muchnew information as a new over arin, yPt they velfrne new stories. new story iciutionship among already familiar facts,as in The may not be appreciated at first because itis riot fa- Great Big Noise and Harry, the Dirty Dog. miliar, so a second or third reading should be tried. A good story reader or teller should: Poetry Have a genuine appreciation of thestory. Because rhythm seems to be natural to children, it Know the story so completely that it takeson the should have a place in their earliest experiences. Hu- nature of personal experience. morous and nonsense jingles, such as Hippety Hop To The Barber Shop, Yankee Doodle Went To Town, and Keep the beautiful and meaningful phrases of the Rain, Rain, Go Away, delight them. The rhymes of original. Mother Goose never grow old and should becomeso fa- Arrange the children so they do not face the light. miliar to the preschool child that theyare his forever. Poetry can be anywhere and everywhere ina child's See that children are seated in close and directrange life El n d need not be saved fora formal story period or of her eyes and the book because little children have group experience. Ride a Cock Horse can be chanted to be physically close to be mentally close. to a child as he rides a rocking horse. Many goodpuz- Get the children's attention and keep it by her skill. zles are made with Mother Goose illustrations, and the If a child's interest is wandering, shemay regain it teacher can call attention to the rhyme by saying itas by asking him a direct question about thestory. the child works with the puzzle. Foruse on a flannel Tell the story simply, directly and with feeling. Na- board, inexpensive, brightly illustrated books of Mother Goose can be taken apart and the pictures backed with turalness is important and expressiveness isessen- flannel. tial. Avoid affectation, a honeyed voice, talking Children enjoy poetry with a story content, such down, moralizing and explanations whichare not in as Over In The Meadow and The Night Before Christmas. the story. Go slowly enough to enable the chi:dren to follow the events of the story. Selections should be chosen withcare and personal liking; poems with long descriptions do not usually appeal Choose a story which is suited to the children'sages to young children. and interests. If a poem can add to the child's dayone brief mom- Speak softly in a clear, quiet voice. ent of laughter, or give him a new dream to thinkover, or leave him with a sharpened awareness of life, it is Hold pictures where all children cansee them. good poetry.

62 Advantages of Telling a Story Puppets made from socks or small paper sacks can become the characters in the story; or flannel boards When telling a story, the teller is free to watch his may be used to illustrate the story by using illustrations audience, to follow or lead every changing mood, to use cut from discarded books and backed with a small piece body, eyes and voice as aids to expression. The con- of flannel, or by cutting figures of the main characters nection with the listeners is closer when telling than is from flannel. possible when reading. Teachers can practicebuilding imaginarystories When one makes the story his own and tells it, the about objects such as toy animals, trains or cars, or il- lictener ge:c the ctnry pine the teller's ApprerintiAn of it lustrations, colored or cut out. The story should move The child wl'o has always had stories read with ac- and have a conclusion. companiment of pictures is robbed of content as well Children, by using actions, like to participate in the as of the experience of simply listening to a story and story. The story teller can make up his own story to fit enjoyinj. the words and form in which it is told. their interests, such as a story about Let's Go For a Storytelling is one of the simplest and quickest ways Walk in The Park, or he can memorize a story such as of establishing a happy relationship between teacher The Brave Little Indian. Suggestions for actions include and child. When telling a stor,, a cueis taken from the walking fingers walkinginlap; locking fingers children. The teacher should he sensitive to the needs form giasses at eyes; swimming rubbing palms of and interests of her listeners. hands iogeiliel.

BIBLIOGRAPHY

Suggested Books for Preschool Teachers Hader, Berta and Elmer, Whiffy McMann, Oxford Uni- versity Press, 1933. Arbuthnot, May Hill, Children and Books, Scott Fores- Krasilosky, Phyllis, The Man Who Didn't Wash His man and Co., 1947. Dishes, Doubleday and Co., 1950. Read To Me Story Book and Read Me Another Story, Langstaff, John, Over In The Meadow, Harcourt, 1957. compiled by Child Study Association of America, MacDonald, Golden, Red Light, Green Light, Double- Crowell Publishing Co., 1947 and 1949. day and Co., 1944. Marino, Dorothy, Edward and The Boxes, Lippincott, Suggested Books for Preschool Children 1957. Austin, Margot, Grovl Bear, E. P. Dutton and Co., Moore, Clement C., The Night Before Christmas, Cros- 1951. sett and Dunlap, 1949. Birnbaum, Abe, Green Eyes, Capitol Publishing Co., The Real Mother Goose, Rand McNally and Co., 1954. 1963. Petersham, Maud and Mishka, The Box With Red Brown, Margaret Wise, The Golden Egg Book, Simon Wheels, Macmillan, 1949. and Schuster, 1947. Skaar, Grace, What Do They Say, William R. Scott, Brown, Margaret Wise, The Important Book, Harpers, Inc., 1950. 1949. Steiner Charlotte, My Slippers Are Red, Alfred A. Flack, Marjorie, Ask Mr. Bear, Macmillan, 1932. Knopp, 1959.

63 Art Experiences

Creative art experiences are of great importance to the development of preschool children because through these activities children explore, discover and relate jk)14.1' to their world; they express feelings and knowledge and communicate ideas; they gain emotional release, devel- ill& 4/116. op sensitivity and preception; and experience the deep satisfaction of creating. Such experiences contribute to the child's physical development by improving his motor skills. The preschool child works spontaneously, experi- rn.nthig with rnnt"inlq, tools, and ideas, and producing scribbles and shapes which have real meaning for him 411 A t " !!!!!!! 1.0 Li1U WOlk ,Z, M 111101.4 F,1,16.. 7 6.7 11111111,. Is is the process, not the product, that is important in oromw.wr the development of the young child; and it is essential that the child be allowed to work freely and creatively without The imposition of adult standards and ideas. Easel painting Child art is not adult art. Coloring books, patterns, Paper Large sheets, 18Write child's name on pap- copying, and tracing restrict the child's personal and in- by 24 inches, butcher pap-erbefore he beginsto dividual expression, and have no place in the artpro- er, newsprint or wantadpaint. If written on back of gram. sheet from newspaper paper or under aclip, Art activities commonly used in preschool include namecan'tbe covered painting, modeling with clay and doughs, cutting,past- with paint. ing, drawing with crayons, playing with sand, water and Paint powder paint,About 2 parts paint mixed snow. should carry C.P. label,with 1 part water makes a non-toxic. good consistency. Mix in CREATING WITH PAINT limitedquantitiesata Easel Painting time. 2 or 3 colors are Easel painting promotes the child's enjoyment of col- usually provided for each or, movement and rhythm.It helps him to straighten painter. out his ideas about the world, to communicate his ideas Containers small juice Fillcontainersabout 1/2 to others, and to work out his tensions and conflicts. cans or 1/2 pint milk car-full. Refill as needed. Parents and teachers should realize the importance of tons. the activity itself, rather than of the product,so that they will not expect a painting of "something." The Brushes flat, stiff bris-Use 1 brush for each con- child may cover the entire paper with paint, tles 1/2 to 1 inch wide.tainer. Wash after each or may Varnish brushes often paint in swirls or lines. Around theage of four or five, day's use and store bristle used. up to dry. he may begin to paint objects. The childmay want to tell about his painting, but this should not be expected. Teacher may show child Teachers' and parents' comments about the picture how to wipe his brush on should be limited to the colors the child usedor his joy side of container so paint in painting, rather than questions about what it is. will stay where he wants it. Materials Needed Procedure Aprons men's old shirtsShirts should be puton Easels nice but not es-Newspapers or oilcloth in with sleeves cutoff, orchildren so they buttonup sential. Tables or floor caneasel tray and under easel, plastic aprons. the back. be used. or on tables or floor, sim- Allow child to paintas he Newspapers or oil cloth plify cleanup. chooses!

64 Finger Painting Sponge and pail of waterUse for cleaning oilcloth Finger painting is a good activity fcemotional re- covered tables or cookie lease, for satisfying the child's desire for really feeling sheets. the medium and for his pleasure in legitimate messing. Soap Painting The child's enjoyment of finger painting often grows Soap painting has a satisfying feeling and creates an from a tentative finger put in the paint to a whole-heart- interesting three dimensionaleffect that remains as it ed use of the paint in large, sweeping movements; there- dries. fore unhampered movement should be encouraged. Materials Needed Procedure Materials Needed Procedure Soap beads or flakes (not Mix in bowl, beat with Commercial finger paint detergent)and w ate r,eggbeater,orshakein or about equal parts of each,quart jar to consistency of Home made finger paint paint, if desired. beaten egg whites. 1. Commercial plastic 1. Mix together Paper, white or colored Use uncolored soap paint starch and powder on colored paper, or col- paint ored paint on white paper. .2. 1/2 cup gloss starch 2. Mix starchinsmaii Brushes Paint may be applied with 11/3 cup boiling water amount of cold water either brush or fingers, or 1/2 cup soap flakes (not mz.....-ke 0 ctYlnnth both. detergent) paste. Add boiling wat- 1 tablespoon glycerin er and cook until clear. Colored sand, glitter,al- Any ofthese materials powder paint Cool. Add soap flakes phabet macaroni or col-may be sprinkled on the and glycerin. Paint may ored rice wet paint for variety. be added or sprinkled Painting Variations on starch mixtureat Gadget Box: time of use. Aprons or shirts to protect Small dishes of paint Child dips object in paint children's clothing spools,bits of sponge,and presses it on paper. rubber stoppers,string, He may make oneor Oil cloth or cookie sheetsCover table with oilcloth in box or muffin tin. many prints on one sheet especially good for firstor provide 1 cookie sheet Paper and may overlap designs. fingerpaintexperience, for eachchild who is Potato Block: often preferred ti, paper. painting. Small dishes of paint Child dips potato print in Paper large sheets withMoisten paper on both Half potatoes with designpaint and stamps design slick surface, heavy butch-sides with wet sponge. cut by teacher to form aon paper. er paper, glazed shelf pap-Putmoundsoffinger raised design heart, er, or commercial fingerpaint onsurfaceto be tree, star, shapes cut with paint paper. used. cookie cutters Child may be shown how Paper to use fingers, knuckles, Spot Painting: side of hand, palm, whole Paint Childorteacher drops hand. Paper small amounts of paint on Glitter or canned snow Can be sprinkled on wet Spoon or brush paperusingspoonor finger painting on paper. brush. When dry,can be used Child folds paper in cen- for gift wrapping, or cut ter, presses it with fingers into shapes circles, or hand, and unfolds pap- Christmas trees, free er to see design. forms. Sponge Painting: Water for cleanup Use for hand washing if no Thick paint in flat disiws Spongesaredippedin No. 1 can or other con-running water in room. Sponges cut in rectangu- paint and pressed or tainer lar strips swirled on paper. paper towels Paper

65 14, 1_ 'r4t.t.f ' ' , A ...I.., &I " , 4 44 , t, , `of>- ;t L''''- 4. : 417.;;, .7 N .a 44: 44 ''t , '' 441 \ 14;.kt 4*44 dp, I 1.4 I As, tti 4, - r . t "s 4. - 4 ". 4. 11. 1 .6 St 40 1 ."; (.1 ". Creating With Clay and Play Dough Creating With Paste, Paper, Scissors The use of clay and play dough can be soothing to There are unlimited possibilities as to what children children and helps to release tension because these ma- can do with paper, paste and scrap materials. Not all terials can be pounded, pommelled or rolled. Some preschool children can use scissors well, but tearing is children may model simple objects such as balls, snakes a good substitute. or cookies.If a child makes something that he wants Materials Needed Procedure to keep, the object can be put aside to dry and harden. Paste commercial or Teachers should not make models, as this discourages Home made Paste: the children's own effortc and emphacfrec the end pro duct. 1 cup sugar Mix dry ingredients, add Oil base clay is not recommended for group use be- 1 cup flour water, cook untilthick, cause of health reasons. 1 teaspoon alum stirring constantly. 1 quart water Cool, add several drops of Materials Needed Procedure oil of cloves oil of cloves. Store in Powder Clay Mix with we :r to a good covered jars. working consistency. Paste containers, such as Container stone crock milk bottle tops, for each with cover, or other con- child. tainerlined with plastic Paper newsprint or Children may be shown and having a tight lid. butcher paper, colored how to put paste on back Play Dough: construction paper, wall- of object to be pasted and 3 cups flour, 1 cup salt,Add flour or water if nec- paper samples how to press it paper. 11/2 cups water, coloringessary to make mixture re- Blunt scissors silient and spongy. Materials for collages Children paste these var- Container plastic bag pieces of cloth, ribbons,ious materials on paper, Rollers, flat sticks or May be used occasionally cotton,feathers,string, creating their own designs. cookie cutters but are not so valuable as leaves, scraps of colored direct manipulation. paper. Container of water For hand washing if there Paper towels is no running water in the room. MaterialsforChristmas activity: old cards and scraps ofCan be cut or torn by chil- Christmas wrappings, dren and pasted on con- ribbons, yarn struction paper, or can be made into simple Christ- mas tree decorations. strips cut from construc-Some children can make tionpaper,Christmas paper chains. Others will cards or wrappings, col-paste strips on paper. ored pages from newspaper or magazine

Pasting with scrap materials

67 Creating With Crayons, Chalk, Pencils Containers Several containers should Children enjoy working with crayons, chalk and pen- be used so that crayons, cils even though these media are not so fluid as paint. pencils or chalk are easily Children should be free to express themselves with large accessible for children. movements, and there should be no requirements as to coloring within lines or creating a recognizable object. Materials Needed Procedures Paper large sheets, assorted colors Using Flannel Boards Large crayons good Thr.; use of flannel boards wax texture with C.P. la- gives opportunities for the creation of pictures or designs in endless variety. bel(non-toxic), primary and secondary colors Materials Needed Procedure Large pieces of flannel, argepencilskt^n(primary Flannel can be placed over school size) about one square yard easel or on bulletin board or at child's level> colored or white Chalk Coloredchalk may be Commercial flannel board dipped in water and used on fiat side or for drawing Assorted geometric shapesChildren put chosen with point.Construction of felt or iiannei in variousbliapes on flannel in any paper can oe dipped in colors ripciocrn nr arrangpmprit ao " 1. -1 - 11, - .0 V17 Lt. LArl uazain. 113%.,u Mr sired. smearing. Set of felt or flannel fruitTheseshouldbeintro- Chalkboardnot so com-Children should be shown or animals duced after children have monly used for preschool-how to use erasers correct- Holiday shapes Christ-had experience using as- ers as other media ly to prevent accumulation mas trees,stars,hearts, sorted shapes. of quantities of chalk dust. bunnies, etc.

Crayons on large paper

68 1 ...01...... :Igmh Pounding nails

Working With Wood This activity provides the fun of making simple objects or of just hammering, sawing, putting together, and sometimes taking apart. It promotes coordination and releases tensions. Working with saws, hammers and nails requires close adult supervision and may not be possible in some situations. Materials Needed Procedure Soft scrap lumber Nails roofing or fourTeacher must demonstrate penny box nails proper and safe use of Hammer 7 oz. tools and supervise activity closely. Cross cut saw 14 in. long Teacher should work with only one or two children Screw driver at a time. Accessories such as pieces of inner-tube, leather and spools

69 Playing With Sand washing play dishes or doll clothes, bathingrubber dolls, Wet sand is one of the materialswhich, like water in playing with boatsor funnels, in pouring from one and clay, is a good tension releaser.Children may simp- container to another,or squeezing sponges in it, it is a ly like to feel it, or theymay experiment with molding kind of play that should be availableto children when- it into loose shapes suchas cakes, pies, a garage for a ever possible. Of all the materials available,water is small car or a mountain witha tunny' 7n it. Sand is also one of the cheapest, most versatile, and most satisfying. a good social media as it allows time for conversations. Painting with water is fun. Childrencan paint with a Th., teacher can stimulate creativeplay by supplying large brush and clear water suchsurfaces as a cement different toys to be used, suchas sand buckets, shovels, walk, the side of a building,or boards. They also enjoy plastic cups for filling, little and bigcars and trucks beating up soap suds withegg beaters. made of plastic or rubber. The materials provided forwater play should include Guidance of sand play will includereminding the plastic aprons, large basinsnot easily tipped over (No. children that "sand stays in the sand box"and "Mary 10 gallon container), largepaint brushes, utensils for does not like to haveyou throw sand at her." Sand pouring, and objects for floating andsqueezing. should be kept clean and free of sharpobjects and de- Play With Snow bris, and should be periodically replaced.When it is Snow play serves asa good developmental exercise spilled, it should be sweptup from the floor immediate- In addition to being used outside,snow can be brought ly and placed in the wastebasketsrather than put back in the sandbox. inside in a large basin and placedon a protected table, or floor area. Children can wear plasticaprons and mit- Playing With Wntor tens if desired. Rolling thesnow into balls, making snowmen or shaping it into other forms is enjoyable. Water play is one of the most soothing andsatisfying When the snow starts melting, childrencan observe kinds of play for children. Whether thewater is used in some first -band scientific knowledge.

Painting with water 70 BIBLIOGRAPHY Books Langford, Louise M., Guidance of the Young Child, John 'Wiley and Sons, Inc., 1960, Chapter 13, "The Use of Creative Media.' Learning About Today's Children, State of New Jersey, Department of Education, December, 1961. Leavitt, Jerome E. (editor), Nursery-Kindergarten Ed- ucation, McGraw-Hill, 1958, Chapter 8, "Art." Lowenfeld, Viktor, Your Child and His Art, Macmillan Co., 1957. Pamphlets Water, Sand and Mud as Play Materials, National Asso- ciation for Nursery Education, 1959. 50 cents.

71 Science Experiences

Most teachers of young children are aware of their Procedures responsibility in providing opportunities for children to If seeds are planted, it is not enough merely to see experiment and to become aware of the world around them arow. The children should be allowed to dig them them. Since the teacher may be overwhelmed by the up, examine and handle them, take them apart, maybe term "science experiences," she may feel less inadequate even transplant them; they might even have one group if she realizes that she does not have to present facts, of deprived plants, such as unwatered plants and plants but merely helps the child in his discoveries. The pur- without sunshine in order to observe the differences in pose should be to lay a groundwork only, not to attempt growth. Seeds having rapid germination include wheat, to explore fully any particular science experience. The beans, corn and radishes. Beans may be planted to show teacher may use experiments to show "how's" and root growth by taking a small glass jar, lining it close "why's", but she need not try to give complete know- with blotting paper, fillingthejar inside the blotting ledge; however, even simplified explanations should be paper with earth or sand, then sliding the beans down scientifically truthful. The teacher stimulates interest, between the glass and the paper. As they absorb mois- makes supplies and equipment available, and utilizes ture from the earth thrnugh the payer, their roots will the child's natural curiosity to see, taste, hear and smell, grow down and their stems up. and his desize to manipulate. Goldfish may be kept in a gallon mayonnaise jar with Fr the children's interests and auestions the tenrsh- a few water plants. sues, butterflies and spiders can be er takes her cues as to whole or with wilai to start. Sci- observed in glass jars covered with window screen- ence materials or experiences should be presented a few ing. It is helpful to have several containers of various at a time. sizes to accommodate creatures that are found or which Materials come to visit. Rabbits, hamsters and turtles are interest- The following materials, as well as many others, give ing and are not too hard to care for. opportunities for scientific exploration and experimen- Weather experiments may include using a thermome- tation: ter to see how it tells how cold or warm it is, or show- Seeds to plant Containers and cages ing what happens to a pan of water when it is left out in Magnifying glasses Goldfish freezing weather, and then what happens when the ice Magnets Visiting animalsrabbits is brought into the warm room. Household scales hamsters, turtle, Children also like to feel differences in texture. Be- Calendars chicken sides the usual things provided, such as clay, paint or Measuring cups Bugs, butterflies, spiders sand, a box containing scraps of fur, felt, velvet, sand- Thermometers (in jar) paper and other materials lends interest in comparing Box of different texturedPicture books about how textures. materials and why Place to display "Science Center" collections

72 Magnets can be experimented with to see what kinds or merely a stroll around the block to observe birds, f objects they pick up and which they do not. trees, flowers, workmen or the traffic policeman, are all A "Science Center," where ever-changing collections good observation tours. On walks through grass or field ay be kept, is of great interest. Rocks, seeds, leaves, inareas, the children may drag a woolen sock, tied with a ects, and books, with pictures explaining these things, long string to wrist or arm, to collect the many seeds, may be displayed. small bugs or worms that will cling to the sock and which can be observed later. Pretty leaves can also be collected. Teachers can talk about and demonstrate common Other experieences which may not, immediately be ousehold measurements with a household scale, a classified ac "crience" are nevertheless scientific. learn- easuring cup, a pound of butter, a quart of milk, a cup ing, and the alert teacher will mention them to the chil- f water or one half cup of juice. dren. Play with blocks can show the difference between Time is usually a difficult concept for young children, light and heavy objects, differences in shape, differences ut some discussion can be held using the calendar or between large and small, as well as knowledge of bal- hands on the clock. ance. Wooden planks can demonstrate that a toy truck Excursions may help children understand the world released from an inclined plank will travel faster than round them, but they should be simple, short trips. A one on a lesser incline, and that on the see saw the dif- alk to the grocery store or to a nearby construction job; ference in weight of the children must be adjusted for- trip to see a bus, a fire station, a dairy, or a greenhouse, ward or backward to achieve balance.

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73 BIBLIOGRAPHY Books Longford, Louise M., Guidance of the Young Child, chapter 16, John Wiley and Sons, Inc., 1960. Leavitt, Jerome E. (Editor), Nursery-Kindergarten Ed- ucation, Chapters 11 and12, McGraw-Hill Book Co., Inc., 1958. Pamphlets Haupt, Dorothy, Science Experiences for Nursery School Children, National Association for Nursery Education, 1951. 50 cents. Learning About Today's Children, State of New Jersey, Department of Education, December 1961. Science Experiences, Nursery School Portfolio, Leaflet No. 8, Association for Childhood Education, Interna- tional. Parent-Teacher Cooperation

Parents and teachers may work together in many ways For the welfare of the child, the home and the school Basic Principle,- for Parent-Teacher need to work together as closely as possible, because Communications there is not a "home" child and a "school" child but Because a good school recognizes the interdepen- "one" child, whose well-being is the concern of both dence between home and school, it provides adequate parents and teachers. To understand the child, the means foi communication between parents and teach- teacher needs to know something about the child's par- ers. Such a program may include casual, contacts, indi- ents and his home environment. Parents need to be vidual conferences, either at the home or at the school, familiar with what the school is doing and why, so that parents' meetings, schoolvisits,participation in the the child may get maximum benefit from his preschool school program or news letters. experience. Working together with mutual trust and respect can increase the security of the parent,of the For effective communication teachers should: teacher, and, to an even greater degree, of the child. Understand and recognize the individuality of parents, their problems. their needs and the situa- Meaning of Parent-Teacher Cooperation tions in which they live. It should be: An opportunity for parents and teachers to share Realize that parents need reassurance. their common interest the child. Recognize their own limitations as well as their An opportunity for parents and teachers to share abilities. Be familiar with community resources their experiences and training in working together so that referrals can be made when a problem toward the solution of pertinent problems. arises which is beyond the teacher's professional An experience which results in strengthening both qualifications. 4t. - at. - -1.- -1 WV Ilya/111G-- auu bla1l.101. a 0""perat,. with "titer agencies serving familiar "f An experience which results in reassurance for children enrolled in the school. parents and for teachers. Establish an atmosphere of trust, approval and It should not be: support through a friendly working relationship. A situation in which the teacher givesa final Realize that parents have an important contribu- answer or solution to a problem. tion to rlke in helping the teacher work more An opportunity for destructive criticism. effectively with the child. A situation in which one person attempts to "ed- Understand the importance of never discussing ucate," "tell," or "reform" the other. the child in his presence.

75 Mutual Learning Through CasualContacts and who may know of specialized services available The parent and the teachercan share experiences throughout the state. briefly as the childcomes to school, or as he leaves for If parents are being visited bya public health nurse home. Sharing information aboutan individual situa- or a social worker, these professional workers can be tion at home, or abouta minor accident, an unhappy contacted by the teacher and information shared. This situation, or an interesting experienceat school may ex- sharing is especially helpful when itis not possible to plain the behavioror reactions of the child. When per- arrange parent-teacher conferences. sonal contacts cannot be made, minor questions which Many counties in Coloradonow have mental health do not seem important enoughto plan a routine confer- clinics staffed by psychiatrists, social workers andpsy- ence for can be solved by a telephone conversation. chologists. The function of these clinics isto diagnose and treat emotional disturbances in adults and children. Mutual Learning Through Planned Conferences Either the county welfare workeror the public health Conferences can be planned to take place eitherat nurse can provide information about the location of the school or in the home. The place and theatmos- these clinics and can give help in determining whether phere associated with the conference should becomfor- or not referral seems advisable. table, pleasant, relaxed and free from interruptions. Home demonstration and county agentsare available When the parent has observed in preschoolor the teach- in each county and are valuable consultants inareas of er has observed the child in his home, both parent and homemaking, household management, first aid and teacher are better prepared for saf- a successful conference. ety. The nutrition consultant from the State Depart- A teacher can make a conference effective by: ment of Public Health can provide resource materials in Planning the conference carefully. that area. Putting at ease and assuring the parent that the teacher can benefit from her help. Mutual Learning Through Parent Meetings a Starting the conference on a positive note, such Parent meetings are important because theymay give as making a complimentary statement regarding parents an opportunity (1) to gain reliable information the parent or the child. for better understanding of children at differentstages Being a good listener. of development, (2) to know that otherparents have Giving suggestions rather than advice. similar problems, (3) to increase their feelings ofcon- Moving slowly. If either participant feels pushed, fidence and ability to solve theirown problems, (4) and the conference may be blocked. to understand the goals of the preschoolprogram. Maintaining a high standard of professional eth- Regularly scheduled parent meetings providean op- ics throughout the conversation and considering portunity for parents and teachers to become betterac- special information confidential. quainted and to workmore effectively in exploring new Sharing, with the parent's consent information ideas and working outcommon problems. Meetings with other staff members for the benefit of the should be planned by parents and teachers togetherand child. should deal with interests and problemscommon to the Providing the parent with information aboutcom- group. Involvement of parents in planning and conduct- munity resources and reference materials which ing meetings helps each person feel that he isimportant may be of help to her. as a member of the group, and that he can contribute Concluding the conference with a feeling ofsuc- to the success of the group. cessful accomplishment so that both parent and Meetings may be conducted by usinga variety of teacher leave with an increased feeling of ade- methods such as general discussion, role playing,panels, quacy. lectures by qualified speakers, films andworkshops. Referring parents to local, county andstate agen- Workshops may provide opportunity forparents to ex- cies when special help is needed. periment with materials their childrenuse in preschool, The best sources of information about specialserv- or for parents and teachers to work together in making, ices provided within a countyare The County Welfare repairing, or painting preschool equipment.Regardless L.partment and the office of the Public Health Nurse. of the type of meeting, time should be allowedfor dis- Although many large counties have theirown school cussion so that parents and teachersmay raise questions nurse program, small counties often use the public and share their thinking. health nurse as a school nurse. Small counties thatdo Helpful suggestions in the planning of meetingscan not have child welfare workers may have social work- be found in the bulletin, Planning Better Programs,by ers who deal with many aspects of family case work, the Adult Education Association of theU.S.A. 76 Any parent group may have members with talents, preschool program. She may also get suggestions for skills or experience which may be used in planning and guidance and play materials which she can adapt for her conducting meetings. Help with securing resource ma- child in her own home. terial, speakers or films may be obtained from The State A well planned observation experience involves mak- Department of Education, Office of Vocational Services, ing the parent feel welcome and discussing with her how Homemaking Divisoli; The Adult Education Council of to observe and how her child may react. At the close of Metropolitan Denver; local libraries;state and local the visit there should be time provided for the parent-to health departments; and educational institutions. ask questions and for the teacher to interpret what has transpired. Additional suggestions are given in the sec- Contribution of Newsletters and Bulletin Boards tion on observation in the chapter, The Staff and Its Newsletters and bulletin boards can be used to help Responsibilities. In some schools, such as cooperative interpret the preschool program, to display children's preschools, parents participate regularly in the preschool art work, and to make announcements, such as changes program; in other schools they participate on special oc- in the preschool program. They provide opportunities casions such as field trips. In either case it is important for teachers to share with parents interesting things that that careful preparation be made so that the parent have occurred at school and to draw attention to re- know how to function effectively and comfortably in a sources and events that may be of interest. Some parents given situation. may wish to share in the preparation of newsletters and Parents and teachers may work together in many in the arangement of bulletin boards. ways, but the results will depend upon their desire and Contributions to Learning Through their ability to grow in mutual confidence, acceptance Observation and Participation by Parents and respect. Only upon this basis can they help each Through well planned observation periods a parent other understand the child, realize what can reasonably may gain in understanding of her own child and of the be expected of him, and how better to meet his needs. BIBLIOGRAPHY

Books Grams, Armin, Parent Education and The Behavioral Allen, Winifred Y. and Campbell, Doris, TheCreative Sciences, United States Department of Health,Edu- Nursery Center, Family Service Association of Amer- cation and Welfare, Children's Bureau, No. 379, ica, 1948, Chapter 6. 1960. Baruch, Dorothy, Parents and Childrengo to School, Grant, Eva H., Parents and Teachers As Partners,Sci- Scott Foresman and Co., 1939. ence Research Associates, Chicago, 1952., Bennett, Margaret E., Guidance in Groups, McGraw- Kawin, Ethel, A Guide For Child Study, Group Science Hill, 1955. Research Associates, Inc., 57 W. Grand Ave., Chi- cago 10, Ill. Price 750. Fraiberg, Selma H., The Magic Years, Charles Scrib- ners Sons, 1959. Metropolitan Directory of Community Services-1960, Gans, Stencler and Almy, Teaching Young Children, Metropolitan Council for Community Service, Inc., World Book Co., 1952, Chapter 16. 1375 Delaware, Denver, Colo. Hefferman, Helen, Guiding the Young Child, D. C. Norton, Edith N., Parent Educationinthe Nursery Heath and Company, 1958, Chapter 14. School, Association for Childhood Education Inter- national, 3615 Wisconsin Ave., Washington 16, D.C. Hymes, James L. Jr., Effective Home School Relations, Price 500. Prentice Hall, 1953, Chapters 1-4. Parent Education Handbook Curriculum Bulletin Langdon, Grace and Stout, Irving W., ParentTeacher No. 96, Family Life Education Dept., Kansas City, Interview, Prentice Hall, 1954, Chaapters 4 and 5. Mo. Public Schools, 1955. Moore, Sallie and Richards, Phyllis, Teaching inthe Stephenson, Beth, Mothers ina Cooperative Nursery Nursery School, Harper and Brothers, 1959. School, National Association for Nursery Education, Read, Katherine, The Nursery School, W. B.Saunders 155 E. Ohio St., Chicago 11, Ill., 1955. Co., 1960, Chapter 8. When Parents Get Together, Child Study Association Wafters, Jone, Techniques of Counseling, McGraw-Hill, of America, Inc., New York, 1955. 1954. Childhood Education: Association for Childhood Edu- cation International, 33615 Wisconsin Ave., N.W., Pamphlets Washington 5, D.C. $4.50 a year. Single copies 75 Adult Education of the United States of America,Plan- cents. ning Better Programs, 743 North Wabc.sh Ave., Chi- Child Study: Child Strudy Association of America, Inc., cago 11,11T., single copies 600. 9 E. 89th St., New York 28, N. Y. $2.00a year. Beyer, Evelyn, Sharing A New Level in Teacher- Journal of Nursery Education, National Associationfor Parent Relationships, National Association for Nurs- Nursery Education, 155 E. Ohio St., Chicago11, Ill. ery Education, 155 East Ohio St., Chicago 11, Ill., Included with $5.00 membership. Past copies for 1954, 450. $1.00. Burgess, Helen, How to Choosea Nursery School, Pub- Marriage and Family Living, Journal of the National lic Affairs Pamphlet No. 310, 22 E. 38thSt., New Council on Family Relations, 1219 UniversityAve., York 16, N.Y., 1961. S.E., Minneapolis 14, Minn- publishedquarterly. In- D'Evelyn, Katherine E., Individual Parent-TeacherCon- cluded with $7.50 membersnip. Single copies$2.00. ferences, Teachers' College, Bureau of Publications, National Parent-Teacher, 700 N. Rush St., Chicago11, Columbia University, New York, 1945. Ill.$1.50 per year.

78 Licensing of Preschool Facilities

In Colorado, preschools are licensed by the Licensing shall be mailed to the applicant. However, atsome later Unit of the Child Welfare Division, Colorado State De- time the minimum standards shall be reviewed with the partment of Public Welfare. The Child Care Act, Ar- applicant. Where local licensing is required, the State ticle 13, provides that any facility, by whatever name Licensing Unit will refer the applicant to the local li- known day care center, day nursery, nursery school, censing authority. preschool, play group which is maintained for the The required fee is sent with the completed applica- care of five or more children shall be licensed. tion form to the Accounts and Audits Division, Colo- To receive a license, the preschool facility must meet rado State Department of Public Welfare. The check or certain minimum standards pertaining to health, sanita- money order covering the fee is made payable to The tion, safety and general adequacy of the premises; qual- Colorado State Department of Public Welfare. Fees are ifications of persons directly responsible for thecare not subject to refund if the application is denied. Re- and welfare of children served; the general financial ceipts for local licenses should be submitted as local ability and competence of the applicant for the license fees are deductable from the State License fee. to provide necessary care for children and to maintain standards; number of staff required to insufe adequate Application for Renewal of License supervision and care of children served; maintenance The Licensing Unit will send the renewal of rec9rds pertaining to the admission, program, health application form to the Preschool operator prior to ex- and discharge of children; filing reports with the de- piration of the current license. The completed renewal partment, and discipline of children. application form accompanied by a check or money or- Application for Original License der for the required fee should be mailed to the Ac- Any person has a right to apply for and to have an counts and Audits Division, Colorado State Department interview regarding planning for a preschool. To allow of Public Welfare, 1600 Sherman St., Denver, Colo- sufficient time for a mutually explanatory interview, ad- rado, 80203. vance appointments can be made by telephoning the Li- censing Unit, 222-9911, Ext. 2561, or writing to Li- Schedule of Fees censing Unit, Child Welfare Division, Colorado State Public Centers operated by a unit of State or local gov- Department of Public Welfare, 1600 Sherman St., Den- ernment and supervised directly by a public agency, ver, Colorado, 80203. $1.00 The application form will be given to the applicant at Voluntary centers operated by a non-profit organization the time of the interview. under the auspices of a social agency, settlement group, If distance involved would work a hardship for the church, etc. $1.00 applicant, the application form and the "Minimum Proprietary or commercial centers operate.' for the fi- Standards for Nursery Schools and Day Nurseries" nancial profit of the owner, operator or manager $5.00

79 Appendix

Suggested Baric Professional Library fora A guidebook for those who include kindergarten chil- Preschool Staff dren in their program. BOOKS National Association for Nursery Education, 155 East Christianson, Helen W., Mary M. Rodgers and Blanche Ohio St., Chicago 11, ill. List of Publications. A Ludlum, The Nursery School, Adventure in Living New York State Council for Children, Good Living for and Learning, Houghton Mifflin Co., 1961. Young Children, 1960. 75 -;ents. Order from N.Y. Dull nes many facets of a good nursery school, mak- S.C.C. Publications enter, The Carousel School, 173- ing u se of all we know and can learn about how chil- 53 Croydon Rd., Jamaica 32, N.Y. dren grow and develop and utilizing the child's way Brings into focus some of the current issues and of 'Ieltrning in developing his potentialities as a unique problems in early childhood education and suggests individual. new concepts evolving from continued study of Langford, Louise M., Guidance of the Young Child, young children and their needs. John Wiley and Sons, Inc., 1960. New York State Department of Health, Bureau of Ma- Presents sound knowledge of developmental needs of ternal and Child Health, The Preschool Years, 1957. young children and illustrates how this knowledge 60 cents. Distributed by Health Education Service, cart be used in guiding children. P. 0. Box 7283, Albany 1, New York. Leavitt, Jerome E. (editor), Nursery-Kindergarten Ed- Describes characteristic behavior of children between ucatim, McGraw-Hill Book Co., Inc., 1958. the ages of Lwo to six. Cont ibutions from many educators in this field, in- United States Department of Health, Education and formation on activities, readiness and evaluation. Welfare, Children's Bureau, Your Child From One to Six, Publication No. 30, 1962. 20 cents. Read, Katherine H., The Nursery School: A Human Re- Description of how children grow from one to six latiorship Laboratory, W. B. Saunders Co., 1960. years of age and suggestions for their care and guid- Gives sound principles of guidance and programming ance. with reports of recent research and current practices in the field of nursery education. PERIODICALS PAMPHLETS Childhood Education, published by the Association for Associa lionforChildhood Education International, Childhood Education International, 3615 Wisconsin 3615 Wisconsin Ave., N.W., Washington 5, D.C. Ave., N.W., Washington 5, D.C. $4.50 a year. List of ?ublications This magazine publishes articles concerning the edu- Burgess, Helen Steers, How to Choose a Nursery cation of children from nursery school through ele- School, Public Affairs Pamphlet No. 310, 22 E.. 38th mentary school. St., New York 16, New York, 1961. 25 cents. Journal of Nursery Education, published by the Nation- Covers all aspect s of the values and practical consid- al Association for Nursery Education, 155 E. Ohio erations which should underlie the choice of a nurs- St., Chicago 11, Ill.Subscription included with an- ery school . nual membership in the Association. Subscriptions to Child 'Welfare League of America, 'Inc., 345 East 46th the Jotinal are available to libraries at $4.00 a year St., New York : 7, N.Y., Standards for Day Care This Journal presents original theory, research, inter- Servi:x, 1960. $ .50. preetation and critical discussionof materials that Covers the main kinds of day care provision for have to do with nursery education. This is an excel- youri; children today with an outline of standards lent resource for keeping up-to-date. gig ,li rications of personnel, financing health, respon- Today's Child, 1225 Broadway, .New York 1, N. Y., sibilit ies, inter-relationship. Dept. 115. Subscription $3.00 a year. Color3.c o State ]Department of Education, Kindergarten This is a news magazine that gives brief news reports Gu'd!!bocir, 1960. and reviews of research, articles, books, films.

81 Appendix Continued

PROFESSIONAL ORGANIZATIONS FINGER PLAYS Associationfor Childhood EducationInternational, The Elephant 3615 Wisconsin Ave., N.W., Washington 16, D.C. The elephant is so big Publishes the magazine, Childhood Education, and He has no hands pamphlets. There are two nursery school branches in He has no toes Colorado, the Co lora...ft Springs Day ...,arie.,.../ ranch tJ11 my 6tAJULLUZ:b, and the Denver Area Nursery School Branch. What a nose! Use arms for elephant. Point to hands and toes. National Association for Nursery Education, 155 E. Make trunk with hands. Ohio St., Chicago, Ill., 60610. Annual membership is $5.50, which includes the Journal of Nursery Educa- tion. Publishes pamphlets. The Bunny National Committee for the Day Care of Children, Inc., Here is a bunny 44 East 23rd St., New York 10, N.Y. One year's With ears so funny, membership $10.00. And here is a hole in the ground. When a noise he hears, FILMS He wiggles his ears Showing Preschool Children in Group Situations And jumps in the hole in the ground. Focus On Children National Association for Nursery Make a fist with one hand and extend two fingers Education, 155 E. Ohio St.. Chicago 11, Ill., 26 min- for ears. Make hole with other hand. utese, 1961. Rental $7.50. Shows children learning in many activities at home, at nursery school, and at a day care center. Two Little Black Birds It's a Small World-- Contemporary Films, 627 W. Two little black birds sitting on the hill, 25th St., New York City, 38 minutes. Rental $7.50. One named Jack; one named Jill. Shows the spontaneous actions and reactions of chil- Fly away, Jack; fly away, Jill. dren in a full day of nursed school life. Come back, Jack; come back, Jill. Index fingers are the birds. Little World Produced by the Day Care Council of New York, z0 minutes. Rcntal $20.00 from the New York University Film Library. A typical day ina day Rockets care center with four-year olds. Down by the launching pad early in the morning Terrible Twos and Trusting Threes National Film See the rockets standing in a row. Board of Canada, 680 Fifth Ave., New York City, See the astronaut pushing all the buttons 20 minutes, 1956. Shows two-year-old childrenat 4 ,3 ,2 ,1, sssshush! home and in nursery school, and the same childrena Suit actions to words. This may be sung to the year later. tune of "Down By The Station." Frustrating Fours and Fascinating Fives National Film Board of Canada, 680 Fifth Ave., New York Balls City, 22 minutes. Shows children at fouryears of age, and then at five in home and in school. A little ball, a larger ball, A great big ball I see. They Learn From Each Other Merrill Palmer Insti- Now let's count the balls we've made--- tute of Human Development, 71 E. Ferry Ave., De- One, two, three. troit 2, Mich., 29 minutes, 1959. Social and emotion- Little ball shaped with thumb and index finger; al growth of two and three-year-old childrenin a larger ball with both thumbs and index fingers; nursery school setting. great big ball with arms and hands.

82 Appendix Continued Train Five Little Jack-O-Lanterns The great big train goes down the track, It says, "toot, toot," and then it comes back Five little jack-o-lanterns sittingon a gate, First one said "My, it's getting late." Fingers on right hand are the train, and the left Second one said, "Sh-h-h-, I hear arm is the track. a noise." Third one said, "Oh, It's justsome silly boys." Five Little Squirrels Fourth one said, "They're having Hallowe'en fun." Five little squirrels sitting in a tree. Fifth one said, "We'd better run." The first one said, "What do I see?" The wind blew ho-hoo-, and out went their lights, The second one said, "I see a gun." And away they all scampered on Hallowe'en night. The third one said, "Oh, let's run!" Point to fingers for each jack-o-lantern. The fourth one said, "Let's hide in the shade." The fifth one said, "I'm not afraid." Bang! went the gun. See those little squirrels run! SONGS Touch thumb and each finger for squirrels. Clap Songs on Grow On, by Beatrice Landeck, Marks Mu- hands for "bang." sic Corporation and William Sloane Associates, 1950. This Little Fellow This little fellow (or girl) is ready for bed. Hey, Betty Martin Down on his pillow he lays his head, Shoo, Fly Pulls up his covers so snug and so tight, Muffin Man And this is the way he sleeps all night. Hoosen Johnny In the morning his eyes open wide. Going to Boston Quickly he throws his covers aside, Blue Tail Fly Jumps out of bed and puts on his clothes, And this is the way to preschog hegoes. The name of a child in the group may be used. The American Folk Songs for Children, by Ruth Crawford index finger of the right hand is the little fellow, and Seeger, Doubleday, 1948. the left hand is the bed. Toodala Santa Claus Hop, Old Squirrel Santa Claus is big and fat. Skip to My Lou (also in Songs to Grow On) He wears black boots Fire Down Below (also in Songs to Grow On) And a bright red hat. Who's That Tapping at My Window? His nose is red Mary Wore Her Red Dress (also in Songs to Grow Just like a rose, On) And he "ho, ho, hos" This Old Man (Nick-Nack Paddy Wack in From his head to his toes. Songs to Grow On) Both arms form a large circle for Santa Claus. Where Oh Where is Pretty Little Susie? (Paw Point to shoes, head, toes. Paw Patch in Songs to Grow On) Mr. Turkey and Mr. Duck Mr. Turkey took a walk one day In the very best of weather. Singing Time, by Satis Coleman, John Day Co., 1929. He met Mr. Duck on the way My Tambourine And they both talked together, The Big Tall Indian "Gobble, gobble, gobble." Down By the Station "Quack, quack, quack," The Train "Good-by, good-by," Swing Song And they both walked back. Rain Song Hands are closed with thumbs up for turkey and Falling Leaves duck. Hands come from behind back to "walk." Hallow'een Thumbs move for "gobble" and "quack." Marching Song

83 Appendix -- Continued

RECORDS Folkways Records and Service Corporation, 117 W. 45th St., New York 19, N. Y. Bowman Records, 4920 Santa Monica Blvd., Los An- Songs to Grow On, School Days geles 29, Calif. More Songs to Grow On Rhythm Is Fun! Golden Records Columbia Records Little Drummer Boy Let's Play a Musical Game H L 9522 Records, Inc., New York City Educational Record Sales, 157 Chambers St., New Golden Slumbers, a Selection of Lullabies From Near York City. and Far Rhythmic Activities, by Bassett and Chestnut Young People's Records, distributed by Children's Rec- Folkcraft Records, 1159 Broad St., Newark 2, New ord Guild, 27 Thompson St., New York 13, N. Y. Jersey. Sing Along Music Time With Charity Bailey Out of Doors

84 SUGGESTED RECORD FORMS

Registration for School

Child's Name Address Birth Date

Persons to call in case of illness or accident in order ofpreference

Mother's Name Address Telephone

Mother's Work Firm Telephone

Father's Name Address Telephone

Father's Work Firm Telephone

Hours Mother Works Hours Father Works Child's Arrival Departure

Name of Child's Doctor Address Telephone

Physical Findings to be Watched at School Fee

Persons Allowed to Call for Child Persons Not Allowed to Call

85 REGISTRATION--PAGE 2

I hereby agree that if my child is accepted by the school, I willpay the monthly fee in advance, by the 10th of the month, and will cooperate with the school in carriirg outany requirements set for the parents. I hereby give my consent to let my child go on trips from the school grounds underproper supervision. I will notify the cnhnnl of any change of infnrmatinn as enteredof thisfrbnnirA

Signed:

Date Admitted Reason for Admission

Date Withdrawn Reason for Withdrawal

Date Re-admitted Reason for Re-admission

Date Withdrawn Reason for Withdrawal ppmnrits:

A Doctor's Report must be filled cut to make this application complete.A personal interview with the child and one parent is a pre-admission requirement. The schoolreserves the right of dropping the child after a trial period who does not fit into the school'sprogram, or whose parent does not cooperate with the school. I hereby give my consent to to (Parent's Name) (name a school call and if he is not available to call any doctor for medical or (Doctors' Name) surgical care for my child, ,should an emergency arise. It is understood that (Child's Name) a conscientious effort will be made to locate me or (Name) (Address) (Telephone) before any action will be taken. If it is not possible to locate us, this expense will be accepted by us.

Signed:

87 HEALTH RECORD FOR Name of Preschool

Child's name Sex Birth Date

Address

Mother's Name Father's Name

Check illnesses child has had: Measles German Measles Chickenpox Mumps

Scarlet Fever Strep Throat Rheumatic fever Allergy (Indicate type)

Contact with tuberculosis Yes No......

If tuberculin test given date Result

If chest x-rayed date Result

Surgery, accidents, other illnesses or special problems

Immunizations date of completed primary or latest booster: year of latest immunization

Smallpox . Diphtheria

Tetanus

Pertussis

Poliomyelitis

Measles Physical findings (include, if tested, vision and hearing)

Comments and Recommendations to preschool personnel:

Date Doctor's Signature

88 DIRECTORYOF MAJOR PUBLISHERS

Chas. A. Bennett Co., Inc. Liveright Publishing Corp. 237 North Monroe Street 386 Fourth Avenue Peoria, Illinois 61603 New York City, N. Y. 10001 Capitol Publishing Company MacMillan Company, The 850 Third Avenue 2 459 Prairie Avenue New York City, N.Y. 10001 Chicago, Illinois 60616 Columbia University Press McGraw Hill Book Company 2960 Broadway 330 West 42nd Street New York City, N. Y. 10001 New York City, N. Y. 10036 Thomas Y. Crowell Oxford University Press 201 Park Avenue, S. 1 600 Pollitt Drive New York City, N. Y. 10001 Fair Lawn, New Jersey The John Day Company Prentice Hall, Inc. 200 Madison Avenue 70 - 5th Avenue New York City, N. Y. 10016 New York City, N. Y. 10011 Dell Publishing Company G. P. Putnam's Sons 750 Third Avenue 200 Madison Avenue New York City, N. Y. 10001 New York City, N. Y. 10001 The Devin-Adair Co., Publishers Rand McNally & Company 28 East 26th Street Box 7600 New York City, N. Y. 10001 Chicago, Illinois 60680 Doubleday & Company Random House, Inc. 575 Madison Avenue 33 West 60th Street New York City, N. Y. 10022 New York City, N. Y. 10001 E. P. Dutton & Co., Inc. W. B. Saunders Company 201 Park Avenue, S. 218 West Washington Square New York City, N.Y. 10001 Philadelphia, Penn. 19104 Funk and Wagnalls Co. Scott Foresman & Company 360 Lexington Avenue 433 East Erie Street New York City, N.Y. 10001 Chicago, Illinois 60601 Grossett and Dunlap, Inc. William R. Scott, Inc. 1107 Broadway 8 West 13th Avenue New York City, N. Y. New York City, N. Y. 10001 Harcourt Brace & Company Scribner's Sons, Charles 221 North LaSalle Street 597 Fifth Avenue Chicago, Illinois 60601 New York City, N. Y. 10002 Harper & Brothers Simon & Schuster, Inc. Publishers 49 East 77th Street 650 Fifth Avenue New York City, N. Y. 10016 New York City, N. Y. 10001 D. C. Heath & Company William Sloane Associates, Inc. 1815 Prairie Avenue 425 Park Avenue, S. Chicago, Illinois 60616 New York City, N. Y. 10001 Holt, Rh:nehart & Winston, Inc. Sterling Publishing Company 1383 Madison Avenue 419 Park Avenue, S. New York City, N. Y. 10001 New York City, N. Y. 10001 Alfred A. Knopf, Inc. University of Chicago Press 33 West 60th Street 5750 Ellis Avenue New York City, N. Y. 10001 Chicago, Illinois 60607 J. B. Lippincott Company Wiley and Sons (John) 333 West Lake Street 440 Fourth Avenue; Chicago, Illinois (0606 New York City, N. Y. 10016