Nursery Schoolsare Organized 30 Enrollments Andages of the Children ______.______. 31 Continuity Ofschoolexperience

Home , Child Guidance, Euthenics, Nursery (room)

UNITED STATESDEPARTMENTOF THE RIOR Ray Lyman Wilbur,Secretary OFFICE OF-iDUCATION William JohnCooper,Commitsvoner

NURSERYSCHOOLS THEIRDEVELOPMENTAND ar CURRENTPRACTICES in theUNITEDSTATES

By MARY DABNEYDAVIS Senior Specialist inNursery-Kindergarten-PrimaryEducation

WITH THE COLLABORATIONOF ROWNA HANSEN Junks-Specialist ln Kinder: Education

41.

BULLETIN,1932, No.9

416

UNITED STATES GOVERNMENT PRINTINGOFFICE WASHINGTON:1933

-v ;pc sale bythe Superintendentof Documents,.Washington, D. C.- Price 15mots CONTENTS

Page LETTEROF TRANSMITTAL . OD V INTRODUCTION Wo m I M 1

SECTION I *WHATIS NURSERY-SCHOOLEDUCATION? 5 The nursery-schoolday ______1- ...... _____ 5 .* Parent participation 10 Records andreports 7/ J. 12 Research innursery education 14 Objectives ofnursery-schooleducation 16

SECTION II ASURVEY OF THE ORGANIZATIONAND OPERATIONOF X4NURSERYSCHOOLS.. 19 A summaryof thesurvey 19 Control___ ...... 20 Purposes fororganization . 20 ,. Enrollments _ 21 , Length ofprogram 21 The staff 22

Scope of thesurvey does o .. AND MO MA IM Am AM om dO 22 -10 Location of nurseryschools 22

Dates of estabLihmControl , nt 2,5 Controlofnursery: hools lb

Colleges and AM universities_.. _ _ . _ ... I. 26 Private schools IM. SI ID fa 27 Philanthropicorganizations_ , , 28 State andcity public-schoolsystems 29 Whynursery schoolsare organized 30 Enrollments andages of the children ______.______._ 31 Continuity ofschoolexperience . 35 . Length of the nursery-schoolprogram . 36 The schoolyear___ . 36 The schoolweek do , . 36 : The schoolday_. 38 Teaching and consultation staffs, 40 Professional b preparation of theteaching stair_ 40 Personnel ofthe consultatiot staff .."6 42 Sources ofconsultationservice 44 Financialsupport_ Mw 45 Sources of . income 2 45 Tuitions_.. 46 Annual cost figures for 1.1nursery schools . _ 47 IV CONTENTS 47

SECTION III Page ORGANI1 kTIOk ANDADMINISTRATIONOF FIVEREPRESENTATIVENURSERY SCHOOLS 51 A schoplorganized chiefly for theeducation ofyoupg children__ _ 51 A schoolorganized forthe reliefof employed parehtsfromdaytime care of theirchildren ______53 Alaboratory forthepreparation ofteachers 55 A laboratoryforstudents of home economics_ 41M .. ____ 41 __ ..... al4.4is 58 A laboratoryfor research in childdevelopment____._ _ _ _IlMe 0.1*0411, ., ...._ _ 61

SECTION IV NURSERY % SCHOOLS INPUBLIC-SCHOOLSYSTEMS ANDPUBpCLYSUPPORTED

WELFAREINSTITUTIONS _ 1 ...... OM =I 65 i Nurseryschools inpublic-school systems WI OM Awm. 65 Nursery 'schoolsas a part of the kindergarten-primarydepart- 4 L ment__ ,

_ 1 67 i Anursery school laboratory forhigh-schoolstudents 69 it Anurseryschool in , acity schoolprogram in child development ,] andparent education .mw .... m. ..m. 73 A unitofa 1.ralb... department ofeducationalcounsel...____.______76 I A demonstrationin scientificchildcareunder thedivision of 1 research ..... _.M. -...... 81 5. State units innursery education 84 i A State schoolfor dependentchildren...... _ _ _...... _ ...... _ 85 A unit in the training schoolofaState teachmcollege____ _ 87 Nursery schools in countyand municipal welfareprograms _ WM IND 89 t-.. A county societyfor theprevention ofcruelty to children . - 89 . The socialservice divisionofacity departmentof public ) , Nelfare... 90 A city hospital ...... _ op a.m. .... ZO M. 41. 4w .IM... 40 II IM IND We OD NO U. gip so map , 91 I ow.

0 LETTER OFTRANSMITTAL . DEPARTMENTOF THE INTERIOR, OFFICEOF EDUCATION, December,1932, Washington,D. C. SIR: The attachedmanuscriptdeals withnurseryschools.Thisis rea11y1newinstitution inthe UnitedStatesalthough ithas received much attention inGreat Britain.In otircountry thenursery-school movement has becomeafocal poifitfor thework ofboth general educators concernedwith thegrowth anddevelopmentofyoung children and ofspecialists inpsychology,mentalhygiene,medicine, nutrition, sociology,and alliedfields.FroiilthesemanypOints of view,parentsarehelpedto make themost of theremarkablepossi- bilities of growth'characteristicof children2 to 4yearsofage.Parent education, therefóre,isnaturallyalargeshare ofthenursery-school program,which isactuallyapart of the wholeadulteducationmove- ment.Crimepreventionthroughcheckingdelinquency isalso closely' relatedto nursery-schoolwork,where carefulguidance isgiven for family andindividualchildadjustments.The child'sright ofcitizen- ship recentlyoutlined inthe charterof theWhite HouseConference onChild Healthand Protectionincludesnurseryschoolsand kindergartens foryoungchildrento supplementhomecare.Thisbulletin O maybe saidto give thestatus ofnursery-schooleducationat the end of its firstdecade inthe UnitedStates. As laboratories,nurseryschoolsserve as centers of r6searchin the' manyphases of childdevelopment.Theyprovidefacilitiesfor intro- ducingteachers ,ofolderchildrento thestages of growthpreceding school.Theyarealso beingusedto givepublic-healthnurseR ideas of righthabitdevelopment inphysicallywell children.In public t. educationthenurseryschoolwilldoubtlesscontinueto actas alaboratory, untilalargerproportionof5-year-oldchildrenareenrolled in kindergartens. Reportsof thecost ofnursery-schooleducationaregiven inthis bulletin.Many peopleneedto be convincedof thevalue ofetrly childhoodeducation.Schoolcosts have to-dayrunbeyondpresent schemes oftaxation andit isimportant,therefore,thatasuperintend- ent knowwhat thecost is likelyto be beforeheattemptsa nursery schoolin hiscommunity.At thesametime heshould kn6wof the , advantageswhichsuchanadditionwould bringto his schoglsystem. Irecommendthat thismanuscriptbe printedasa'bulletin ofthis office. Respectfullysubmitted. WM. JOHNCOOPER,Commissioner. TheSECRETARYOF THE INTERIOR. -a (

.a V

40' '10 NURSERYSCHOOLS TheirDevelopment ndCurrentPractices in theUnited States

INTRODUCTION

During the decade1920-1930 thenumber ofnursetryschoolsre- ported to the UnitedStates Officeof Educationincreasedfrom3 to 262.This lastnumber doesnot comprise thetotalnumber ofnurseryschools in theUnited States,but theincrease from3 to 262 in the number reportedindicatestheir rapidgrowth.This evident interest innurseryschools ischanging thegeneralconception ofschool age.Anewunitat the foot ofthe ladder ofthe educationalprogram is being accepted.This unit reaChesastep lower than the 9 kindergarten in meeting the needsofachild's developmentand isone agswer to the recurrent question,Wherecan welearnmoreabout the,care and educationofyoungchildren? Two generaltrendsarelargely responsiblefor the developmentof nurseryschools duringthepast decade.First, thegeneral concern that each individualbe givenopportunity%to start life fortifiedwith adequate emotionalcontrols andsocial adjustmentsthatmayobviate manyof thepresent difficultiesin adolescentawladult life.That this is possiblehas beenshown inthe markedincrease inknowledge of the potentiallearningabilities ofypungchildren and inthe development of techniquesfor the conditioniiigof behavior.The preschool years arebeingrecógnizedasofmoredevelopmentalimportancethan anysucceedingperiod of -life.Systematiccareis neededto 'assure adequategrowth anddevelopment forthemany.and variedphases of theyoungchild's mentaland physicalbeing. Second, themovement of populatiodtoward citieshas placedcer- tain socialand economiclim*tionsuponfamily life.There isa largerproportiono"only" childrenand of smallfamilies.The childrenneeda sutitute forthe wholesomegive and takewhich livingwith other dren affords.Playspaceis limited andan un; tesirableamount of adult *supervisionis foundnecessary.The excite- ments of citylifeareoverstimulating foryoungchildren.Women %reseekingemploymentoutside thehome bothto add to the family incomeandtocarry onvocationsoravocations.Parentswant the bestenvironmentfor their childrenandareseeking guidancein their professionof parenthoodandcooperation in thesupervision of their

children'sdevelopment. . 2 NURSERY SCHOOLS C

Active interest innurseryeducation is beingexpressed bya con- stantly in-creasing nurriberof agenciesorganized forawide variety ofpurposes:Colleges anduniversities,public schools, Welfareagen- cies, chambersóficommerce,health bureaus,'civic, .patriotic,professional, and labororganizations, foundations, libraries',publishing houses, consultationand correspondenceagencieswant to know what nursery-school educationis, whosponsorit, and howitoperates.It is inanswerto their manyr questions thatthis bulletin hasbeenpre- pared.The opportunityis also tfikento 'summarize thepresent tatus of nursery-schooleducation in theUnited Statesat the close of tire first decadeof its initial developmentin thiscountry. Thet'firstdeclaration of the needfornurseryeducationcamefrom Plato when heptzcribedacommunitynursery as aproper partof anidefilstate.Centuries lateradefinite philosophyandprogram of educationforparents and hildren andeveninfants,wasdeveloped by Froebel. During the IndustrialRevolution in England,when acceptedchild Jabot:. overshadowedinterest in childeducation, RobertOwenspon- sorednurseryeducation andincorporated it inacommunity lifeex- periment which.he establishedin Americaat New Harmony, Ind. Interestaroseagain in Englandthrough the effortsoftwo outstandihg leaders innurseryeducation,Margaret McMillanand GraceOwen, whose majorpurposewasto meet the health and socialneeds for youngchildren in the slums ofLondon.Nursery schoolsin England weregiven alestamp of official approval 13gthe Fisher Education Act of1918. About1919or teachers who hadworked with MissMcMillan and MissOwenwereinvitedto this countryto demonstrate the En 1ii3hidea ofnurseryeducation.Nursery schoolswerestartedat Teachers College,Columbia University,andat the Merrill-Palmer School of Motherhoodand RomeTraining. The NewYork Bureau df EducationalExperiments and theYale Psycho-Clinichad also accepted smallgroupsof infants andyoungchildren forstudies of behaviors. Developingunderthe)tponsorship#of educationalorgani- zations,nurseryschools in theUnited Statesattract.the áttention of speCialists insuch fieldsaschildpsychology, childhe: th, and family welfare.Here objectivescenteredmore uponmaximum child development thanuponrelieving sbcialand hygienic handicapsto which the Englishschools necessarilygavetheirgreatest efforts. Soon after thesefirst schoolswerestarted,grants ofmoneyfrom the Laura SpelmanRockefeller Memorial *Liltedthe establishment of several institutesof research inchild developmentwithnursery- school laboratoriesand stimlatedcooperative 'endeavoramong actively interestedagencies. DEVELOPMENT ANDCURRENTPRACTICES 3

Further impetusto researchcamefrom the'CommitteeonChild Devq4opment of the Divisionof Anthropologir'and Psyoholo6rof the N ational Research Council.This committeecalled c'onferencés of research workersandhas tontinuouslypublishedabstracts of research in child development. De.taileddescriptionsand analysesof programsof preschool andparent leducatiofiweregiveninAeTwenty- eighth Yearbook of theNationalSocietyfor4thestudy ofEducation, published in1929. The NationalAssociation forNursery Education has held four workers'conferences,reports of whichare4vailable. ,These conferences havegivenopportunities forspecialists inthemany related fiel4 ofeducation,nutrition, mentalhygiene,psychology, sociology, psychiatry,medicine, andfor nursery-schoolteachersto dis- cussmutual problems.Thisassociation has alsoissuedapublication which, throughstatements of certainminimumessentials, hashelped to define and safeguardnursery-schooleducation. Seveialcommittees of PresidentHoover's WhiteHouse ConferenceonChildHealth: and Protectionassembled inlormationrelatedto the developmentand careofthe preschoolchild. Onecommittee focusedits entireatten- tionuponagencies whichprovide forthe educationandcareof these youngchildren. The influenceof these activitieshas beenexpressed inthe work,of manyorganizations andinstitutionsinterestedin mentalhygiene, inparent education, inthe correctionof juveniledelinquency,and in the physicalwelfare olyoungchildren.In theDay Nursery Manual, issuedin1931 bythe°NationalFederationof DayNurs- cries, thereisasectionQnessentials andstandardsfornursery schoolsorganized withindaynurseries. Afew edncationalcenters offer lecturesand discussionsfor daynursery matrons and superin- t tendentsonthe educationofyoungchildren andopportunitiesfor observationinnurseryschools.Sorne hospitalsofferexperience and training innurseryschooledueution forstudentnurses.Thisprep- aration gives aleprospeCtivenurseof sickchildrenknowledgeof the. behavior andactivities ofwell childrenandanuriderstandingof necessary habit developmentfor theconvalescingchild.Tiipilsina few publicand privatehigh andelementaryschools FeceivecourseAin thecareanddevelopmentofyoungchildren, and particiPateina nursery-schoolprogram.For thelarge proportionof thoseboys and girlswho completetheir educationin the publicschools this isthe onlyopportunitywhere they,aspotentialparents andasmembersof families,receiveanyhelp inlearningoneof theart& most needed inadult life. O Theinstitutionssponsoringnurseryschoolsaregrouped, forpur- .poses of this study,underheadingsof collegesanduniversities, 'privateschools,philanthropicage4cies, andpublic-schoolsystemg. Abouthalf ofthenurseryschoolsaresponsored byorserved insome. 4 NURSERYSCHOOLS s way by collegesandunivei-sitiesfor whichtheyactaslaboratories for the preparationof teachersand forresearch inthe fieldof child development.Betweena quarter andatbirdare sponsored, aided, or controlledby Stateormunicipallysupportedcolleges,universities, schools, and welfareagencies.Althoughonlya.fewschoolsarewholly supportedfrom publicfunds,thesponsorshipof theinstitutionsjust mentioned suggestsa permanency fornurseryeducationinsomeform as a part of acceptededucationalprograms. It issafetosaythatmost workers innurseryschoolsare convinced thatyoung childrenand theirparents benefitfromtheguidance programstheyoffer.Ideasdifferas tohow theprogramcanbest be administered and thissuspendedjudgmentisoneof thesafeguards for the futureunfoldingof themost adequateplan.For thedubious the or uninitiated.itwoulddoubtlessbe wiseto ask thedirectingteacher ofanurseryschool whatherexact claim isfornursery education. Her replywill probably beinclusiveenough andextensiveenoughto astonish theaverage inquirer.Thisbulletinpresentsacomposite picture ofnursery-schoolprocedures,ananalysis oftheadministra- tipn and operationof203nursery schools, andindividualreports of the organizationof 12nursery schools sponsoredby differenttypes of 4 institutionsandrepresentativeof thedifferentserVices The offered. study'concludeswithadescriptionof thenursery school in publiclyssportedprograms of educatibnandwelfare.

REFERENCES Forist, Ilse.Preschool educatign,a historical andcriticalstudy. NewYork, TheMacmillan Co.,1927.413p. Gesell,Arnold. The guidance ofmentalgrowthin infantand child.New York, TheMacmillanCo.,1430. 322p. Themental growth ofthe preschoolchild.New York,TheMacmillan Co.,1925. 447p. Goddenough, FlorenceL., andAnderson,John E.Experimentalchild study, NewYork, CenturyCo.,1931.546p. Murphy, J. Prentice,and Bossard,James, H.S., eds.Postwarprogress in child welfare.Annals ofthe Americanacademy ofpoliticaland socialsciences, 451. L-316,September,1930. a 4

. 4o. a

, SECTION I WHAT ISNURSERY-SCHOOLEDUCATION Nursery-schooleducationnurtures themanyphasesof child development takingplace duringthepreschoolyears.It places special attentionuponthemental,social,andemotionaldevelop- ment, including theformationofdesirablehabitsandbehavior pat&rns,uponthenutritionalneeds ofthe childanduponprophylac- tic andcorrective,medicalcare.Itrecognizestheimportance of this initialperiod ofphysical,social,andmentaldevelopmentfor both thepreseqt welfareof theyoung child and forhis futurelife. Through close dooperationwithparentsorguardiansthecontinuous development ofthechild issafeguardedand theresponsibilityshared between theschool, withits staffof trainedworkers,and thoserespon- sible in thehome.Asaresult theschool isnotasubstitutefor the homenoris itacustodialinstitution.Itsupplementsthe homeand.. helpsparents understandtheimportanceof eachaspect of their child'sdevelopmentand learntechniquesof guidance. Nursery-schooleducationexploristhefield ofchilddevelopment throughresearchandexperimentation.Historiesandcurrent records ofthechildren'sphysicalhealth,homebackgrounds,and behaviorsboth helptheteachers intheirguidancework andfurnish cumulativeinformationin thestudy ofhow childrenbestgrowand develop.Thisfoundationof factualmaterial iscontinuallyinusein determiningimprovements,andadjustmentsin thework withindi- vidualchildrenandnursery-schoolprograms. The followingdescriptionof whatconstitutesnursery-school educationincludesthechildren'sday inthenursery school,parent participation,the school'srecords andreports,programsof research in child development,andasummaryof tentativeobjectivesdeter-,, minedfor nursery-scliooleducation.

THE MIRSERY-SCHOOLDAY The visitor'sfirstimpressionofa nursery school isoneofahome- like,colorfulplace isrheigeilsmallgroupof childrenareindependently, definitely,and happilybusywith alertbutinconspicuoussuper- visionfrom theteachers.Thoughprogramsvarygreatlyamong nursery schools accordingto the lengthof theirday andthe services whichtheyarecalledupon togive, theprogram provides periods for occupationalactivities andfor thecareofphysiologicalneeds such asroutinebathroomactivities,eating,andsleeping.The 5 6 NURSERYSCHOOLS

daystarts at about 8.30 withaphysical inspectionat which theparent orthepersonwho broughtthe childto the school js usuallypresent. There generallyfollow in sequencéoutdoor morningplay, midmorn- ing fruit juiceor water,shortprone rest,toilet, indoorplay, and a't 11 preparation for lunch.Most of theschools includelunchand following thisthe childrenhaveanafternoon 2-hournap.Just before3alight lunch is servedand thenthe childrengohome. If the visitor arriveswith thechildren andtheirparents he will ,seethataphysical inspectionis macteatoncebya nurse orother trainedperson.This inspectionis givenastheChildrenenter the school and beforethey have joinedthegroup so as to makesure that allarewell and free fromcontagion ofanykind andto have those who* show signsof possible illnessreturn home with their parents for specialcare.At this timeparents reportto the teacher anyunusual incident thathas occurred sincethe diild leftthenursery school theday beforeincidentsof unusualexcitement,temper outbursts, foodrefusals,ordisturbed sleep.These morningreports ofnurseAndparent largelydetermiliethe dailyprogram for each child,Frequently specifictypes of playareencouragedto strengthen rntsculascoordination,to activate sluggishmuscles,to encouragesocial cooperation,orincrease skill inhandlidg materials. Additionalrest periodsmaybe arranged,changes in dietmaybe made, quietpla;awayfrom thegroup maybe planned,orthe periodof attendanceat school shortenedorlengthenedasrequired. After the _morninginspection thechildren joinaplaygroupin the fresh aironplayground,terrace,orroof. Herethey findan assortment of playapparatus that invitesawide varietyof physical and socialactivities.The equipmentusually includesladders for climbing, balanceboards, jouncingboards, slides,packing boxes, small kegs, yardbuilding'blocks,adigging placeof sand, dirt plot, orgravel pit, swingsof variousdesçriptions, yardballs, locomotive toys, suchaspedal kiddiekar, tricycle,andwagons.Using such 'equipment bringsinto play thelarger musclesof the body.Through muscular developmenttheseyoungchildren gaincontrolovertheir bodies, rapidlygaining strength,courage,and poise whichitis believed,carry overprofita ly intotheir behaviorand conduct. One childconstructs hiswn gangwayorslide, hpistingaplank or asmall ladderagainstabig packingcase.Eachattempt in using it bringsoutiìewideas anda new senseofpowerand pontrol. Cautious creepingsoonbecomesaconfidentupright climb anda change in the pitchof the plankorladderresults.Two 'children have climbedinsidean emptyfurniturecrate and withafew tin dishes andabox haveestablisheda"house."Another childridingapedal car"explores"apart of the jrard somewhatconcealed from theother children andcomesback witha.newfeeling of independence. ,1

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Even withinthe2 to4% yearagerange therearenoticeable.differ- encesin thewaysthat childrenplay.Childrenat 33v and4aremore sociall'y-inclinedand aremore apt to playcooperativelythan dothe 2-year-olds.Theyusemore material andseekmore information. The olderchildren's constructiveplayceues to be purelymanipula- tion of materialswith haphazardoraccidentaloutcomes.Thechild isnowable to anticipatesimplegoals.A dramaticelementis in- jected intohis activityand heis abletoreconstruct, hisexperiences tangible formwith in varioustypes ofbuildingmaterials.Heusesmany of therealistictoys to makehisprojectmore representative. The play environmentis alsoequippedwithmaterialsto aid the development ofsmallermuscles,to providesense training, tive and imagina- representativeplay,andopportunitytoengageincreative adventures.Materials supplyingtheseneedsincludedollsanddoll housekeepingsupplies,sortingandfittinggames, plastic and materials, graphic buildingblocksof unitandmultiple.-unitsizes and forms, musical of sevral instruments,story books,pictures,growingthings, and animalpets.The childrenconceivemanyandvariedlisesof thisequipment.Other activitiesare suggested bythewaysinwhich theteachersetsupthe equipment,-byherverbalsuggestions,and throughactivitieswhichsheherselforiginates. There aremany opportunitiesfor theteacherto help children's enlargethe vocabulariesandto helpthemspeakin sequence in their phrasesorcarry conversations.Theinnumerablequestions often bidsfor aro conversationaswellas athirstforinformation. riencescomparable Expe- to thoseinadult lifehelpthechildrenlearn to get alongwith how otherpeople.Thechildwhoisnot wanted groupofother ina childrenisnot protectinglyimposedupon butis helped thegroup, to find hisplacewherehe isneeded.The ous, dominating overboister- childlearnstotemper hisenergy andto wait turnsat theswing for or to ask fortoys insteadofsnatchingthem. timid Childis given The afeelingofsecurityandconfidence,and achild.fearsis thatwhich tenderlyexploredandisassociatedwith heenjoysuntilfear something disappearsandthenecessary physicalor tionalcontrolsare established. emo- Generallyat thisage children playas individuals group activity andspontaneous isinfrequent.Occasionallyschools uledactivities report suchsched- as "news" periods,postureexercises, However, music,or stories. thispracticeis intheminorityand the somewhatcontraryto applicationofresearchfifidingson attention development span and social ofchildrenunder4.Therefore,as a whole, play tiesare interferedwith 'activi- aslittleas possible, andtheteacher intotheplaywhenshe enters seesaneedforraisingtheeducational oftheactivityorsees level an opportunityforcapitalizingalearniq a/

8 NURSERYSCHOOLS situation.Daily recordsarecustomarily keptof the children'suses of playequipment andof individualprogressand needs. Certain routineactivitiesnecessaryfor adequatedevelopmentof 'physical andmental hygienehabitsareprojectedinto the morning's play period.Frequent drinkingofwater is encouraged andamid- morning drinkof fruitor tomatojuice is servedinformally.As soon asthe eliminationneeds of eachchildaredetermined,aroutine Aline scheduleis established.The intervalsof this scheduleard in- creasedasrapidlyascontrol isestablished.A morning relaxation period isespecially desirablefor childrenunder4. At about-11o'clock the visitornotes that the children beginto put their materialsaway.Toy sheltersandanample supplyof low cupboard shelvesareprovided whichenable thechildrento put their thingsawayindependently andhappily.The children thencome indoors,goto lockerroomswherespaceis providedfor each child, removetheirwrapsand hangthem nèatlyin theirownlockers. They learnto identify theirlocker'swith individualgaypicturetags of animals,birds, boats,trains,orother familiarobjects.An identi- caltag also marks each child'spersonalequipment throughoutthe school, suchashis bed, blanket,towel, washcloth, 'comb, toothbrush, mat, and chair.Preceding lunchthere isaclean-up, toilet, andrest period duringwhich the childhasadrink ofwater, urinates, washes hands and face,combs hair,andrestson abedorfloormat for 15or 20 -minutes.Sometimes thechildren lookat picture book§,or a period of listeningto music is substitutedforproneresting.In someschoolsafew of the children 'helpto set the luncheon tables. A hot lunch,the main mealof the day,witha menuplanned bya riutritionist, isnowserved.The time reuiredfor eatingaverages about 30 minutes.The childrensitat low tables, ingroupsof 3, 4,or5 and 1 teacher. Thechairsareadjustedto thesiZeof the childsothat his feetmayrest comfortablyonthe floor whileeating. Each childunfolds andputsonhisowd bib.Luncheon procedures varyfrom schoolto school.Insomeschools it iscustomary for the entiregroupof childrento be seated for lunchat thesame'time, while in otherschools the childrenenter the diningroomin smallgroups at time intervals sufficientto allow eachgroupto be served before thenextgroup enterstheroom.Insomeschoolsonechild from each table is electedto be theone to servefor the day.He carries the plate of dinnerfrom theserving tableto each child and the small grouparound his tablewait untilallareserttcl beforethey begin eating.In other instancesthe teacher ofeaph "groupactsashostess andservesthe Mealat the table.In still othersituations thechildren neverleave the tablebutareserved by thenutritionistorother staff member. Theluncheon serviceisgayand colorful,and the food daintilyserved.The diet isasimpleonecomprised largely ofeggs, L3 4

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sheet posted forparents.It issometimes possibleto have scheduled conferenoes withparents. Though theschool daycontinues foralimitedmimber ofhoursthe schoolassumestheresponsibility forknowingthe complete24-hour Programof the child.T4is,securesfor himaconiistentschool and homeprogramin guidanceand self-help.Theopportunityfor assist- ingparents in understanding theirchildren, bygivingthem informationregarding childcareandnurture, by givingthemguidancein actual problemsituations, anllby attemptingto achieve for thechild aneducationalprogramin Clichthe home isthe largestfactor, is v consideredoneof theseriousresponsibilities oftheprogramofnursery education. REFERENCES Foster, JotephineC.,Goodenough,Florence L.,and Anderson,John E.The sleep ofyoungchildren.PedagogicalSeminary,35:201-218.June, 1928. and Mattson,Marion L.Nursery-schoolprocedure.New York,D. Appleton & Co.,1929. 220p. Gesell, Arnold.The guidanceof mentalgrowth in infantand child.New York, Macmillan Co.,W30.322p. - Johnson, Harriet.Childreninthenursery'school,New York,John Day Co., 1930.325p. New York StateCollege ofHomeEconomics. Homeeconomicsreminder. Parent educationnumber. Ithaca,N. -Y., CornellUniversity,July, 1930.51p. Sweeny, Mary E.,and Chatfield,Charlotte.Midday mealsfor preschoolchildren in day nurseriesandnurseryschools.Circular No.203, United StatesDepart-. ment of Agriculture, 'Washington,D. C.April, 1932. Waring, Ethel B.,and Wilker,Marguerite.The behaviorofyoung children. P; New York, CharlesSvribnees Sons,1930.3 vols. For additionalreferencesseeGoodReferencesonNurseryEducation,Bibliog- raptlyNo. 5, Officeof Education.

PARENTPARTICIPATION The guidanceand h lpwhich thechildren'sparents receive isone of the soundargumentsvoringnursery-schooleducation andpresents another phase ofadut education.In there s'esto the inquiry, "Reasons for-entkranc,e,"onthe applicationbl;s for childrenat the Washington ChilaResearch Centerthestatementsmost frequently madewerefor the childto receive "scientifictraining anidevelop- ment'', and"to be withother children."'Anagreement to participate in theprogram of developmentfor theirchild isrequired Qf parents bymanyschools beforeenrollment iscompleted.This participation isof vitalimportancesince the childis primarilya member of thefamily andit is essentialthat thehome andnursery- schoolprogramsshtil proceedalong consistentlines.

I Hicks, J. Allan.Reasons parentsgive for wanting childrento enternursery school./n Washington Child ResearchCenter (Report)19284931.pp. 5344. National Child ResearchCenter, 3209 Highland Place NW.,Washington; D. C.1931.

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Many forces in modern life suehasthepresent social andeconomic conditions conspire bothto complicate adult-childrelationshipsand toarouseadultstoa newconception ofthe responsibilitiespfparent,- hood.2Different approachesto resulting problemsaremadeby-the nurseryschool teacher and bymembers ofthe consultation,staff who emphasize the social, nutritional,andpsychologicalphases ofchild development.' Perhaps the individual conferenceismost frequently usedasthe meansfor helpingparenft.Some schoolsrequiiéajoint initialcon- ferenceOffather, mother, andteacher beforethe child isenteredin th6nurseryschool, andafollow-upconferencetwoorthree weeks later to clarifyanyconfused ideasregarding theschoolprogramand to noteprogress.Other irldividualconferencesfollowthroughoutthe year.When 'severalparentsareconfronted withasimilarproblem, groupdiscussion is held andstudygroupsformed.Home visitsby staff membérs.are made inorder thatthe schoolmayhaveabetter understanding of the childand his home environmentandto help parents.The home visitorcan4.1pparents to inauguratecertain mirsery-school techniquesin thehome régime,andto discover aild help adjustsmiteof thehome influencesuponthe child'sbehaviors. Observation of findparticipation in theschoolpmgram are provided insome nurseryschoolsto help both themother andNth ina perspectiveontheirownchild.Assisting theteaaer for ha-adry or evenforanhour theyseehow other childrenbellave insimilar situations andnote the stages of developmentattained byother children._Lecture.courses forparentsareoften offeredespeciallyin tiii.enurseryschools coruiected,with collegesand universities.Ina few of theseinstitutions 011egecredit is givenupori the completion o ,ofsomeof thecoursesoffered. _ The effectiveness (itthe work withparents dependson many factors: OnAtheteticherlitinsight,her unfailingtact, and abilityto gaina perspective. oftpresentproblems;onthe parents'genuinewilling-, ness to cooperate andevento inconvenience theirown programs of adult lifefor 'the.ssa--keof startingthe chilVsde withdesirable habits and attitudes;andonthe combinedaidostaff specialistswho bring newlight fromtheir s6veralangles ofobservation. Aside fromthe immediatevalueto the family of thepareilts' participationin th.e' fiursery-§choolprogramthere isavaluethat 'reachesoninto the lifè ofthe community.Parents who re.alizethe importanceof guidingphysical develoiment sandcontrollingemo-

. I Hill, May. The nufseryschool and parentaleducation.SIxthYearbook of theDepartment ofEle- mentary SchoolPrincipalsoetheNational Education- Aseociation,Washington, D. C.,1927.pp. 145-161. s National Association for NurseryEducation.Report of fourthconference, November,11-13,1931. National Association for NurseryEducation, 147 RugglesStreet, Boston, Mass. 19324 Alai'Eliot, secretary. - 143704*--m33.-----2 s 12 NURSERYSCHOOLS'

tionalreactions ofpreschoolchildrenaresharing theirknowledge with neighbors.Communitymeetings calledto organizeaplay- ground,tocensormotionpictures,to make back-yardplayequip- ment, andtouse summer vacation timeprofitablyhave beenre- portedasoutgrowthsof numery-schooleiperience.Ofcoursesuch activitieswerereportedyears ',goasresulting fromkindergarten programsand alsofrom the"parent-teacher"organizations,but their value isnowreemphasizedanda newvigor is givento developing adequate familyandcommunity life byprogramsofparent participation carriedoninnurseryschools.

RECORDS ANDREPORTS There hasbeen suchalimitedamount of informationregarding the interests,abilities, and needsofyoungchildrenthatnursery school workershave madeastrong point of keepingrecords.They needto know howyoungchildren tendto behave undercertaincon- ditions.They also needto know what playmaterials childrenuse, how theyusethem, and thelength oftime interestis sustained. A frankrecognition ofthe immediatedemandsmadeupontheatten- tion ofteachers ofyoungchildren duringschoolhours disclosesthe impossibilityof carrying allsuch detailsin mindand ofrecalling experiencesimportantto the guidance ofeach child'sprogress.Wliat factors causedHenry'stemper outburst?How longdid ittake Aliceto eat her lunchand did sheeat all of it?When didthis fear that Johnis displayingbegin?Has Janealwayslackedvigor and initiative?Haveimprovementsbeensustained?Continuousre- cords of thepersonalcharacteristicsof eachchild inregardto his physical andmentalmaturity andhis socialadjustmentsarethemost convincingevidenceavailable ofgrowth anddevelopment. The formof nurseryftschoolrecords andthe techniquesof recording them andinterpretingthem havegonethroughmanychangesin theprocessof selectingessentialsandorganizingthe formstoecon- omize effortsin recording.Themost detailedrecords andmost extensiveprogramofreports have beenmade in theschoolsacting asresearchlaboratoriesorconnectedwithuniversitiesorother teacher-preparationinstitutions.Theasset of studentassistance has beenahelpfulfactor fortheseinstitutionsand therehas also been theasset of expertsupervisionfrom thecooperatingspecialists whoareableto give continualaid. Types offecordsnowinuse maybe. groupedunderheadings of (1) personaland socialhistoryincludingaphysical históry of the E. child, hisbehaviorcharacteristics,his mentaltest records, andin- formationconcerninghis homeand familylife; (2)current records of health,attendance,socialreactions,responses to educational materials,and,reports of conferenceswithparents; (3) homerecords r

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of diet,sleep, elimination, disciplineand methodsof controlem- ployed, and other factors of homeexperiences which willcontribute tothe school's better understanding ofthe child.Certain of these recordsarefiled permanently andothersarefortemporaryuse.The complete records for theaveragenursery-school childgiveapicture of his home life, of hispast and present physical and intellectual statusand behaviors, of the remedialprogramsprescribed bythe staff after studying his records, and of changeseffected in the home and school régimes.4 In active 'use nursery-school recordsserve as aforce indynamic teaching.Progress and achievementarematters of individual rather than competitiveconcern.Each child's recordsarestudi d instaff rheetings by the teacher andconsultants in nutrition, 4medicine, sociology, psychology, and othercooperating specialists. hegroup determines the procedureto be followed with the child and kheparent for the benefit of the child's maximumgrowth anddevelopment. Diet, rest,typeofgroup orindividual play and desirableequipment, opportunities foruseof languageorfor control of materials,and home cooperation all playapart in theprogramsfollowed. Summariesof recordsare made periodicallyto help both parents and staff.5' . It is through such summariesthat themost convincing values of nursery-school educationarefound.Changes that havetaken place in both the child'sdevelopment and in theparents' attitudes and techniques show clearly inthe perspective givenby thereport How differently the recordwouldlifraveread had itcoveredasimilar amount of time forachildathómecannot be estimated, since the .child's developmentdepends largelyontheprogramfollowedat home and the equipmentprovided.All the teachers inthenurseryschool fieldarenot yet convinced that in allcasesguidanceaway from home ina nurseryschool ismoreofanadvantage thanguidance in the home situation.Because of this suspendedjudgment several experimentsareunderwayto ascertain how.theneeds of different home conditionscanbemetaside from enrollingthe child ina nursery school.The real issue here, however,isto find out whetherexpert guidance producesabetter developed child thanwould have resulted without _theguidance forparents and child. A few studies have attemptedtocomparechanges in the development ofchildren enrolled ina nurseryschool with that of children whohavenot had theexpo-

4 National Society for theStudy of Education. Twenty-eighth Yearbook.Bloomington, Ill., Publio- School Publishing Co.,1929.Pt. II, Chap. XIII. Records ofyoung childrep: A means to education. Foster, Josephine C.,and Mattson, Marion L. Nursery-schoolprocedure.New York, D. Appleton & Co., 1929.Chap. XI.Nursery-school records. Waddell, CharlesW., and otters. A six-yearexperiment witha nurseryschool.Los Angeles, Calif., University of Californiaat Los Angeles.Bulletin of tbe Teachers College, No. 1.1931. 178p.Appendix F. Recordblanks. sWashburn, Ruth. Thenurseryunit of the Yale clinic of childdevelopment.Childhood Education, 8: 470, May, WU. 14 NURSERYSCHOOLS =41, rience. Two ofthesestudiesreportgreater increasein ratingsoverthe intelligence sameperiod ottime forchildreninnursery schools. Otherstudiesfind no significantchanges inintelligence 4ratingsduring nursery-schoolattendance,but findsignificant a young child's resemblancesbetween intelligenceand hisparents'occupationsandeduca- tionandtheeconomicstatus of thehome.6 There are as yetno tests by whichobjectiveratingscan show bemadeto progress in suchbehaviorsasinitiative,courage, and independence,or ofapreschoolchild'sgeneralinformation,his usage, language or numberfoncepts.Tests ofthischaractermay not be desirable.Thebetter planmaybetouse inventories ofpossibleand desirableachievements withinthepreschoolperiodasguidesand dependuponthe teacherto meet eachinquiryorinterestof thechild withadequateinformation andsufficient-guidanceto giveimpetusto all thedevelopment ofwhichthe childiscapableat thetime.The summaryofindividual progress resulting fromrecòrdskeptduringa child'snursery-school attendanceshowswhathasbeenaccomplished inthatsituation. Thesesummary reports alsoofferideasto other parents andto teachersof olderchildren.

RESEARCHINNURSERYEDUCATION Fromthesereports many questionsarisewhichonlyresearchand investigationscananswer.Whatconstitutesnormal social,and physical, intellectuqldevelopmentinyoung children?Can ance materially guid- promotedevelopment?Towhatextent shouldthe children'suseofphysicalforce inthesolutionof their be socialconflicts conditioned.bythedevelopmentof theirfacilityinlanguage Whatconcepts have usage? young children ofnumber,distance,weight, size, andshape? Underwhatconditionsdo'specifictypes oflearning take placemost effectively? Howcan undesirablebehaviorbestbe conditioned?What playmaterialsbestmeet thedevelopmental needsofchildren at differentagelevels?Whatis theeffect kindergarten upon programs of thelearningsdevelopedduringnursery- 6 Barrett,Helen E., and Koch,Helen L.Theeffect ofnursery-school formance ofa group of orphanage trainingupon the mentaltestper- children.Journal ofGeneticPsychology, Gesell,Arnold, andLord, 37:102-122,March, 1929. Elizabeth.A psychologicalcomparisonof homes di lowand higheconomic nursery-schoolchildrenfrom status.PedagogicalSeminary,34 :339-356, Goodenough,Florence.A preliminarireport September,1927. on the effect ofnursery-schooltraing gem* testscores ofyoung children. upon the intent. Twenty-seventhYearbookof theNationalociety ior Education.Part I, 1928.pp. 361-369. the Studyof The relationof theiatelligenceof preschool childrento theoccupation oftheir fathers.American Journal ofPsychology,40:284-302,April,1928. Kawin,Ethel,lioefer, Carolyn, andothers. Acomparativestudy ofa nursery-school nursery-schoolgroup.Chicago, Ill., versus anon- TheUniversityof ChicagoPress, 1931.52p. Stutsman,Rachel.Irene: Astudy ofthepersonality sge. defects ofan attractivesuperiorchild ofpreschool PedagogicalSeminary,34 :591-614,December,19.7. Woolley,Helen T.Thevalidity of standardsof mentalmeasurementinyoung childhood. Society,21: 476-482,April 18,1925. School and . David:A studyof theexperience of a nursery schoolin traininga child adoptedfroman institution. New York,ChildWelfareLeague ofAmerica, 1925. (Casestudies, No.2, April,1925.)

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/misted* ofChad Welfare, A learningexperiment.This University ofCa Wornus devicepresents the childwith theproblem of two pictures,one of which isalways discriminatingbetween associatedwitha reward.Whenhepushes correct symbol,a small doorswingsopen and a button undera in this a toy is revealed.Inlearningexperiments way, it is possibleto studyachild'sperceptual motivated generalizeinsuccessive discriminations,his abilityto transferand problems,and hisinsightconcerningrelationships 14-2 DEVELOPMENTANDCURRENTPRACTICES 15 schoolexperience?Oneproblemafteranotherpresents itselfto the worker with young children forwhom iherehasbeenadearthof specifiè information. The large amount ofresearchnowbeingcarriedonin thefield of nursery education isdoubtlessdueto the awakenedappreciationof the importance of studyingphasesofdevelopmentduringthepreschool yearsandto therealizationof thepreviouslack offactual With the data. organizationof thenursery schoolas a laboratory,access has been provided togroupsofyoungchildrenin naturalsurroundings for observational andexperimentalpurposes.Thislaboratoryoffers a neutral groundfor theintegratingofresearchconductedin variety of sucha fieldsaseducation,psychology,medicine,nutrition,and sociology. Experimentationwithtechniquesofresearchhasbeen necessary so that theapproachtoyoungchildrencanassure as natural a response aspossible.It isdifficultiOconductresearchin thestrict laboratorysense of theword,sinceexperimentalcontrolofconditions tendsto destroy thespontaneityof thechildrenwhich isthevery essenceof theiractivity.Thecooperationofyoung children during studiescan not be solicitedasit iswith olderchildrenand adults. A thirdof the nursery schoolsreporting in1931 listedresearchas oneof the purposes for whichtheyoperate.Thisshows theinvesti- gationalattitude ofnursery-schoolworkers.Manyof thenursery schoolsacting as laboratoriesofresearcharelocatedinuniversities wherethe severalcollegesmayconductstudiesunder whichprotect the regulations childrenfromanundueamount ofobservation. Otherresearch laboratoriesareorganizedasindependentunitsor as part of theresearchdivisionofapublic-schoolsystem through other which departmentsof theschoolorganizationcan cooperate.Grants ofmoneyfrombothlocal andnational foundationsandfundsehave madeit possibleto establishinstitutesofresearchin child ment like develop- thoseconnected withtheUniversitiesofCalifornia, Minnesota, Iowa, andCincinnati,withTeachersCollege,Columbia sity, the Merrili-Palmer Univer- School,andtheNationalChildResearch Centerat Washington,D. C.Otherfunds havebeengivenespecially. for studiesin specificfields ofwork.The progranisofmanyof theinsti- tutes ofchilddevelopmentháveextendedthroughout State the localityor in whichtheyaresituatedto includeservicein behavior conducting clinics,surveys of health andwelfare, andcoursesof lectures orstudy gr6ups onrelatedtopics.The valùeof suchprograms is recognizedbyincreasingappropriationsfrom the State universitisand the legislaturesand theanticipatedinclusionofsomeof theinsti- tutesasregulardepartmentsof theuniversities. A distinct limitationupon makinggeneralizationsfrom thefindings ofresearchin the field ofchilddevelopmenthas beenthe smallnumber I Workof childslevelopmentresearch centers. ChildStudy, 7:289418, July,1930. 16 NURSERYSCHOOLS

of childrenavailablefor studyundercontrolled, correct this conditions.To limitationtwoor more researchcenters have,insome instances,conductedcooperativestudies.Somestudies over havecarried a term ofyears to follow thesequenceof thechildren's ment from develop- infancythroughtheirprimarygradeexperience. tion of Applica- findingsfromtheseresearchstudiesarebeingmade the not onlyto, childreninnursery schools butto olderchildren. teachersand Classroom directorsof pupilguidancein publicschools,workersin familywelfare, andjuveniledelinoencyagenciesarefindingexplana- tionsforsome of thebehaviorproblemstheyfacewithadolescent boysandgirls. Theseinturnsuggest remedialtreatment andpre- ferredmethodsof guidingthese olderchildren. Thewidescope ofresearch inpreschooleducationissuggestedby the listsof studiescompletedorinprogress, whichareissuedfrow timeto time bythe severalchild-developmentinstitutes.Someof thetopicslisted includethedevelopmentofmotor coordinationin young children andvariousaspects ofanatomicgrowth,the of extent vocabulariesandsentencedevelopment,socialbehavior theeffects patterns, ofresistanceupon intelligencetestscores, problem-solving abilities,and ogcupationalinterests.Othertypes of studiesinclude thosewhichdevelop techniquesforstudyingchilddevelopment,those analyzingteaching activitieswithyoung children,andotherswhich throwintorelief learninilevels inthepreschoolfield andpreferences in theselectionand use61materialsat differentagelevels.Two directorieshavebeencompiledofresearchworkersin the child fieldof ee8and oftheircontributions.Theseindicatethe many types ofresearchbeingconductedandthevariety fields of ofmajor educationalworkandsciencerepresentedbythose in of thestudies. charge A detaileddiscussionofresearchin themany aspects of childdevelopmentis presentedin AHandbook 'ofChildPsychology, edited byCarlMurchison,1931.

or OBJECTIVESOFNURSERY-SCHOOLEDUCATION Majorobjectives 4 ofnursery-schooleducationhavebeenincluded ina report froma committeeof theNationalAssociationforNursery Education°(formerlytheNationalCommitteeon Nursery whichsuggests the Schools) place ofthenursery school inthegeneralscheme ofeducationand sets standardsforthemaintenanceofnursery schools.Theobjectives indicatethedefinitelearningvaluesrecog.. I DireCtOry of Researchin ChildDevelopment.Compiled on Child Development. forNationalResearchCouncil.Committee No. 76,by LeslieRay Marston,March, 1431. 1927.No. 102,by J. AllanHicks, NationalResearchCouncil,Washington,D. C. March, Minimumessentials ofnursery-school education.MaryDabneyDavis,HarrietJohnson,and Richardson.Subcommitteeof theNational AdisE. Committeeon NurserySchoOls.National NurseryEducation,147 RugglesStreet, Associationfor Boston,Mass., 1930.Abigail A.Eliot,secretary.

e. k to, DEVELOPMENTANDCURRENTPRACTICES 17 nized inthe dailyactivitiesofnursery-schoolchildrenand teaching suggest techniques.Insummary, theseobjectivesareas Motor and follows: sensory control.Thenursery schoólcovers thatcom- parativelyshortperiodof timewhensheeractivity child and engrosses the whenactivityis oftheutmostphysiological him; the importanceto useof largepiecesofequipmentmust helpto childcontrol assurethe over himself andhisimrriediateenvironment. gationsand Investi- observationsof thefeaturesof hisenvironmentare more naive and freshthan atanyothertime;it isessentialthenthatthe childhavetimefor unhurriedandtindictatedlooking,listening, manipulation. and Some oftheskills aesiredincludea"control simplemechanical of the principlesinvolvedin such thing;asdoorknobs, steeringgearsoftricycles triadwagons, discriminationsin colors, sizes, weights, odors,andfacilityinspeech,singing,and tools: playwith Social adjustmentSinceawareness of otherchildrenandan understandingof how to playwithothersdevelopat differentrates theremust beprovisionforayoungchildto watch from the otherchildren sidelinesforatime,at anothertime.to makehis asfleetingas contacts he wi14and,ashearrivesatapointofrequisite paredness,to become pre- aresponsiblememberof thegroup.Through hisexperienceshe Itarnsto respect others'rights,to maintainhisown, touselanguageas ameans ofcommunication,andto haveadirect qualityin hisdealingswithadultsandchildren. Developmentofinterest-drives.Theperversionof manyadults interest-drivesin emphasizestheimportanceofdeveloping healthy,and normal, spontaneous"drives"inyoung children.Thes'e "drives"are expressed ineffortsto modifyandto understand ment. environ- Theyarepursuedin theface ofobstaclesunless is theindividual stronglyconditionedagainstthedrives.These developed interest-drivesare throughopportunitiesprovidedfor thechildrento imitate, to choose,andto be occupiedconstructively; throiigh to opportunities express feeling inlanguage,dancing,dramaticplay,and the plasticmaterials; use of andthroughsurroundingthe child withart which expresses beauty,simplicity,andintegrity. Physicaldevelopment the earlyyearsof the child'slife physicalgrowthanddevelopmentarerapid andmust bedefinitely, safeguardedinthe nursery-schoolenvironment.Opportunityfor outdoorplayand indooractivitythat'willdevelopandcoordinate boththelargeand smallmusclesof hisbodyandthatinducedeep breathingshould beprovided.The kindofactivity anditsduration shouldbecarefully watchedand theindividualchildprötectedagainst unduefatigue. It isimportant to developdesirableattitudestowardthephysical habitsofeating, sleeping,andeliminationwhichform thefoundation 18 NURSERYSCHOOLS for the child'soptimal healthandgrowth.Heshouldbecome acquaintedwith and learnto acceptavariety offoodsandshould participaterather thanmerelyacquiesce inhis dailyhealthroutine. Consistencyin themethodsof guichincefollowedin thenursery school and inthe homeis essentialtocarry out the foregoingobjec- tives.It isconsequentlynecessary to enlist the fullcooperation the of children'sparents and thereforeto addto the objectivesfor the nursery schoolcertainobjectivesrelatedto the educationof thechildren's parents.To helpparents toget theproper perspective ofthe youngchild'splace inthe family,to help themto kmow howto meet the problems.of dailyroutine andthose inunexpectedcircumstances isa partof thenursery-schoolprogram. SECTIONII A.SURVEYOFTHE ORGANIZATIONANDOPERATIONOF 203 NURSERYSCHOOLS, Thissurveyof nurserykschoolscanbe usedtoanswer such questipns' as:Where arenursery schoolslocated?Arethey number?Whatis the' increasingin rate ofincrease?Whattypes ofinstitu- tionssponsor them?What donursery schoolsaimtoaccomplish? Howmany children dothey enroll?Howlongis theschooldity? Howarenursery schoolsstaffed? Thissurveymayalso be usedbytheperson interestedinstarting a nursery school.Hemay needcertaindefiniteinformationabout theproceduresothershave followedinorganizingsuchaschoolawl aboutsuchdetailsas theconstiltationserviceothershave foun'd available,thepreparationto be expectedof theteacherengagedto directtheschool,andthetuitions.charged. Thestirvey also laysbeforeleadersin thefieldof child details of development theorganizationandadministrationof their nursery schoolsfor criticalevaluation.Theseleaders,concerned as withthefuture wellasthepresent goalsfornurséryeducation, %;urvey where can discover inthis practicestandsat thepresent time;theycan vision f)ossibletrendsand,throughsped&studies what plannedto evaluate is beingdone,guidefutureprocedures. Adescriptionof currentpracticedoesnot necessarilydefine procedw-es. "best* Thisisparticularlytrue withnursery school at itspresefit education stage oftestingandevaluatingitsprograms. Noestimateof the worthofnursery educationnora comparison ofservicerenderedwith valuereceivedhasbeenattemptedinthis study.Thisstudydoesofferapictureof and currentpracticein1932 presents basicmaterialforfuturereferenceand forstudy. suggestsproblems Fortheconvenienceof thereaderabrief surveyis summary of the given.Detailedtreatment ofthesubjects presentedin the summarizedis succeedingpagesof thissection ofthestudy. ASUMMARYOF THESURVEY 4tb Nurseryschoolsof the UnitedStatesarelocated in121 citiesof35 States,theDistrictofColumbia,and Hawaii. are'in Thegreaternumber largecities.Abouthalf ofthenursery schools byorserved are sponsored insomewaybycor:1-1,:": .4 vately 'versifies,athirdareprig- controlledschools,andafifth nnectedwith 4z; childwelfare 19 20 NURSERYz OOLS agencies.Between a quarter andathird ofthenursery schoolsare sponsoredbyState ormunicipallycontrolleduniversities,colleges, schoolsystems, and -welfareagencies.Onlyafewoftheseschools arewholly supportedfrompublicfunds.Manyreceivefinancial contributionsfrom foundations,ftmds,individuals,andorganiza- tions.Themajority, whethersponsoredbypublicorprivateagen- cies,chargetuitionsor fees.Insome instances 'thefeesaresmalland coveronlythecost of food andincidentalexpensesor are adjusted the family's to abilitytopay, and,serve chieflyas anaidto theparent's feelingofindependence. Tuitionsinsomeschoolsaupplementgifts ndotheravailable funds, inotherstheycoverthewholeexpense of the school,and instill *others theycoverboth theexpenses andneta profit. 4 ep. ° Thecost of maintaining a nursery schoolwillnecnsarilyseem high, since theguidance programsforparents andstudentsandtheoppor- tunitiesafforded forobservationandresearchincreasethecost. canbeseen It that thecustomaryprocedureinschoolfinance coston a of quotinga pupilbasiswouldnot givean accurate figurefor schools. nursery, These coatsshouldbedistributedamongthemany people benefitingfromthenursery-schoolprogram. Control.Thecontrol of nursery schools varieswiththetype of. 4 institutionswith whichtheyareconnécted.Incollegesthecontrol varieslaigelyaccording to publicandprivateinstitutions.Halfof the schoolsconnected withprivatelysupportedcollegesanduniver- sitiesareunder the generalcontrolofJ theinstitutionand ttheother halfare controlled by a group qfcooperatingdepartmentsandaffil- 'eiatedorganizationsor 2 bydepartmentsof homeeconomics,education, psychology,orchild study.Sixout of10 of thenursery schoolscon- nectedwittythe 43 Stateandmunicipalcollegesanduniversities (22 ofwhichare land-grant colleges)are controlled bydepartmentsof horrieeconomics. Theothernursery schools inthisgroupareeither controlledbyagroupof cooperatingdepartmentsandaffiliatedor- , ganitation§or are under the generalcontrolof theinstitution.Of the privateschools two-thirdsareoperatedunderprivateownership theothers and are controlled eitherbytheparents ofchildrenenrolled theschoolorby in committeesrepresentinginterestedorganizations. Thenuttery tichools sponsoredbywelfareorganizationsarecoktrp1M1' largelybyboardsofdirectorsoffamilyand comnliiiiiTwelfare agencie.sthreeof these beingmunicipalwelfareboards.Thenurs- cryschools in the cityandStatetiublic-schoolsystemsareeither whollycontrolledbytheboardsofeducationwith responsibility . delegatedto different departmentswithintheschool systeni,orby Itheseschool boards incboperationwithinterestedorganizations. Purpo8e8fororganiza#0t.--ThetiAjorpurposes for which schools nursery operatearetheeducationofyoung children andthe educal 4a DEVELOPMENTANDCURRENT..PRACTICES 21 tion of theirparents. Nextin lineofimportancearetheservices whichnursery schools offerin thepreparationofteachers,inacting laboratories for as research inchilddevelopment,and inpreparental education. Nurseryscipolsas laboratoriesforresearchare chiefly in the found collegesanduniversities.The reliefofparents from day-timecareof their childrenisa purpose ofminorimportancefor the totalnumber of nursery schoolsand isreportedchieflyforthe schoolsconnectedwithwelfareorganizations. Enrollments.Themediannumberofchildrenenrolledinanursery school is18.Thisvaries somewhataccordingto thetype ofschool the mediannumber for privateschools is13 andfortheschoolscon- nected withthe welfareagencies,25.Thereare approximately children foreach 11 trainedteacherinthenursery school.Themiddle 50per centof the childrenrangeinagefrom2yearsand8 months°to 4yearsand 2 months,withanaverageage rangeamong the children ina nursery gchool of2yearsand5 months. Length ofprvram.Theaverageyearforthenursery school covers 181 days, approximatelytheaver:;:.:forcitypublic With few schools. exceptionsthere isa5-dayweek.Threeinterestingvaria- tionsprovidefor periodicattendance.Thismakes itpossiblefor .4. more childrento be enrolledin thenursery school, and,what is more important, perhaps providesaguidanceprogram dividedbetweenthe honieandthe school. Couhting31hoursasthemaximumlengthfor ahalf-daysession,slightlymorethana quarter of the are nursery schools half-dayschools.Theremainderhaveaprogram rangirg 3% hours from to 12 hourswiththelargestnumberrangingfrom hours 5 to8 for theschoolday, andafewsclioolsreporta24-hour program. A small educational numberofschools,mostlyprivateschools, theparents the offer optionofafullorhalf-daysession.More ofthe privateschoolshave thehalf-d47sessionthananyof the of othertypes schools.Notquite halfof thetotalnumberof provide nursery schools furthersphdolingfor thechildren.Insomeof the thesecases program extends onlythroughthekindergarten,but the offer majority allelementarygradesorbothelementaryand education. high-school

111 4 22 NURSERYSCHOOLS

The stag.Two-thirdsof thedirectingteachers innursery schools haveacollegedegree andnonehas lessthananorinalschoolorteach- erscollegepreparation.A largerper centof thesenursery-school teachers havemaster's anddoctor'sdegreesthan havetheteachers for publicelementarygradesorhigh schools.Theconsultationstaff whichsupplemenitsthe teachingstaff in thelargestnumber ofnursery schools,includesa.doctoror nurse, psychologist,nutritionist,and swiologist.Eighteendifferenttypes of consultingspecialistshave beenreported.The largestvarietyof specialistsisreportedfrom colleges anduniversities. SCOPE OFTHE SURVEY Informationreceivedfrom203nurseryschoolsformsthe basisfor thissurvey.Reports receivedfrom otherschoolsafter thedatawere summarizedandadirectory ofnurseryschools reeentISTissued bythe Pacific CoastNurserySchoolAssociationindiéatealargértotal.number ofnurseryschools forthe UnitedStatesas awhole.Thereport on nursery schools madebyacommitteeof theWhiteHouse Con- ference' alsoreportsamuch largernumber ofnurserysclioolsthrough- out the count-T.Of the203 sehoolsincludedin thisstudy74are sponsored byinstitutions ofrngherlearning,73areprivatelysupport- ed,43are sponsored byphilanthropicorganizations,and13are sponsored bypublic-school-systems.Since thetype of institutionor controlmateriallyinfluences theorganizationof thenurseryschool, the analysesof dataaremadeuncle;the fourclassificationslisted above.More detaileddescriptionsof the, 'ations inpractice amongtheseschools,organizedtoserve purp in additionto the educationof childrenand theirparents,areillustratedin thereports from15nurseryschools.Thesearegiven inthe lasttwo sections of thisstudy. LOCATION OF NURSERYSCHOOLS . - Thè accompanyingmapshows thedistribAionof203nursery schoolsamongcolleges ariduniversities, privaWand publicschools, and welfareorganizationsthroughoiltthe UnitedStates.TileStates having10or morenurseryschoolsareNew Yorkwith35; California with21; Illinois,19; Michigan, 17;*Massachusetts,15; Ohio and Pennsylvania,11 each.To explain the evidentinterest of th4e4e-States' 0 in preschooleducation, itwould beinterestingto study theirlegis- lativeprovisions for'establishingkindergartens,the strengthofparent, educationorganizittions,the familywelfareprograms followed, and theprogramof 'developmentiu the,iatitutionsof higherlearn- ing.The follovingtableshows thenumr-besof St4tesand cities in whichnursery .4choo1s .sponsoredbydifferent tSrp4.:of organizati6n4 . i I White riónAliC01!) (wen obon-Child rlealth &W.-Protection.Commitiiseon theiniant-andpreschool child. Maioeducaticifi:A suivey of daynurseries,nursery vilooki, PriiatpX1hadtgatenshinthe United States. Miw - York, Tiler .41tury . . . _ Co.,1931.187p. :e-, . 'WY e , il, . . A 4 4. t C .4 e *. ,y' . : .4,. . I* t . : O. eI A 41° it *1: 16"oft. . . I; °A, _ `. .6 11- 494111:: LZI_,-7 7 'T.`, rr; 411MMIk., 41111.1. Ji ar.D URSERY SCHOOLS IN THE UN 1TED akftit r s. - L1oNr. N. DAR., 1931-1932 ' - '" STATE / E OAtio WYO S OAK. .' o ap ti? 1 u TAN 0 NEBR Oiii0 E1042? PA. Or/LAND41,P-40 COLO IND k2i W.VA. 914 KANS. EJ II o N.C. VA- (4 gPC.,P 1" N. MEX. OKLA. ARK. TENN. URSERY tYPES OFSCHOOLS .21"eoLso M I SS. 0 411 UL P4. tu S.C. e ANDHVSITP, UM JUN SC UNIVEIRSITIeS,NV SCHOOLS UNITED INION THE COLLEGESt V STATES CONNICrt0CusGes, NURSER SCHOOL etATA Y . TEXAS , 4:1D0 CM um 40 (swimHUN TtACHCNSflirt re./ DE MY IIIEStitsecto SCHOOLS COHNCCTIED COLLEGES CZ PIMPS . Aste...Ntra.aocit AsOr 'NtrONTtD HUNISICort SCHOOLSTO The V 3 0/IPICI Ito .mit wimp Or MOATION &TAMS ...... 103 LA. _!_ 441, NURSERY14Art SCHOOLS WOOLS oeueRlIC OW Compotes Epsom:ILI-6 AMMO* oaRoTtistapoo Ar HUNStlirrPHILANTHROPICALLY SCHOOLS puvrooY I 0 Ad Or CHILDOCIO CNOtOLLAO all"HGeWINK/ pp 96 -- - a TR. II WO To ro I ToTO 4 TN Base cr 4. ' Cfr FL.M. WI orti IPuLIC SCHOOL COHNICCT(0 SYSTEMS 4 24 NURSERY SCHOOLS

Number of States andcitiesinwhich 203nurseryschools, sponsored bydifferent types of organizations,arelocated "IL .1110 Location Totalnum- Types of sponsoring organizations ber ofnur-In States, sery schoolsDistricto reporting Colum- In cities bia, Hawaii

1 a 4

Universities and colleges: State 6 6 M unici pal 6 1 1 1 Land-grant 22 22 _ . Pubhc junior college_ 1 1 Private junior college 1 1 1 Private universities 13 7 11 Private colleges_ 10 8 10 Teachers colleges: State and municipal 13 10 13 Private 5 3 4 Independent research centers 2 2 2 Private schools 73 21 65 Philanthropic organizations _ 63 12 Public-schoolsystems.... 13 5

TotaLMP OOOO 411. ..; 203 187

ITotal number of States represented, including Districtof Columbia and Hawaii. 3 Total number of cities represented

More than half of all thenurseryschoolsarelocated in citieshaving apopulation of 100,000or more.From the figures inthe following distribution itcanbeseenthat approximatelyas manyof thenursery schools sponsored by colleges anduniversities4rein smallercities andtownsasin large cities, thatalarger numberof the schools sponsored by philanthropic agenciesarelocated in laigecities than foranyothergroup,and that the majorityof the schoolsin public- schoolsystemsarelocated in large cities.

Location ofnurseryschools grouped accordingto sponsoring organizations,incities' and towns of different populationsizes OM. 1 Population sizes of citiesand towns

sponsoring organizations Fewer s, 100,000or30,000 to-10,000 to5,000 to more 100,000 30,000 10,000i t han 5,000

r 1 o

Colleges and universities 27 1$ 14 15 6 Private schools 41 o 9 7 7 Philanthropic organizations______36 2 1 1 Public-school systems 8 3 1 1

Total 112 26 e 25 24 16 DEVELOPMENTAND. ctRRENTPRACTICES 25 DATES OFESTABLISHMENT Asa matterof interestthe followingdistributionis givento show theyearsin which196nurseryschools wereestablished. ,Morethan three-fourths ofthe schoolshavebeenorgapizedsince1925.The most rapid increaseoccurredbetweentheyears 1926 and1928 and doubtless the economic Conditionsof1929 influencedthe dropinthe number of schoolsreported inthatyear.Theonlybasisf esti- mating the number ofschools&continued is.their failtii:etorpond to repeatedrequests forinformation.In theschoolyear 1929-30 therewere 4 such schools,in1930-31 therewere 18, and in193 1-32 therewere 56.However, itmust be realizedthatsomeofthese schools maystilloperate.Itmust also berecognizedthatnew sckools are continuallybeing orkanized.In193 1-32,despiteeconomiccon- ditions,19new schoolswerereported.Of the56 schoolswhichdid not report, 31wereprivateschools,17were connected withphilan- thropicorganizations,5 in collegesand universities,and3 in public- . school systems. . #

Dates ofestablishmentfor 198nursery schooLsnowinoper-ati e 00 , , , Total# ,.. num-inart,,,,, l ... Type of sponsoring organisatkin berre-7.7,,,,.`"1921192219231924 port- 142519284927192819N19301931 ing''''' . , _ ,_. ril ...momimali 1 3 ..10 $ 4 5 I 7 8 9 11 11 12 13li . ______...... Colleges anduniversities 73 1 2 3 1 .1 PHvats schools 613 13 12 10 8 3 71 .1 _ .. __ 5 1 3 8 12 15 7 6 13 Philanthropicorganisations 39 1 Public schools 2 5 6 3 7 4 5 3 2 , 13 __....____ ... 1 1 3 2 2 2 _ _ 2 1 ...... / I Total I 1 3 2 4 8 8 1627 34 33 24 1 7 20

CONTROLOFNURSERYSCHOOLS Thequestion isoftenasked, Whoisresponsiblefor thenursery schoolsthroughoutthecountry?'Thisseems tobeanimportant questionbecause theschgolprogramis likelyto be influencedby the points ofview ofthecontrollingagencies.A generalanswer to the question isgiven inthe first distAutionof schoolsincludedin this studyon page 24.This distributionampngseveraltypes ofsponsor- ingorganizationsindicatesthat universitiesand collegesare responsiblefor slightlymorethanathird of thenurseryschools andthat privateschoolsareresponsibleforasimilarnumber; thatphilan- thropic organizationssponsor approximatelyafifth andpublic-school systenisbut 6per cent. Amorespecificanswer tothe question'is givenin thefollowinganalysis ofthereports from theschools within eachof thegroupsjustmentioned."Coqtrol" isused heretomean administrativeandsupervisoryfunctions.Assistance andservice 26 NURSERY SCHOOLS

given bycooperatingdepartments andorganizationsis described under the discussionof the nursery-schoolstaff.The diagramsshow- ing administrativeorganization whichaccompanythenursery-school reports in the last section of thisstudy willhelpto clarifythis discussion. COLLEGES AND UNIVERSITIES Control of the74nurseryschools maintainedby collegesand universities is vested(1) in the generaladministrativeorganizationof theinstitution,(2) inacommitteeorboardcomposed (a) ofrepre- sentatives from severaldepartmentsordivisions ofthe institution whichcooperate in maintaining thenurseryschool,or(b) ofrepre- , sentatives fromdepartments of the institutionand fromoutsideco- operating organizations;or(3) in the administrativeorganizationof asingle departmentwhichsponsorsthenurseryschool.Certain types of controlseemcharacteristic of publiclysupportedinstitutions ascontrasted with privatelysupported institutions.These differ- ences areshown in the followingdistribution oftypes of control under which thenurseryschoolsiiiaintainedby collegesand universities operate.

11. Types of controlfor 74nurseryschools connected withcollegesanduniversities

All schools Publiclysup- Privatelysup- ported ported Type of control NumberPer centNumberPer centNumberPer oent

a 1 2 4 7

General control by theinstitution concerned__ 22 30. 0 6 Cooperative controlamong departments and 14. 0 18 51. 5 affiliated organizations 15 20.1 11 25.5 4 13.0 Controlled bydepartments of homeeconomics_. 30 40. 5 26 60. 5 4 13.0 1 Controlled bydepartments of education,psychology,orchild study...... 7 9. 4 7 22. 5

Total 74 43 31 aim ......

LT- 4( This distributionshows that half ofthenurseryschoolsare con- tfolled either bythe generaladministritiveorganization ofthe institutions concernedorby cooperationamongcollege departrhentsor affiliated organizations;40per cent arecontrolled bydepartments of hodie economics:,and9per centby departmentsof educatión,psychology,andchild study.In the publiclysupported institutions60 pertent ofthenurseryschoolsarecontrolled by dePartmentsof home*mono ti'Cs.This is duein largepart to the euiptiasis which departments ófhome economicsareplacinguponnursery-school laboratoriesfor the offeringsin childcaiieand developmentandto the importanceof homeeconomic departmentsin land-grantinstitu- tions;21Iofthe43 publicly supportedcolleges in thisstudy fall in the "land-grant"classification.In privatelysupported jOstitution's DEVELOPMENTANDCURRENTPRACTICES 27 the largest numberof.schoolsareplacedunderthe generalcontrolof the administrativebody ofthesponsoringinstitution.Alarger number of these institutionsalsoreportcooperativeserviceforthe nurseryschool fromdifferentdepartmentsthando thepliblicly supportedcolleges anduniversities. Inmany instanceswherecontrol ofthenursery schobl isassumed by the generaladministrativeset-up of thesponsoringinstitution, specific résponsibilityis assignedtosomeone department.This is thecasein the Iowa StateTeachersCollegewheretheresponsibility for the nurseryschool isplated withthedepartmentofteaching.In some casesthe institutesofresearch inchilddevelopmentwithinthe university, suclipasthe towaChildWelfareResearchStationandthe Child DevelopmentInstitute ofTeachersCollege,ColumbiaUniver- sity,are designatedasindividualadministrativeunits.Thefollow- ing examplesillustratecooperativecontrol: The UniversityofRochesterandthecity boardofeducation jointlyadministera grant ofmoney given fora 5-year demonstration program kchilddevelopmentand paren'teducationandjointly supervise the plogramof thedemonqrationnursery school.Aside from itsguidancenursery,YaleUniversityhousesa nursery school andguides its educationalprogram throughanadvisorycommittee composedof representativesfromtheuniversitydepartmentsof pediatrics, eduCation,psychology,mentalhygiene,andpsychiatry. West In Virginiathecooperativeadministrationof thenursery school is carriedon by thedepartmentsof homeeconomics,education,psychology,and the universityhealthservice.Cooperationbetween,a universityandan outsideagencyis wellillustratedin Californiaand in NewHampshire.Housingfor thenursery school of the of Child Institute Welfareis caredfor bytheCaliforniaCongressofParents andTeachers and theUniversityofCaliforniamaintainssupervisory c'ontrolof the schoolprogram.Housingfor theDurhamNursery School-Kindergartenis providedby theUniversityof NewHamp- shire,the home economicsandeducationdepartmentsassume administrative control,with theDurhamKindergartenAssociation inan advisory acting capacity andsharingin thecost of staffsalaries. PRIVATESCHOOLS Of the73 privately ownednursery schools51,orslightlymore thafitwo7thirds, areoperatedunderprivateownership;4are trolled con- cooperativelythroughcommitteescomposedofrepresenta- tivesofinterested organizationsand18,or a quarter of theschools, havebeenorganized andare controi1ed4byparents ofchildrenenrolled in theschool. Thefollowing illustrationserves to describethemethodofcoopera- tivecontrol. For theChildren'sCommunitySchoolin Calif.,the Berkeley, controlis dividedbetweenadministrativeandinstructional 143704*-83---8 IND

1 28 NURSERY SCHOOLS responsibilities.A governing board, composed of motherscf children enrolled in the school, hasdirect control of theadministration. This body electsadirector and supervisors who formthe staff.They also electanadvisory board of nine memberscomposed of thestaff, theparent education leader, and others.This board officiallycon-, ducts the school's business.The uiliversityassumesresponsibility for the educationalprogramin the school and contributesto the budget.Inturn the university receives practice and observational facilities for students. The following descriptions showhow schools have beenorsanized byparents andarecontrolled by them: The business of the FrancesStern School in Brookline,Mass., is conducted by the president of thegroupsubjectto the executive board of nine members,amajority of whommusthaveachild attending the school,orwho has attended the schoolwithinone year.The officers of the boardareelected by theparents at theannual meeting.' Theparentsaremembers'ofthe corporation andassuchaccepta responsibility for the interestsand activities of the school.The school is inco ratedas anonprofit-making institution underthe State's chari laws.In additionto tuitions and food costs charged for thec enattending, the schoòl has theuseofarevolving fund. Uponacceptance ofachild,adeposit is made with the school.This deposit is for the school'suseand is returned when thechild is *with- drawn from the school andis replaced by another child. The Parents' Cooperative NurserySchool of Los Angeles hasbeen incorporated byparents of the children enrolled.The school iscon- trolled byanexecutive board elected by theparents of children in the school. A board of advisors,composed of specialists whoareout- standing in their fieldsof work, has been appointed.Acorpsof mothers assists thenursery-schoolteacherin the dailymanagement, care,and guidance of the children,and fathers and 'mothersactively assist in andcontributeto the work of the school. A teacher with university training andadequate experience in thepreschool field has been electedto conduct the school.

PHILANTHROPIC ORGAINIZATIONS Forty of the43nurseryschools organized inconnection withfitinily orcommunity wçlfareprograms arecontrolled by the boards of directors ofavariety of organizations.The other3.aresupportedor sponsored by the healthand welfare departmentsofcountyor municipalgovernments. The greater number o; philanthropically supportédnurseryschoolsaresponsored by individual organizations although insome cases groupsof these organizationscooperate'111 maintaining the school.Among these organizaiionsarethe following: Neighborhoodhouse associations and socialsettlements, service clubs, DEVELOPMENTANDCURRENT.PRACTICES 29

Goodwill Industries,anindustrialschool,children'saidsocieties, orphans' homes,daynursery associations,a communitywelfare fed- an eration, assistanceleague, andcommunitycenters.Four ofthese are organizations sponsoredbychurches.In themanagement of14 others, teachers colleges anduniversitiescooperate.Of %theother3 schools in this grouptheRochesterSocietyfor thePreventionof Crueltyto Children ismaintainedbyMonroeCounty,N. Y.This nursery school isadepartmentof theObservationHomewhichacts as aCounty Children'sClearingBureau.One ofthemunicipally cointrolled nurseryschools isunderthe SocialServiceDiv-isionof the Detroit DepartmentofPublicWelfare,and theotheris inBellevue Hospital, NewYorkCity.Descriptionsof theorganizationof these unitsaregiven inthe lastsection ofthisstudy. The followingillustritionswillserve to showcooperationamong interested agenciesinadministeringandinmaintainingnursery schools: TheKiwanis NurserySchool islocatedin theRainbowHospitalin Cleveland.This hospitalisa convalescentorthopedicunitof WesternResenre Universityhospitals.TheClevelandKiwanis Club No.2 provides financialsupport, whilethe ladiesof thiscluh havecontributed equipmentand givetheirservicesto the schoolone day eachmonth.. Administrativecontrolisexercisedbya nursgry- schoolcommittee madeupofrepresentativesfromtheRainbow HospitalBoardof Directors,theKiwanisClub,theKiwanisLadies' Club, thesuperintendentof thehospital,andthe The directi4teacher. AssociateNurserySchoolof Bostonissupportedby four private graduatesof schools.A boardofdirectorsmadeupofa representative from eachschoolcontrols boththefinancialandeducationalpolicies of thenursery school. The NeighborhoodCenterNurserySchoolofPhiladelphiais financiallyby the supported Federationof JewishCharities.TheJewishWel- fare Societyis responsibleforfamilycase work, andtheCommunity HealthCentergives consultationservice.Aboardofdirectors maintainsadministrativeandsupervisorycontrol. Supervisorycontrol of theAllNationsFoundationNurseryof Los Angelesisexercised bya nurser, boardcomposedofrepresentatives fromthechurch whichhousesitand ofworkersin,chargeof the communitychest. ( STATE ANDCITYPUBLIC-SCHOOLSYSTEMS The 13nursery schoolsconnectedwithcityandState systemsare public-school eitherwhollycontrolledby theboardsof theboards educationor cooperate withotherorganizationsandassume partial pontrolthrough providingthehousingandequipment,the andsupervisory, teacher consultation,oradvisoryservice.Boththesimplest r.

30 NURSERYSCHOOLS and themost complex types oforganizationarerepresentedamong thesepublic-school nurseries.Thesimplesttype oforganizationis thatfollowedbyschoolswhichare primarilya part of the whole schoolprogramor curriculum; thatis,a part of the primary kindergarten- departmentor as a laboratory inthehigh-school of home department economics.Next insimplicityoforganizationand arethe control schoolshoused,equipped,andsupervisedly thecity board education of withtheteacher'ssalaryandmuch oftheconsultation servicecontributedbyorganizationsactive incivicor The welfarework. more complextype oforganizationisfoadin theschools as tenters through acting whichavarietyoforganizationsinterestedin child development conductresearchandcooperateto provideaprogram conduciveto the most effectiveall-rouriddevelopmentofpreschool-age children. Descriptionsf theorganizationandcontrol ofnursery schoolsin public-schools stemsaregiven indetail inthe lastsection of thisstudy.

WHYNURSERYSCHOOLSAREORGANIZED Without thewordschooltheconnotationcustomarilyacceptedfor nurseryis thephysicalcareof childrenand therelief ofparents from responsibilityfor them.Thenamenurseryschoolimpliesaneduca- tional programforyoungchildren.Educationalobjectivesfor nurseryschoolsalreadylistedindicatewhatnurseryschools aimto accomplish.Thedescriptiongiven ofa nursery-school dayshows how someof theseobjectivesarecarriedout in practice. In checkingalist ofpurposesfor whichnursery schoolsareorganized the directorsof198 schoolsgavefirstimporfanceto the educationof youngchildren andtheirparents. Othersupplementarypurposes L, includedthe preparationofteachers,researchin thefield ofchild ti development,preparentaleducation,relief forparents fromdaytime careof theirchildren,andinstructionin homemanagement. The relief for . parents from thecareof theirchildren , isoneof thetwo purposes most infrequentlyreported, and,aswill beshown, thispurpose is especiallypertinentto the schoolssponsoredby familywelfare organizations.Thefollowingdistributionshowsthe relativeim- portance placeduponpurposeslisted fororganizingnursery schools: Frequency with whichpurposesfororganizationwere reported by 198nursery schools w

Purpose Number Percent

. Education ofyoung children . Parent education 190 Teacherpreppration 1M 24. 2 Research 88 13. 5 Preparentaleducation 67 10. 5 Relief forparents from daytimecare of children 63 10. 0 Homemanagement instruction ...... _ 43 7. 0 Otherpurposes 28 4.0 5 .8 Total 634 100. 0 ustawaoriaAaa axv JANal11111D 9aDII3V11c1 I Ic suopuFGA Silsinveu lspo 2uoure sadS1 jo Surposuods suo9rulp8u! s!ssqdtua uodn aq lualapp sesocInd ioj 2upulado siootias Ciasinu y el's! iaqurnu Jo alp saano3 pus samsiae!un esn eq loops Rs s pas.mu Lzolsioqui aol alp uons.rudaJd jo saalpsel pus sI01 liaisasai eta sloops poiosuods Aq squaunisdap Jo 811101I 133ItI1011030 UI saSelloa pus ON sloops las sapotpuoqui pus uopgalsuotuap siequaa isluaisdaad uopsDnpe puu uop3nalsrn u auxoti -asustu luata slept' jo tuo.1.1 sluaisd eurRSvp alto Jo z!alp uoJpll-qa SijaND papodu Sq lies.rnu sloogas peipauuoo ropi Asp sepas.mu pus -ma palonp Sq SiTuruj eismak Jo o!donpusll-qd .suopszrus2uo loi upso uopnqp1srp smogs ilstoi iad jo oqj ioqurnu jo suopnlpsffl 113130 1:10913UTSSIlp papodai etp Isaaeas sosodind paim ioj ern usaw uopsz1 JO Siesznu :sjootps 4.9,1 ¡uao fo pm; INtunu yaw jo adfii auuoguode uoyinuvbsto thsysiodal yava esodind

19,1 woo Jed lueo Jed 1tRoa jo jo -trunqd jo -atiqnd esod.mci aoj uoirzgrellio sloorin 01111 Of tooqa - gh) gunnsSs (slootrae suop 8g) CI) (glootias (sloocras

aomonpa jo SunoS oarprup wand aollsanpe 98 oo iegned, -uoirusdeid 98 iinuendaza oe:wipemp ov seuqama ez Omoff 92 tz SI 1119tIlegtlinll 1:10flOTI11011 PI Men .10j ttro.q 1Z mend ewilSup anto jo traiplitp IL

SINI3W1101:1Na MINT Sags/ AO RILL MalloarlIHD SI4IgurPmiddy 0`t 00 a ueipm en; peuolua alp liesinu slootps paliodaa 10,1 "ZE-IC6I etu uo!spIp ueetstwq sSoq pus si4 s! 'twee ti s Spt011s Jean' iaqumu jo s.goq ¡meta 8 s eputt e2uxu alp iequinu jo ueippio peldeatag Sq gave S4iaS.H111 ops Ausw &IN amengu! alp iaqumu jo uarpirga 'Panama ¡Nara Opnput eq ivo!sAtid ands pus guls 'amstrues etp pustuep jo sluend pus etp peou JO ila1V989.1 6.101110"J .10J JOJB SINUITRI JO UIpJflj JO SII0FISA 8211 IVAN of4. e3spili3A atluipug OijJJ ustpem aaqurnu jo uairputp pallo.ma JOJ 161 sloops 2u-podaa s! .8LT eql afluees a g emu `JatiSm Tog eqj, slueurpiva ioj oq lssd meal sasoS eraptr! ecn usrpour awl uaaq Sprej 'Imnspuo3 nuatuno.sus .wf ay; purl otaf s4vaR

/NA 62Inti 31:191I1110.11:10 lueurnams

LZ-9Z6I 6Z--8Z6J L*21 08-47061 011 00-9 U-.1991 ß 90-9 99-0

eiljo isadn Amu Jo 2m:imam asurital mii awm wan I iterusdas peztatelo pmuti trIMIAL aqi Volin Rowe-Loma dam' 32 NURSERYSCHOOLS

Itisinterestingto note that38 of the191 schoolsreportingenroll- ments maintainmorethanoneseparatelyorganizednurseryschool. More thanaquarterofthe collegesanduniversitiesandnearly quarter of the a philanthropicorganizationsmaintainmorethanone separatelyorganizednursery-schoolunit,' Oneof theprivateschools 'reportsatotal erirollmentof 86distributedamongfourunits. A truer picture of thenumber of chiltreninanurseryschoolis given when theseseparatelyorganizednursery-schoolunitswithineach institutionare countedas separate schools.Thisinterpretationis given in the following table,whichreports enrollmentsboth for191 'schoolsas awhole andfor239 separatelyorganizednursery-school units withintheseschools.Themedianenrollmentqf thesesepa- ratelyorganizednurseryschools is15.6, witha range of from3 to 40. Theaverageis16.3 children foreach&school.Thedistributionalso showsvariations inenrollmentsamongdifferenttypes of sponsoring organizations.Privatelysupportedschoolshave thelowestmedian enrollmentand public-schoolandphilanthropicnurseryschoolshave the highestmedianenrollment.

Distributionof enrollmentsfor 191 schoolsand for239 separatelyorganizednuraery- . schoolunits withinthese schools

239 separatelyorgan- 191nursery scflools ized nursery-school units in191nursery schools Type of sponsoringorganizations Enrollments Enrollments Num- Num- ber of ber of schools Medl- unitsMedi- BoysGirlsITotal IRange an an Range

* 2 3 4 $ 6 7 8 10 I

Universities andcolleges _ . _ I 70 795 j 702 1, 497 18. 5 5-86 95 15. 4 3-36 Private schools___ . . . . 1 r7 546 1 532 1, 078 13. 5 4-51 78 12. 3 4-40 Philanthropic organizations.._ _ . 3 41 544 548 1, 092 24. 6 9-59 53 18. 8 9-36 Public schools 4 13 I 118 110 22S 18. 0 6-24 13 ltk 6-24 _ WI 2, 003 1. 8923, 895 17.8 4-84 239 15. 8 3-40 e I 16 schools reported2 separatelyorganizednursery.;schoolunits; 3 schools nursery-school units. repotted 4separatelyorganized I9 schools reported 2separately organizednursery-schoolunits; 1 school nursery-school units. reported 3separatelyorganized 6 schools reported2 separately organizednursery-schoolunits; 3 schools nursery-school units. reported 3separately organized o All of these schoolsmaintain but1 unit.

When theseparatelyorganizednurseryschoolsareconsidered itis foundthat the divisioniscustomarilymadeaccordingto theagesof the children.The sizes ofthegroups vary correspondinglywitha smallerenrollment fortheyoungerchildren.These figuresarein- cluded in thefollowingtable: DEVELOPMENTANDCURRENTPRACTICES 33 Median enrollmentsandage ranges for separatelyorganizednursery-schoolunits

Unit 1 Num- Unit2 , Unit 3 Uhit 4 ber of Number of units schools report-Age Median Median range kgerange AgerangeMedian Median ing in monthenroll- enroll- enroll-Agerange mentin months in months in enrollment ment monthsment

2 4 5 7 8 9 IS

Two 3124. 6-425 11. 542. 6-60.1 15 6 _ - Three 4 20.0-34. 0 14. 034. 5-46 mr. Four_. 16. 5 49.5-72. 3 19. 5 3 23.0-33.0 9. 036. 5-45.0 20. 0 45. 0-57.0 11. 0 57.0-66. 18.0

Tbe lengthof theday hasno appreciableeffectuponthesize of. enrollments.There is,however,an indicationthat theenrollment the half-dayschool isa of littlesmallerthanfor thefull-dayschool. Apportioningthechildrenenrolledto the trained of the teachersincharge nursery schoolsthere isamedianof11.4 and 2 to 30 children a range of from perteacher.,Thelowerlimitof therange, 2 children toateacher,occurredina researchcent,er.Theupper limit,30 chil- drentoateacher, wasfoundinaschoolhavingseveralstudent sistants.A as- teacher'sworking"load" isoftenmeasuredbythe ber ofchildren num- forwhomshe isresponsible,but,thelength schoolday needsto be ofthe consideredwiththeenrollment.Thiscan done bymeasuringthe be teacher'sload interms ofchild-hoursperday multiplyingthe hoursof the schoolday bythenumberofchildrenen- rolledper teacher.A still more completeidea oftheteacher'srespon- aibilityincludesan estimateof theamount ofassistanceshereceives fromstudentsandfromthe children'sparents. Anumberofschools requireparentsto participateperiodicallyin theday's half ofthe workandfully nursery schoolsacceptstudentsforpractice this work.Though type ofassistanceplacesanaddedsupervisory the responsibilityupon teacher itstill ishelpful,especiallywhenone or two the childrenof group requireindividualattention.Inadditionto her sibilitiesduring respon- the schoolday itshouldalso beconsidered teaclíergives thatthe a great deal of hertimeoutsideofschoolhours visitationandto to home parent andstaffmeetingsandconferences. Thefollowing distributiongivesthemediannumberandthe ofchild-hoursper trained range teacher,ofchild-hoursofstudentassistance per trainedteacher,and ofchild-hoursofstudentassistancefora nursery school.Thesefiguresaredistributed of the accordingto thelength nursery-schoolday.Theyare maximumfigures,based enrollment8,and upon notuponthechildren'sdailyattendance. reportedforparent Schedules participationcouldnot besummarizedfromthe informationreceived. Thelonger schooldayshowsa proportionatelygreater loadfor teacherandalso the a proportionatelygreateramount ofstudentassist- 34 NURSERYSCHOOLS ance. Whilethetype ofsponsoringorganizationdoesnot materially alter the teacher'sload inchild-hoursit doesinfluencetheamount of studentassistance. Schoolsmaintainedbycolleges,universities,and research centers haveapproximatelSTtwiceasmuchstudentassistance asdo nurseryschoolssponsoredby othertypes oforganizations. c). Mediannumberandrange of child-hoursperday fortrainedteachers andforstudents in traininginnursery schools,1929-30 data

Length ofschool day Teachers andstudents 2Y2-3 3q-45 5h-8 84-12 hourshourshours hours

3 4 6

Child-hoursper trained teac 140 schoolsreport1n6 Median__ 37.0 Range_ _ 47. 0 72. 5 88, 5 Child-hours ofstudentassist;nceper trained teacher; 15-9829-16816-210 15-170 ing: 68schooisreport- Median_ Range.__ _ 83. 0 53. 5 93.0 148. 5 22-196 9-253 Totalnumber of child-hoursof studentassistanceper nursery school; 12-437 8-864 68 schoolsreporting: Median__ 88. 5 Range_.__ 105. 0 172. 6 268. 5 45-36018-350 12-875 16-3025 Data taken A from NurserySchools in theUnited States,1929-30. MaryDabney Davis. tion, CircularNo. 1, January,1930. Washington,D. C. Office ofEduca- (Mimeographed.) Office ofEducation,Department ofthe Interior.

e 4". Ages reportedby200 scho.olsfor3,222 childrenrangefrom less than18 months tomorethan60 months.Theages were given inthe beginning ofthe school year 1931.Schoolsreportingcdrenof5 years ormore are carrying acontinuingprogram and "nohard and fastlinebetweenthenursery school andthe kuidergarten programs. The followingdistributionshows ,.themodalagefor nursery-schoolchildrento be between3an3%years.

Ages of3,222 childrenin 200nursery schools

Children Children .* Ages in months kges in inonths NumberPer cent NumberPercent

Less than18a e, .. .. 24 0. 7 43-48 ..... 01.40 19-24 120 3. 7 570 17.7 25-30 4944 -.% 461 345 10. 7 55-60 14. 3 31-36 t 255 8.2 496 15. 5 More than60 37-42 701 21. 7 238 4

To showthe rangeinagesof childrengenerally acc6tedinnursery schools,the medians werefound ofthe letweqand ofthehighestages reportedby the200 nursery schools. Themedianloweragefòr the childrenenrolledin the200 schoolsis 2yearsand1.5 moxiihsand the medianupper ageis 4year's and6.5 months.This indicateiithatthe

qt4t 11P DEVELOPMENTANDCURRENTPRACTICES 35

nursery-schbol curriculummust provide fortheinterestsandabilities of children coveringan agerangeof2yearsand5 months.The middle 50per centof childrenenrolled fallsbetween theagesof2years and 8 months and4yearsand2 months. Variations exist intherangeofagesaccepted bythedifferent schools.Two schoolsstatedthat thereisadifferenceof only6 monthsbétweentheyoungest and oldestchildenrolled'.Tenschools reported that theyhavean ,agerangeof4yearswithinthe school. Fiftypercent of the200schovsitkreportingagesshowedthat thereisa difference of from1yearand.10 monthsto 3yearswithinthenursery- school groupthemedianrangebeing2yearsand4 months. c. 'CONTINUITYOF SCHOOL EXPERIENCE . . . The questionhas oftenbeenaskedwhether contintiousschool experience is availablefor childrenasthey leavethenurseryschool orwhetheranintervaloccursbetweenleavingthenursepyschttoland entering eitherkin.dergartenorprimarygrades.Unlessakindergar- ten follows thenursery-schoolprogramandpreparesthe childfor the primary gradesthere isapt to beabreak intheprogressof systematic habitdevelopment andlearningexperiences.Continuit»is generally consideredpreferabletoaninterruptionin thechild'sschoolexperi- ence.Informationonthis pointwasreceivedfrom192nursery schools, halfof whichconstitutethebeginningunit inacontinuous schoolprogram.The lengthof theprograms-range fromkindergarten only inathird ofthe schools,toa program continuingthroughjunior college.Half of thecontinuingprogramsincludeelementarygrades, high schools,orjuniorcolleges.Thesesuggest thatthe original schoolprogramhas beenextendeddownwardto includethenursery %hod..Bycontrast theother halfof thecontinuingprogramsin- clude onlykindergartenorprimary-gradeexperienceand itseems probablethatmanyof theseschoblsbegan witha nursery school and additionalprovisionshave beenmadeasthe childrengrewolder. Variationsexistamongthe differenttypes ofsponsoringorganiza- tions inthe numberwhichprovideadditionalschoolexperiencefor the nursery-schoolgraduates.Thisexperienceisprovidedby36per cent of the collegesanduniversities,57per centof theprivateschools, 43 per centof thephilanthropicorganizations,and,aswould beex- pected,by all ofthe public-schoolsystems. Thesignificantvariation in lengthof additionalschoolprogram provided by t6sedifferent sp.onsoringorganizationsoccursin thephilanthropicagencies.The majoritykeep thechildrenonlythroughthe kindergartenand then tran4erthemto public schools. Fromtho halfof thesponsoringorganizationswhic4donot provide continuousschoolexperience,the majorityof thenursery-school graduatesgoto public-schoolkindergartens.Some Childrenremain 34 NURSERYSCHOOLS at homeforaperiod eitherbecauseoftheabsenceofa public-school kindergartenórthepreferenceof the'parent. t ts LENGTHOF THENURSER.17-SCHOOLPROGRAM . THESCHOOLYEAR Nursery schoolsapproximatethelengthofschool public year providedin elementaryschoolsthroughoutthecountry. the nui:sery-school Inmanycases yearismuch longer.Alarge schools proportionofthe maintained.bycollegesanduniversitieshold -as a suinmersession wellasthesessionoftheregularschool gramis year. A fullyear'spro- reportedbyseveralboardingschools.The medianlength _ yearfortheschools of sponsoredbyphilanthropicorganizationsis longestreportedforany the group.Themedianyearforthepublic nursery schoolsindicatesthattheschoolsystems school interestedinnursery. educationalsoprovidealongerschoolyear for all their thandoesthe pupils average school systeinintheUnitedStates. LengthofyearforJ64 nursery schools 0-,

Length ofschool Sponsorial,- Number year in dAys tion of schools reporting Median Range Colleges anduniversities Privateschools 61 164 A.- 120-260 Philanthropicorganizationp 54 165. 2 104-365 Publicschools 37 210 147-365 11 192.6 Total I 170-365 163 181 I 104-365 IThe MichigabState schoolfordependentchildren carriesitsprogram throughouttheyear. The average length ofyearforpublicelementary Statesforthe schoolsin35 year 1929-30was 174.6 days,witharangeof 144.7to 188.4days. from THESCHOOLWEEK Practicallyallnursery schools areinsessionfivedaysaweek. .Variationsoccur to meet theneedsof thechildren the andtò complywith program of theinstktutionmaintainingtheschool, schoóls Someofthe connectedwithwelfareorganizationsoffera aidthe 'working -6-dayweekto motherandafew oftheuniversitiesconfine week'sprogramto 4 days. their Thevalue ofperiodicattendanceisbeing tried inat leastalivecenters. AtYale2 theperiodic.attendanceof childrenisaregulOpart of the prQgram ofthe`behaviorcorrective work of theclinic.Thechildrenattendingfor jointhe observationpurposes reOlarcursety-schoolgroup.At theCollegeofHömeco -4,nornicsofCornell Univii-sity therehasbeen-anincreasingdemandfor 'We& ITheNurseryGroup at the YaleClinicof ChildDevelopment,Ruth W. cation, 86. 470,May,1032. Wuhburn.ChildhoodEdn DEVELOPMENT ANDCURRENTPRACTICES 37 - .help fromparents whose childrenwere not enrolled in thenursery school.Cornell's solutionof theproblemopens apath othersmay wish to follow:.

Threéyears ago,in orderto make itpossible forourall-day childrentocon- tinue with us until theywereready forkindergarten,we arranged foran afternoon playgroup.This made itpossible f9rachildto be withusduring theall-day session when hewas2 to 3yearsofage, .to come to the afternoonplaygroup after hisnapeach day from 2.30until 5 o'clockwhen hewas3 to 4yearsofage,and then goto kindergarten.In orderto meet theneeds ofparents whosechildrenwere not enrolled in either of thegroups we decided to havethe regulargroups meeton Tuesdays,Wednesday's,Thursdays, andFridays,leaving Mondayfree forstaff members to consult withparents callerthannursery-schoolparents.We searchedaround fora name for this serviceand finallydecidedupon" Monday Council."This Monday Councilis in itssecondyear now, and has becomewell known in the community andhas madeit possibleforour students to workin many morehomes than hadbeenopen to thm with theregu:arlyenrollednurs- ery-school children.Any parentin thecommunity whohasachildunder 6 yearsof aAe is privilègedto enroll forMonday Councilservice.'This service costs $7.50asemester.Monday Councilparentsarescheduled forinterviews with the various specialistsacbordibg totheir needs.Groups ofsix childrenare scheduled each Mondayandsomeof these MondayCouncilchildren needtocome succeeding Mondays, othersweneedtoseeperhaps onlyonce or twice and then direct theirprogressin the home.Thismeans that the Mondaygroup isnever quite thesame.Because theMondaygroup is small,we are able to take intoit children under 2yearsofage,and haveanumber whoexpect to continuewithus through the regularnursery-schoolprogram nextyearand theyear following. On certain Mondayswetry to get all the4 to 5yearold childrentogether, limiting theagerand.The problemswith whichMonday Councilparentswant helparethesam%yithose of theregularnursery-schoolparegts.Thechildren areall normal withperfectly normalproblems ofeating, takingnaps, playing with other children,bed wetting, andemotional andnervous behavior. Contrarytoourearlier fears thathaving theregular childrenat schoolfour days'and at home threedays each weekwould make for difficulty,wehave found eft closer cooperationwith thehomes andbetter adaptationof thenursery-1341100,1 programto the homesituationonthe threeclays whenthe childrenarethere. Anotherinteresting outcomeis thatparents whoare not yetwonto thenursery schoolideaare,heartily infavor of the MoiidayCouncilservice whichtheysay meets their needsadmirably.So faras our graduate studentsare concerhed the.0 Monday Covcilhomes offeropportunities for home'participationand family case studies fullyon a par with the opportunitiesoffered bynursery-schoolhomes. The MondayCouncilparents join withthe regularnursery-schoolparents inunit courses, parent meetingg,an -elementary classonbehavior andin ady ofthe otheropportunities offeredby the collegeto them.So farasthe staff isconcerned wehave beenable tocarrythe additionalcases without increase inthenum ef staff members.MARiEYOWLER,Prqfe.ssorof ChildDevelopmentand Prent

Education. . The ChildDevelopmentInstituteof TeachersCollege,Columbia University,conductstW-ogroupsfor preschoolchildrena nursery school andaguidancenursery as centers for demonstration,research, and trainingof students._The guidancenurseryisanexperimentin theorghnization bfpreschooleducation. 38 NURSERY SCHOOLS

The profestionalgroup serves children whose parentsareworking.Inthis nurseryschool theparents of all butoneof the childrenarein the higherprofes- sional classes suchasteachers, lawyers,and physicians.The hoursarefrom 8.30 to 5.30 o'clock dailyand 8.30to 12 o'clockonSaturdaymorning.The purposeof this schedule isto make it possible forbothparents to beawayfrom home during businesshours without havingto provide additionalservice for the child in the lateafternoons andonSaturdaymorninga timewhen theaverage nurseryschool is closed. The consultationgroup serveschildren whosemothersareat home but needor desire part-time relieffrom dailycareof their childrenaswellasiguidance in habit trainingorgeneral prinbiples ofchildcare.The mothersof these children observe in thenurseryschool andarethemselves inturn observedin theirown homes by thenursery-school teacherwho makes'suggestionsconcerning the child's schedule andequipment when in the home.Dependinguponthe family need, special service andadvice is availablefrom the nutritionist,the psychologist, the pediatrician, and theparent consult:ant.The hours forthisgroup vary Neccordipg to theagesand needs of the childrenand in terms ofthe whole family situation.For example,during periods oftension at homethe dailyschedule for the child is frequentlyextended; childrenwith feedingproblemsarekept in thenurseryschool for luncheonhour; children wholack companionshipof their own ageprofit greatly bylearning socialadjustment during themorning play period in thenurseryschool.The number oftimesaweek thatthis serviceis given dependsonthe child's needand the mother'swishes.Severalforms of serviceareavailable foremergency needs of families suchasspecialcareof children when theparentsmaybeawayduring the dayorevening andspecial nursing service for caring forsick childrenin the home.This serviceis paid for by the families but isarranged incooperation with theguidancenursery. A unifiedprogramof parenteducation is developedthroughconferences. reports, discussiongroups,and lectures. At the present time.thereare18 childrenenrolled in thegroups, 8 in the professional and 10 in the consultationgroup.LOIS HAYDENMEEK, Director.

THE SCHOOLDAY , The time intervalbetween thestated openingand closingof the daily session has beenusedasthe length ofthe schoolday.Approxi- matelyaquarter of allnurseryschoolsarein session3 hoursadayor less.Approximatelyathird of allnursery It schoolsarein session 61:A. between 6 and8 hours,a programwhich makes itpossible.toinclude eating and sleeping situations.The schoolsoffering10 and 12 hour programsare nurseryschools operatedby philanthropicorganizations. From the table andgraph which followit will beseenthat the largest percent ofnurserysci400ls in privateschools havehalf-daysessions of 3 hoursorless in length.The nursery-schoolprogramin colleges and universities,and in public-schoolsystems is usuallybetween 6 and 7 hours in length.The lengthof day of thenurseryschools connected with philanthropicorganizations variesgreatly. Some schoolsofferachoice ofahalforfull day session,ofahalf-day session withorwithouta noonmeal, ofahalf-day sessionwith supervised playoncertain daysduring theweek,orsimilarchoices. The length ofday is referredtoas"optional"where attendanceat certain sessions iselective.One-tenth ofthe privateschools have DEVELOPMENTANDCURRENTPAtACl/CES p. 39 optional programsmore thanthose inanyothertype ofsponsoring organization.In other institutions,one nursery-schoolunitmay haveasession specificallyshorterthanthat ofanothergroup children in the of same institution.For thelatterreasonthelength e IVAR I ATI ONS I NLE NGTHOFNURSERY SCHOOLDAYAMONGTYPESOF SPONSERI NGORGANIZATIONS. 100 NURSERYSCHOOLS 55NURSERYSCHOOLS,I N CONNECTEDWITH PHILANTHROPIC COLLEGES ANDUNIVERSIT1ES. PER CENT ORGAN I ZATIONS. 0 10 20 30 40 PER CENT 0 10 20 30 40 2- 23/4 2- 2 3/4 in3-3 3/4 CC in3-3 3/4 0D 4.43A4 CC4-4 3/4 X 5-5 3/4 25-5 3/4 -6-6 3/4 2-6-6 3/4 <>- 7.7 3/4 0 g.7-7 3/4 b.8-8 3/4 0 at.8-8 3/4 o 9-9 3/4 9-9 3/4 °ilia-103M i10-103/4 3/4 1,01.113/4 I2AND OvER J12 AND am OPTIONA OVE KAU OR OPTIO FULL DAY HALF OR FULL DAY

84 PR IVATE 13PUBLIC NURSERYSCHOOLS 411. NURSERYSCHOOLS PER _CENT 0 10 20 30 40 PER CENT 0 10 20 30 40 2-2 3/4IMO 2- 2 3/4 vi3- 3 3/4 ce3-3 3/4 D4- 4 3/4 0 a o 4-4 3/4 X 5- 5 3/4N 5-5 3/4 6.4 3/4 6-6 3/4 7.-7 3/4 g7- 3/4 168-8 3/4I 0 a.0Ls3/4 9-9 3/4 I z9-9 314 010-10 3/4 10-10 344 W 11-113/4 N11.113/4 I AND OVER 12AND OVER ?ia,71OR OPTIONAL FULL DAY HALF OR FULL DAY

lam ofsession in thefollowingtable isgivenseparatelyforeach orgatized separately nursery school.Suchvariationsin thelengthof the program indicates day's continualeffortto findwaysofeducatingyoung childrenbestadaptedto theirespecialneeds. ; ' 40 NURSERY SCHOOLS

Length of dayfor 252 separately organizednurseryschoolsI ir Universities Private Philanthropi Public anti colleges schools (g4 organizationsschools (13 Total (252 (100 schools) schools) (55 schools) schools) schools) Number of hours , , Num: PerNum- PerNum-PerNum-PerNum-Per ber cent ber cent ber Cerl ber cent ber cent

2 3 4 3 s 7 s s le 11 , 2-3 23 23 33 39.3 11 20.0 2 15. 3 69 27. 4 34-4 12 12 10 11.9 8 14. 5 3 Z3. 1 33 13. 1 44-5 5 5 1 1 8 6 2. 4 54-6...... 10 10 10 11.9 3 45. 5 1 7. 7 24 9. 5 64-7_ _ _ ...... 39 39 17 20.2 2 3.6 6 46. 2 64 25. 4 74-8 9 9 4 4. 8 , 8 14 5 r IM AI. 21 8. 3 eq-9 1 1. 2 1 1 8 .... _ _ _ 2 .8 94-10 1 1. 2 7 12. 7 ______8 3. 2 10%-11 10 18 3 10 3. 9 11h-12 . 3 5. 5 1 7. 7 4 1. 6 Optional (halforfull day) --_ 2 2 8 9. 5 1 1. 8 11 4. 4

1These 252separately organized nursery-schoolunitsarelocated in 202 institutions.

Records available fortheyears1926 and 1931 show that inthe *5-year intervalthere has beenatendency toward themaintenanceof alonger nursery-school day. Length of school days reportedfor 192q and 1931

46=Imr Schools reporting .de

; Length of day 1926-27 (34 1931-32 (252 schools) schools)

NumberPer centNumberPer cent

2-3 hours...... 12 35. 3 69 27. 4 _ 3K-5 hours_ 2 5. 9 39 1 5K-8 hours 13 38. 1 109 41 2 8 -12 hours 3 & 9 24 9. 5 Optional, halforfull dayprogram 4 11. 8 11 4. 4

TEACHING ANDCONSULTATION STAFFS Professional preparationof the teachingstaff.-Two-thirds ofthe directing teachers employedby 190nurseryschools haveacollege ,degree andnonehas less than the equivalentofanormal schoolor teachers college preparation. Thisreport is for 332 directingteachers. Two hundred and thirteenof these teachershold degrees.Of these 213 teachers, 132 hold bachelor of science,bachelor ofarts,orbachelor of philosophy degrees;75 hold master of science,art,oreducation degrees; and6 hold doctor of philosophydegrees.As might be expectedmorecollege degreesareheld byteachers of miseryschools maintained by collegesand universities.A smallernumber of the teachers of privateschools and thosesponsored byphilanthropic DEVELOPMENTANDCURRENTPRACTICES 41 organizations hold degrees. Thefollowingtable showsthe number andpercent of degrees heldby theteachers in\thenursery schools conducted by differenttypes of sponsoringorganizations:

dighestearned college degreesfor directingteachers innursery schools sponsoredby differenttypes of organizations

Number holding a degrees Per cent holdingdegrees Number Sponsoringorganization,.4 of Bache- Bache- teachers lor's Master'sDoctor's Master'sDoctor's degree lor's degree degree degree degree degree

4 7 8

Colleges and universities_____. _ 139 66 48 Private schools 6 47 as 4 120 43 14 38 12 Philanthropic organizations 57 15 11 ...... _ 26 20....a.0 al Public schoolsaa+.,..ar ...a al. a r 16 8 2 ..... 50 12 a a Total 332 132 75 6 ao 23 2

When comparedwith theacademicpreparationof elementaryand high-schoolteachersthroughoutthecountry thepreparation öf nursery-schoolteachersgreatlyexceedsthat ofelementary-grade teachers andapproximatesthat forhigh-schoolteachers.High schools, in. theirrecent and rapidgrowth,have tendedto establish adegree requirementforteachers whichhasnot been requiredof elementary-gradeteachers.It is sigitficantthento note themarked tendencytowardadvancedacademicpreparationfornursery-school teachers, althoughit isrecognizedthat thepossessionofacollege degree isnot necessarilysynonymouswithteachingsuccess. Highest earneddegrees held bynursery-schoolteachers andby elementaryand high- school teachersin citiesandtowns of B,600populationand s more

1 Number holdingearned Per cent holdingearned Total degrees degrees o number School unit of teachers re- Bache- Bache- portinglor's de-Master'sDoctor's Master'sDoctor's degree degree lor's degree gree degree degree

3 4 e 7

Nursery school t 332 132 75 6 40. 0 23. 0 2. 0 Elementarygrades 249, 456 23, 664 1, 404 50 9. 4 .6 .014 Junior highschool _ _ ...... 36, 251 18, 065 2, 451 36 49. 8 6. 8 .1 Senior highschool 84, 882 59, 072 12, 785 359 69. 6 l& 1 .4 I Figures for thedegrees held byelementary, junior,and seniorhigh schoolteachers NationalSurvey ofthe Educationof Teachers. contributed bythe

In thepreparatory work fornursery-schoolteachingmanyefforts arebeingmadeto include the biologicaland naturalsciences,nutrition,psychology,mental hygiene,and childstudy, thatareconsidered essential.Throughlaboratoryworkmany types of participationin thecareand guidanceofyoung Jo* childrenareprovided innursery

4 Di 42 . NURSERYSCHOOLS

es! schools, inhomes and"homemanagement houses," andin themany types of physical andmental hygieneclinics.The varietyof major fields ofwork in whichthe directingteachers havespecializedisan indication of themanyeducationalinterests focusingattentionupon thedevelopment ofyoungchildren andbringingtheircontribution to rt. Major fieldsof specializationof 203 nursery-schooltiachers Nurseryschool, kindergarten,primary education 123 Homeeconomics and childdevelopment 28 Psychology AM OM M WO AM VIM 1M ...... J9 r Sociology 12 Biology,recreation, music, English(each) 2 Publichealth, science,physical education,parent education,mental hygiene, French,and art (each) Personnel ofthe consultationstaff .Specialistssupplem'entthe teaching staff ingiving consultationand dailyorperiodicserviceto safeguard andaid the mentaland physicalwelfareof thechildrenindi- vidually andas a group.The numberof specialistsin differentfields of workconnected withthenurseryschools andtheamount oftime they givevary.Theaverageschool hastwoorthreeconsultingspecial- ists.Some havebutoneconsultant andothers havefiveorsix.In the majorityof the schoolsaconsultingpediatricianorphysiciangives periodic physicalxaminations.Inmanyof theprivateschools theseexaminationsaremade bythe familydoctoranda report is sent to thenurseryschool forthe child'sdevelopmentalrecord.The daily physicalexaminationwhichprecedes thechild'sadmissionto theschool ig givenbya I doctoror a nurse,orinsomeinstancesby ' the teacherwho has 1 been givenspecialinstructionfor thiswork. 1: Theprogramof physicaldevelopmentis aidedby thenutritionistwho plans themenus,studies the I children'snutritionalneeds,and assists parents with homeproblems.The psychologiacaresfor themental testingprogramandcooperates in the,behaviorguidancework.The sociologiststudies thechildreen's homéandcommunityenvironments. Closecooperationbetween theconsultingspecialistsand theteacher pools theinformationossembledfor eachchild.Detailedrecords kept byteachers and specialistsof eachchild'shistoryand ofcurrent behaviorsarethe basesfor staffdiscussionswhichdeterminethe guidancegivenparents and children.Staffdiscussionsalsocover such generalproblems ofthe schoolrégimeasthe numberof children in thegroupin relationto their physicalhealth andemotional stabilf ity, thelengthof the sleepingperiods andthe methodsof inducing sleep,and specificuses,of thenursery-schoolequipment. 41 Comparingthepersonnelof theconsultationstaffs fornursery schoolsin eachtype of sponsoringorganizationit is foundthat.more of theschoolsconnectedwithcolleges anduniversitieshave nutri- . tionistsandpsychologists,that slightlymoreof theschoolssponsored DEVtLOPMENT ANDCURRENTPRACTICES 43 by philanthropic organizationshavepediatriciansorphysiciansand social workers;and thatmoreof thepublicschoolshave Few of the private nurses. schoolsincludeasociologistontheconsultation staff.The colleges anduniversitiesandthepublicschoolshave greater variety of a additionalconsultingspecialists.Eighteendif- 1, ferenttypes of consulting specialistsare reported fortheschools connected with collegesanduniversitiesand.anaverage of 9types of specialistsarereported for thestaffsof thenursery schools inthe other classification groups.Eighty-sevenper cent of the176 schools reportingconsultants haveapediatricianorphysician,a nurse,or both;72per cent of theschoolshaveapsychologist;58per cent haveanutritionist;and21 per cent haveasociologist.Rangedin order ofpopularitytheotherspecialistsmentionedare as follows: Psychiatrist, educationaladviser,dentist,parent educator,biologist, physical educationist,posture specialist,psychometricexaminer, speech specialist,mentalhygienist,orthopedist,glandtherapist,art and musicspecialists. There isno great differencein thearrayof specialistson the staffsof schoolsoperatingforafull dayorhalf The day. most markeddifferenceis withthenutritionist-64per cent of the full-dayschoolsand46 per cent of the half-dayschoolshavea nutritionistontheconsultationstaff.Opinionamong nutritionists haA beenexpressed thatwhetheror not thenursery schoolservesa noonluncheon, thechildren'sattitudestowardfoodand theestab- lishment of righteatinghabits áreofsufficientimportanceto make guidancefromanutritionistdesirableforteachersand services parents. Vie ofspecialistsaresometimespaid forfromthenursery-school budget andsometimescontributedbycooperatingorganizations by or publicorprivatewelfareagencies.Cooperationamong two three or schools hasinsomeinstancesmade itpossible forAhemto have more consultants than theyotherwisecouldafford.Additionsto the consultation staff hairealso beenmadebypermittingspecialiltsin needofa laboratoryto study thedevelopmentofyoungchildAnto cooperate inthe schoolprogram. Percent of 04 nursery schOols havingdifferenttypes of consultingspecialist's

Colleges and Private Philanthropic Public universities schools organizations schools Total(178 '(71schools) (M schools) (39 schools) (13 schools) schools) Consultingspecialists

Num-PerNum-Per NUM- PerNum- PerNum-Per ber cent ber cent ber cent ber cent bercent

3 2 7 le 11 Pediatricianor physician...... 53 75 37 67 ao 77 8 Nurse 24 61 128 72 34 11 20 12 31 9 69 Psychologist 58 81 56 31 Nutritionist_ 37, 67 23 59 8 61 - 54 76 25 - 126 71 Sociologist 45 16 41 8 61 103 58 15 21 3 5 Otherspecialists 13 33 a 23 34 19 25 35 . .9 17 7 114 4 31 45 25

s 143704°' ai; .00 44 NURSERY SCHOOLS

Sources of consultationservice.The majority ofnurseryschools sponsored by colleges and universitiesreceive their consultationservice from the severalinterested members of the staff ofthe supervising departmentorfrom cooperating departments withinthe institutiod. 41 This practicenot only benefits the nursery-schoolprogrambut offers a commonlaboratory for the differentcolleges of universitiesor departments of colleges.This gives exceptionalopportunity forob- 1 servation of the contributionswhich each specialdepartmentca,n make.Such cooperation is wellshown in theprogramof the Western Reserve University Nursery Schools.Here the school of education directs the educational policiesinasupervisory and administrative capacity and provides the psychologicalservice.Consultation service is given in nutrition bythe school of householdadministration,in pediatrics by the medical school,and sociological serviceby the school of applied social sciences. For thenurseryschoolofTeachers College, TempleUniversity, the medical school of the universitygives physical examinationsfor the children and advises incasesof special physicaldefeits, thehome economics department givesnutritional studies, thephysical educa-

tion department ,gives dailyphysical inspection,the psychological departmentcaresfor the intelligencetestingprogramand conferson problems of behavior,and the dental collegegives Periodic dental examinations. Consultation serviceboth from departpents withinacollege and from other colleges ofa*university iswell) illustrated bythelamasery school of the New YorkState College of HomeEconomics.Service is given the schoolby the college departmentsof food and nutrition, clothing and textiles, housOholdarts, home management and child development, andparent education.Service is also givenby the College of Agriculture'sDepartments of Educationand Rural Social Organization. At the Universityof Michigan consultationservice is givenby the departments of educationalpsychology and sociologyand by the university hospitaland dental school. Skidmore Collegeflepartments of nursing,psychology, Physical education, home economics,art, and music provide consultation service for theirnursery'school. Thenurserylaboratory of theFrick Training Schoolfor Teachers in Pittsburgh isserved by membersof the staff of the Universityof Pittsburgh andstudents fromthe Benefield Girls' TradeSchool plan andpreparethe food for thechildren.fnmanyinstances the regulat healthservice of thecollegeoruniversity iscalleduponfor the nursery-school children. The consultationservice providedfor the majorityof private schools is engageddirectly by the-schools.Many of themturn to DEVELOPMENT ANDCURRENTPRACTICES 45 local universities, hospitals,public-healthdepartments,and local clinics forthe personnel oftheir consultationstaff.In many'rin- stancesthe servicesarepaid for, inothersacooperativearrangement existssothat both the schooland theconsultant benefit.A largepart of the health service is given bypublic-healthdepartmentsfor the public-school nurseries andkr thosesponsoredby philanthropic organizations.Many of this lasttype ofnurseryschool alsoreceive service from local universities,clinics, andwelfareorganizations. Such service includes dailyorperiodic physicalexaminations,psychological tests, home visitingby sociologicalfieldworkers,psychiatric examinations, and nutritionalservice.Of all thesourcesof help the universities offer thegreatestamount and next in orderaredifferent typesof public-healthservice, thelocal hospitals,guidanceclinics, and welfare organizations.

111 . FINANCIALSUPPORT fit SOURCES OF INCOME Nursery-schoolsupport is derived fromavariety ofsourcesfrom tuitions and other fees, fromthe institutionmaintaining theschool, fromgifts,grants,funds,foundations,andendowments.The sourcesofsupportarelargely-determinedby thetype of orgaiiization sponsoring the school.The majorsourceof totalincome forprivate schools is the tuitioncharged andfor the otherschools the bulkof financialsupport is borne by the sionsoring.organization.Tuitions paid in these otherschoolsareinmost instances fees used principally tocoverthecost of the children'sfood servedduring theday and certain minorrunningexpenses. Gifts ofmoney,housing and land,equipment, andserviceare received byschools ineach of theclassifiêations.In theprivate schools operate&byparentgroups, parents themselves performmany services, suchaspreparing food,caring for clericalwork, assisting,the teacher, and, incasesof especiallyqualifiedparents, providing medical, psychological,and otherprofessionalconsultationservices.Financial gifts for theschools sponsoredby philanthropicorganizationscome if largely frominterestedindividuals,manyof whommake theircon- tributionsasmemorials, andfrom communitychestsorothercorn- munity funds. / Many ofthese schoolsalsoare given housing, operatingservice, and equipmentby churchesand by thewelfare committeesof clubs and associationsinterested inaiding thedevelopment ofunderprivileged children.Four schoolsbenefit fromendowment funds.Two private schoolshaveestablishedarevolving fundto which parents subscribe whenachild isadmittedto the school.The subscriptions,areeither in theform of"membershipbonds"orthe deposit ofaslim ofmoney o 46 NURSERYSCHOOLS

to be redeemed whenthe childleaves theschooloris replacedby another child.Eighteen schoolsreceivegrants for specialprograms of researchor arepartlyorwholly supportedbygrants ofmoney from localor nationalfoundations.Themajority ofthesegrantsare received bythe schoolsmaintainedby collegesanduniversities,three arereceived by"philanthropic" schools,and threeby publicschools. Comparativelyfew of thenurseryschoolssponsoredbypublic-school systems receive theirfull financialsupport fromthem.Bothservices and money are contributed byinterestedagenciesandmanyschools chargeafeeto coveronly thecost of food.Thepublicschools'sharein the financialsupport is chiefly inhousing andequipment,in hellthand psychologicalservice, andeducationalsupervision,althoughseveral schoolsystems also providetheteachers'salaries.The59 schools maintainedby Stateandmunicipalcollegesanduniversities,school systems, and welfareagenciesreceivefinancialsupport fromState, county, and municipalfunds.One schoolreceivesaidthroughthe Federal Smith-HughesFund.Consultationservicecontributedto alarge number of thenurseryschools(seep.44) mightalso begiven a moneyvalue andclassifiedasfinancialaid. .

TUITIONS Wide variationsexist intheamounts of tuitioncharged,buta rathernarrow rangeis foundin thefeeschargedfor foodandincidental expenses.Variati6ns-amongprivateschooltuitionsseem to be influencedby whether theschool ismerelytomeetpart,orallits expenses orwhether itmustneiaprófit.Amongthe "philarithropic" organizationseventhe fewcentsadaychargedinsome schools is waivedoradjustedto meet the abilityof theparents tdpay. Scholarshipsaregiven forchildreninmanyof theschoolscharging tuitionorother fees. The awardof thesescholarshipsis-basedboth onthe need of the childandonthe ne.edof theschool. 'Theapplica- tions ofchildren havinginitdequatehomeconditionsorwhoare needof child in companionshiporspecialguidancearegivenfirstcon- siderittion. Scholarshipsarealsogivenbyteacher-preparation laboratoriesandinstitutesof researchin childdevelopmentwhen wish they to balance theenrollment iorepresent levelsof social life,to maintainanequalnumberof boysandgirls,or to provide desired a numberof childrenof variousagelevels.Sixteengf the colleges anduniversitiesreport 86partialorfullscholarships; the private 17 of schoolsreport 57; and3 of thepublicschoolsreport 12. In butfew instances do theagesof thechildreninfluencetheamount of tuitioncharged. In5 schoolswherethesamelengthof schoolday isprovidedfor all the childrenthere isasmallertuitionfor theyounger group .and in/schoolalargertuitionischargedforthe children.In4 other younger schoolstheyounger childrenattendschool DEVELOPMENTANDCURUNTPRACTICES 47 bu.t, a halfday andacorrespondinglylowertuition is'chargedforthem than for the older childrenwhoattendall day.Theseschoolsarein thegroupsof private schoolsandthosemaintainedbycollegesand universities. The lengthof dayhas themost evidentinfluenceupon tuition charges. Thefollowingdistributionof tuitionandotherfees charged by189 schools isbasedonthelengthof theschools'daily session; tuitionsfor schoolsmaintainingbothhalfand fullday sessionslire allocatedaccordingly.

Tuitionsorother fees chargedpermonth by189nursery schools for216 hagand full daysessions 0

Half-daysessionschools f Full-daysession schools to

Number of Tuitionsor fees Numberof schools schools Tuitionsor fees e Sponsoringorganization Report- ing that Report- \9 ing that r theyReport- Report- chargeing tui-Median Range they tions chargeing tui-Median Range no tui- no tui-tions tion tion

i s s 4 5 s 7 s ! , Colleges anduniversities (72 schools) 2 30 $7. 77 Private schools $1. 00-$41.00 3 47 $10. 50$2. 66-$48. (69 schools)_ o bo 18. 508. 00- 49. 05 Philanthropicorganizations 60 o 35 28. 50 12. 00- 74.50 (37 schools) 2 12 3.00 .60-3. 00 5 Public-schoolsystems (11 18 5. 50 .50- 10. 00 schools) 2 I 2 2 8 6. 00 4. 00- 10.00 I $10 fee for one school; the otheradapts thefee to thefamily'sabilitytopay.

.I. ANNUAL COST FIGURESFOR 11NURSERY OOLS One of thequestionsaskedmost freqúentlyis,How miichdo nursery schools cost?This isoneof themost difficultquestionsto answer because there are somanyvaryingfactors whichinfluenceor controlthecosts.A majorfactor isthepurposefor whichthe nursery school is organized.Alaboratoryfor researchordemonstra- tion requireslargerexpendituresthanaregularteachihgunit. Another factor is thelength ofthe day'sprogramwhichinfluences costs for the operations,forconsultationservice,ihd forfood.The sourceof theconsultationservicealsoinfluencesthe budgetof the nursery school.In'someinstancesthese servicesin,tkeptat minimum. a In otherunitshighly paid speofalistsareretainedonthe . nursery-schoolstaff.In others,avarietiofconsultationserviceis providedby interestedorrelatedorgardzationswhichbenefitfrom giving theserviceandconsequentlymakenochargefor it.A difficulty inallocatingnursery-schoolcosts is thefact thatindividual staffmembers frequentlycarrydifferenttypes ofresponsibility. 4

3f1 e Expenses, tuitions, and service E xpenses a of 11 nursery schóols for 1980-31 Service Nursery by representative schools operatedtypes of Administration Instruction FeesConsultation service Opera- Main- te- Tuitionsother fees or Individuals served Length of school f sponsoring organizations alegip. Salariesrectorsclerksof di-and pausesOffice ex- teachersSalaries of 1' tionalEdu-sup- ca- sala-con-andriesfor ants'Con-sult=sup- Food,costs ' pel:156S tionex- nanceandrepairsmentsplace- re- Total charged Chil-dren entsPar- Others daysYear in Weekdays in Day inhours A plies sult-ants plies tr. 1 2 3 4 7 le 11 12 13 14 17 q. 18 A * $57. 50 $26. 25 $1, 552..00 $194. $145..00 $91. 45 $121. ! 34 li 3 If private school organized O $2, 187. $150-$200 36 6 165 5 2 AA tfon.by parents.philanthropic organiza- of - 7,018. 00 866. 87 121. 75 4 6, 8752,960. 00 00 169. 486. 67 (g) $54. i i 651687. 75 82 1; 908. (*) 93 p97.141 11, 653é54 14, 544. 7 25 or cents less. a daya year' 2538 M 4 100 6 8 220 and 3 1(4.¡ 4 4 A ery-echoolhorn% economics. teachers:"collegecoe departmentpreparing nurs- , 868. 31 152.. ... 77 - or 3, 279 12 $45 for 9 months yes Pubac-schootAn institute of child &a2)- 4evelopment. ------nursery research in schools 2, 550 00 .3, 015.850- 00 302 13 (19(1) .... _ - 938 00 2, 137 09 8,4, 942. gso. 22 77 $151342095None cents acents day. to 50 a year's 366333 725765 1714, 1414 294 0S6110 158161166 AP46 55 3 and 6346%7 LaboratoryPart of the in primary department. kindergarten-a high-school 1, 036. 1, 600. 44. 08 63 200. 00 " (11)(19 1004 00 MO. 1, 2/30. 27 32 52Ø6.i1, 50(1°) cents 1818 30 11 31 1192 73 .11M, a day department of home eco- _ MD. .1111 11 Unit in went.nomim a guidancea research depart- program 3, 080. aol n 20. 00 2,3, 960. 65a 1 1 n 5aao. (9).(s) 127 362 50 965.535. 00 n 800 00 1, 085. 213. so 8,5, 715. 105 $6 a month__ _ _ _ 4118 23 6318 U5861 6 18 - r, - .741#" Irsw:ift4 ?""Zitif4T711",, ft.-,A.4ent 4111. LaboratoryState school erschildren. college. of for a State teach- dependent NO. 00. 7& 0 5,4, 300700. 00OD , 250. 00 50. 00 225..(17) 00 2, 1503oa '00 cxii (I) 5,8,1150 700. 00 00 $210None. months. for Si 2022 - - 11. 40- - 13 47+(19 aiiT1781 57 6 I 4 3I StudentVaries ught, withheat, nurses and posture age ofwater, child maid, and and janitor lewth of service,clay. and supplies. . . . I 67I These4 ID additionStudentFigures otber salaries include teachers. maintenance, than salaries f those of 3 valuedhave beent.cer. at MO, Ls provided prorated to the fornvrsery each; , brill from2 teachers. the total accounts: which included infant and kindergarten groups of children. , .__. . . 1 -*AnI Physician'sProvided 11-month by the salary year. college. included jp with persons administrationalso serving alariee, 0 other depaztmovts of er service is provid the coll within the department. . M s !- . 14131113 Varies TwoFigures Participating laboratories with the other than and observing length of are maintained byteachers' the day. students;salaries ail:1160 arethis approximated college, and the first nonclinical from total in the service. college expenses for the whole forochildren anddemonstration parents.school and elementary the second practice school. is located in a settlement house. ." . 410g wechargedlessteaching,nursery follow becauseschool N.we have "TheContribut to the while related nursery schoolno is method ofnursery definitely andschool of their by cooperatingeerimental to the an andintegralnursery part school kindergartenpartiallywelfare allocating and researchto research. canof hardly the be also teachesor determining Institute agencies.Although chargeda number againstof of Child the actually cost of each Welfare. university theythe nurseryWhileincreaseparticular school in thebudget. classes and the main, function carriedservice rendered carries we budget the on researchOur in routine on in the in the nursery school physical,nursery school.cooperation To with mental,- dental, independently our research give andyou other an imstance,of our other departments, department. . etarninat the principal ons are partiallylier university neverthe- of the "g4r Specialbudgetthe total internalwithout cost of operating repairsany and expense to contributionthe nursery khool. the Institute to the research of Child Under the program. Welfare. arrangement with ResearchMaintenance assistants the uniAersity in who ding, are budgeted under light,as farheat, as the exterior water, and research is concerned, nurseryJanitor school theysecure some of their services are sup 'lied by are primarily carriedc Itraining in the : ': the u rroetY ,1'. ersityon in hetkro.jgh detail which scJ and reduce service CI)t/d.. ! I Is17is Service PerIncludes capita costs. is giren 30 student from other tchers, 300 replacements college are charged to the students, and institute."14,068 parents through the parent education program. is likewise te to the neral univ rsity budget. .... I. . , - : w $30 a semester for departments within the school system. , children outside - ...... 34Isa11 18 ResearchEstimated Senior families. high school equipment. cost. girls, students from the city other high limits. , schools and teacher-preparation institutions, kindergarten-primary grade teachers. 4 \ sk og )11Z 1 17a aProvided AdditionalEighth-grade by the children and girls. college or cooperatingparents (number agencite. estimated), student teachers, and student nurses (observing). .. i .. 38 Student teachers and children's nurses. - n . GO 02triÒ 50 NUR$ERY SCHOOLS

The director of thenurseryschoolmay carry someof the administra- five work,mayteachaclass of students, andmayalso give themental testsspendingavaryingamou,nt of time each dayonthese different tasks.Instances where thenurseryschool is butonemilt inaschool aproratin:g of operatingexpensesand of the salariesof theschool. principal and clerical force is required.Here, again, thenumberof children enrolled and the length of daymust be consideredorelse suchaprorated figuremayresult inaninaccurate picture.

Cóst figur.eshave been contributed for this study,by11 of the schools described in°SectionsIII and IV.These figureshavebeen distributedamongbudgetary items custoinarilyusedfor public- school accoun4ing.Administrationcosts fall under the heading commonly termed "General Control."Thecosts for consultation service and food would ordinarily fallunder headingsof "Coordinate activities"or''Auxiliary agencies." "Vixedcharges", and "Capital outlay" havenecessarily beenomitted. Inmanyinstancesreports of costs for operation andmaintenance have been omitted duetothe impracticabilityof proratingthem. In the following distribution the length ofthe schoolyear,schoolweek, and school day, thenumber of aildrenenrolled, the numbersof paretitsand others who benefitfrom thènursery-schioolprogramand the tuitionorother fees chargedaregiven.These data willhelpto interpret thecost figures séported andto visualize their significance. Explanatory footnotes giveadditional help,for the interpretationof individualreports.Itcaneasily beseenthatnosingle figureor singlqis'etof figurescan.be justifiedfor allnurseryschools.Itcan also tieseenthata percapitacost for each child enrolledisnota fairi efor comparison withtheperpupilcostin public-school syste iss. The large 'limberofparents, students, andothers who bendfit from observationof opparticipationin the-nursery-schoolpr9- gramshould be consideredin the distributionof thecost.

a \ SECTIONIII ORGANIZATIONANDADMINISTRATIONOF FIVEREPRESENTATIVENURSERYSCHOOLS The fòregoinganalysisofcurrent practiceinnursery-schooleducation has indicatedvariationsinorganizationand inpracticeamong the types of agenciescontrollin!gnurseryschools.Thefollowing reports'havebeenpreparedbydirectorsorstaff Membersof five schools organizedfor thespecificpurposesof (1)providinganeduca- tionalprogramforyoungchildrenand theixparents,'(2)providing relief from daytimecareof theirchildrenfor paientsemployedoutside the home, (3)providingalaboratoryforstudentspreparingto teach in nurseryschools,(4) providingalaboratoryforstudentsinacollege department of homeeconomics,and(5) providingalaboratoryfor conducting researchin childdevelopment.Thereports describe-the purposesfor whichthe schoolsoperate andthe planandadministra- tion of the organization.Thediagramsaccompanyingthereports indicate thelines ofcontrol,thecoordinationof thestaffprograms, and possiblesourcesofcooperation.insilppryingnecessary service for nurseryschools.Sincetheorganizationof theschoolfirstreported is not complex, thediagramwasomitted. A SCHOOL ORGANIZEDCHIEFLYFOR THEEDUCATIONOF YOUNG a CHILDREN The HubbardPark School,Cambridge,Mass. , 111'1026fivefamiliesliving intheneighborhoodofHubbardPark, Cambridge,felt thattheir3-year-oldsneededanopportunityto play together under trainedguidance.Theyengagedateacher fromthe NurseryTabling Schoolof Bostonto start thisinformalgroupin the homeof-one ofthechildren.A ipaciotisporch withfoursouth win- dows overlookingalargeplaygroundwasconsideredsuitablefor the purpose. I From thissimplebeginningthrough theuntiringeffort ofinterested parents the present HubbardParkNurserySchoolhasdeveloped. Theplay yard isthegapebut theindoorspacehas beenconverted intga room 30 by 17 feet,with6 windowsandafireplace.Thisroom isdivided atnaptime andrest timeand foranyindoorplayperiod intotwo parts by heavyfoldingdoors,thuspermittingtheseparation of the older fromtheyounger children.A hallwith loékersconnects ,theschoolroomwiththe washroom. I-Thispurpose isoommon to allnursery schools. . v. 51 52 NURSERY SCHOOLS

Soona moreformal organization for the conductof theschool becamenecessary.The parents formed themselves intoanassociam tion and electedanexecutive committee oftwo memberstomeet with the director.The association is financiallyresponsible forand determines the general policies of theschool.Itrents thespace occupied by the school from theownerof theproperty who happens to be the director.The mothersareexpectedto give one-half dayfor four weeks in successionto the school.This enables eachonetosee herownchild ivith others andto observenew waysof guidinghim. Therearemonthly meetings, discussiongroups,conference, withthe teacher, in which the fathers join.Parental traininggoes onina pleasant cooperativewaythroueloutthe child'syear or years at nurseryschool. The school hoursarefrom 8.45to 12 o'clock.The usualprocedure of free play, wash, music, meal, andrest timeis observed.The school programis carriedonbyoneteacher,anassistant,astudent, anda mother helper.The director doesnotholdateaching position,does not haveastated salau, but receives theprofits of theyearaftercur- rentexpenses aresubtracted.She assists in the schooloften, knows all the children, makes suggestionsfor studyprograms,visitsparents and children in their homes, conducts staffconferences and mothers' meetings, and also directs the schoolkindergarten which isrunin conjunction with thenurseryschool. The doctor makestwo visitsa year, oneinOctotrand anotherin April.He is trained in psychiatry andcangive adviceto both teachersand mothersonproblem children.Therearetwo reports each year onthe child's health (weight and height) andprogress;alsotwo posture examinationsa year.Correctpostureis cultivated inthe day'sprogram.Appitratus,games,and equipmentareselected with aviewto development of good posture.Those needing corrective exvreisesaregiven individual attention byaspecial teacher whocomes twiceaweek. A trained music teacher supervises themusic, although she doesnot comeincontact with the children themselves.If the staff isnot musical,Ei mo.ther whocanplay the piano is securedtwiceaweek. The Nursery Training Schoolof Boston sendsa newstudentevery five weeks for practice work.She is givenanopportunityto observe andto teach under supervision. A conference is held withher foran hour each week,the whole staff usually participating inthe discus- sions.EDITH T.GARFIELD; Principal. *go

"Itte DEVELOPMENTANDCURRENTPRACTICES 53 A SCHOOL ORGANIZEDFOR THERELIEFOFEMPLOYEDPARENTS FROMDAYTIMECARE OFTHEIRCHILDREN BethlehemDay NurseryNurserySchool,New YorkCity The BethlehemDay Nurserywasorganizedin1881, but in1925a needwasfelt by severalboardmembersforareorganizationof the program. On theadviceof Dr.PattySmithHill,ofColumbia University, theworkwas organized intothreeunitswithtrained nursery-school andkindergartenteachersonthestaff.Thedirector of theriursery also has aneducationalbaçkgroundandactsasthe supervisor ofthe wholeprogram.

How ITFUNCTIONS Therearewitilin thenursery11)aninfantgroupranginginage from 2to 3 monthsto 2 or3years;(2) thenursery-school-groupof25 children between2 and4 years;and (3)akindergartengroupof25 children between4 and6yearsofage.Unrelatedto thenursery, but conducted by anotherdepartmentof thechurch*hichsponsom the school, is a program for childrenoldérthan6yearswhoaregivennoon lunch planned by thenutr4ionistand forwhomsupervisedplay is kd providedafterschoolhours. Each departmentofthe workfunctionsfrom7.30 inthe morning until6 o'clock at night.Thechildrenareundertrainedsupervision duringthat entire period.Thehours ofthe staffareroiatedtocover t)iis 1-hourday.A residentgraduatenurse makesamorning inspectionof each childonarrivaland isincharge ofthe infantroutine and feeding. PARENTEDUCATION It is the aimof thenursery to establishacloserelationship parents and between teachersaswell-as between thedirector,nurse,and parents.To. this endthe followingserviceshavebeenofferedto parents: 4 (a) A parents'group whichmeetsonce a mgaib at night.The this program for group includes socialandrecreationalactivities,Aiscussiongroups léd byteachers;demonstrationsand talkson suitable clothing, propèrly prepared food,etc.Occasionalinformaltalksare given byoutside people.. (b)Parent-staff teas heldon Friday afternoonsofferopportunityforinformal contacts. (c) A smalllendinglibrary ofcarefullyselectedbookson child development andsome good fictionisopen to patrons. (d)Individual conferencesareheldbetweenteachers andparents relatingto theprogres& of the children. (e) Visitingdays inthenursery Parentswhen theyare not working offer theparentan opportunitytoseehis childin relationto therest of the group and to learnbettertechniques ofguiding thechild. 54 NURSERY SCHOOLS

(f) Home visitsaremade by thenurseand social worker incasesof sickne88, for investigations of home conditions,orfor informal contacts.Home visitsarealso made by teachers, particularly incaseswhere thereare difficulties to be worked out. CONTACT WITH WELFARE ORGANIZATIONS

All familiesarecleared through the social serviceexchange,and whenanyfamily is being carried byafamily welfare organizationthe nurserymakesaneffort tocooperatewith the agencies inany way possible andtogive them information regardingtheAhild's adjustment andparent contactsin thenursery.Frequent conferencesareheld between thenurserystaff and the familyagencystaff. q.! NURSERY SCHOOL OF THE BETHLEHEM DAY NURSERY

VESTRY or THE CHuRCH or THE INCARNATION

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HpruRSEPryKINDERC,44TEN FIRST GRADE1 NEW YORK ASSOCIATION Or DIRECTOR DAY NURSERIES DEPAPITWENT.TEACHERS COLLEGE

INATIONAL rE DE RAT IONOr DAY NURSERIES 1/" ICOOK RATINGI 'SOCIAL SC A VICI1 CLINICS ExCHANGE

PEDIATRICIAN T EACH I NG STAFF NURSE

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PROGAAM FOR NURSERY IPCSOOL IRINOCRGARTEN PARENTEDUCATION foorANTS

DIRECT KtLAttos$plip St Acovi1047 04 CON/NlYATP04ItiVIct Immm..ORSIRVATiONAmppeatTeCIL roe ITUOILNTS MINP amp amp 41=11111 MEMO =NM COOP( RATION

AVERAGE .DAILY PROGRAMIN THENURSERY SCHOOL 7.30- 9.30Admission and daily inspectionbynurse. Milk and indoor play period. 9.00-11.00Playonroof; cod-liver oil is served duringthis period. 11.00-11.30Preparation for lunch. 11.30-12.00Informal music, stories,and picturegroups. 12.00-12.WLunch. 12.30- 1.00Preparation fornap. \1.00- 3.00Naps. \3.00- 4.00Toileting afternapand lunch of milk and bread andbutter. 4.00- 6.00Playing.Some parentsareable to callasearlyas4 for their children, othersarenot able to call until between 5.30 and 6. Thenurs'eryis makinganeffortto provide educational guidance for all the children in thenursery,regardless of which department DEVELOPMENTANDCURRENTPRACTICES 55

they arein.Thenurseryschool isjustoneunit,whichincludesall

thechildren between theagesof 2 and4years. . The nursery-schobl director andassistantteacherparticipateasdo all the other members of the staffin theregular staffmeeting.At this timepolicies andprograms are workedoutmrelationto the whole situation thenurseryhasto meet. Student teachers fromColumbiaUniversityassist theteaching staff andaresupervised bymembers ofthe collegefaculty. Thenursery accepts children only incaseswhere it isnecessaryfor the mother either tosupport her familyor to supplement the family income.Care is continuedfor childrenwhosemothersaretemporarily outof work andaneffort is madeto keep theafter's-; neecontinuous. Only whenamother hasgivenupwork permanent&does her child become ineligible andoccasionallysuch childrenareretained untilthe place is needed bya newchild.MARJORIECRAINUPTON,Director.

A LABORATORYFOR THEPREPARATIONOFTEACHERS National Collegeof Education,Evanston, III. Thenurseryschool pfthe Children'sSchool,wasorganizedas an integralpart of the trainingschool whenitwasopened inthesummer of 1926, shortly afterthe collegemovedto itspresent site inEvans- ton.The MaryCrane Nurser SrSchool, HullHouse,wasorganized the precedingyear(1925)as anobservation andstudent-trainingcenter in nursery-schooleducation inanentirelydifferenteconomicand socialarea.TheNationalCollege ofEducationdirects,supervises, andsupports the educationalprogramin bothof thesentirsery schools primarily\to offer observationand studentteaching foritsstudent body in 1 nursery education, andaslaboratorycenters for thedevelopment ofparent education. The MaryCraneNursery Schoolisoneofa groupof agencieswhich has becomeiiknownasthe MaryCrane Unitfor LittleChildren. In thisgroutareincluded: Hull Ho ,functioningasadviser to theunit. National tollegeof Education,in chargeof thenursery school andits educationalprogram. IitraptWelfareSociety ofChicago,in chargeof the healthandnutritional programs. ElizabethMcCormickMemorial Fund,conductingaclass innutrition forthe familiesof theolder childrenin thenursery school. TheUnited Charitiesof Chicago,in charge ofthesocial-servicework forthe nursery school. PreschoolBranch ofthe Institutefor JuvenileResearch, incharge ofresearch and clinicwork. ChildWelfareDePartment ofthe ChicagoBoard ofHealth,giving dental serviceto the nursery-schoolchildren. Thecombinedwork oftheseagenciestoucheseveryphase ofchild welfare,childguidance,preschooland parentaleducation.The

JAM-. I COI* s, 'I _ ...... 6.11 awe. . , , wrfCW-i r071/2141,4;k L7..412V..rdt141, ATA : Cr4C71 NURSERY SCHOIOL LABORATORIES OF THE NATIONAL NATIONAL COLLEGE OF EDUCATIONPRESIDE NT COLLEGE OF EDUCATION v. I DEPARTMENT MEDICAL DEPARTMENTECONOMICS HOME AND PERSONNELOF RESEARCHDEPARTMENT SUPERVISIONDEPARTMENT DEPARTMENT OFEDUCAT I ON PARENT a MMINIMMIN II ¡ ..... If" imm QM. 416, ammo Game MIMI mml, 11MI MINIM comp r""wage MINIL ,IMM OEM MID =OM GUM alM ONMI 1- E-1 11 INII ONO ASSOC IHULL AT I ON HOUSE ME, OM= MARY CRANE 1 DIRECTORCHILDREN's OF gml mow m . Am. Llmo maw alga 110 IMM I=11 NURSERYSCHOOL -T- 4 SCHOOL GOMM IMIM MI= maw Lamo Saar 111 saw am, im OLIO Mo ND ONI U41 ITED11.1. I NFANT s ELIZABETH CHILD WELFARE I ILLINOIS 1 NURSERYSCHOOL .CHAR !TIES WELFARE MEMORIAL FUND MC CORM iCK o DEPARTMENT CHICAGO NST ITUTE FOR JUVERESEARCH NI LE 0' ONMO/M STUDENTDfitECT OBSERVATION AND RELATION PRACTICE 1111111. Mow =1as Mons. mmi a wm, SERvCOOPE lc! RAT ION DEVELOPMENTANDCURRENTPRACTICES 57

:5;vb affiliation has beenfoundto be especiallybeneficialinhandling problems in behavior.Representativesof eachagency are present atthe clinical meetingswhenadifficultcaseis beingdiagnosedand each contributes its findingsbearingonthe historyof thecase. The Mary CraneNurserySchooloccupiesthe thirdfloor ofthe Mary Crane Building,HullHouse, andcaresfora groupof60 children from 2 to 6yearsofage.Those whoareapproximately2 to 4 yearsofageform thenurseryschoolproper,and thechildren of4 and 5areinakindergartencombiningkindergartenactivitieswith the nursery-schoolprogram.The schoolopens at 7.30 o'clock in the morning for childrenof workingmothers andremainsopenuntil 5 o'clockin theafternoon.Children ofeightor more nationalities attend eachyear,and theschool affordsa'crosssection offir Ameri- canization problem difficultto equal elsewhere.The economicstatus of the familiesvaries,but it includesarepresentationof abject poverty. In additionto the educationalprogramfor thechildrenthe college with the help ofthe affiliatedorganizationsconductsclasses forthe parettts in home-keeping,cooking andsewing, andchildbehavior. The instructionissupplementedbypersonalinterviewsand visits to homes. Students ofthe collegehave theopportunityofteaching inthe Mary CraneNurserySchool underthe directionof thethree highly trainedteachers whoconduct theschoól forthe college.Thecare- fully plannedteacher-trainingprogramand theaffiliationof thenurseryschool withthe otheragencies inthe buildingofferunusual advantagesto the student-teacher. Thenurseryschoolat the NationalCollege ofEducationin Evans- ton is the beginningunit of theChildren'sSchool,whichincludesa juniorkindergarten for4-year-olds,aseniorkindergartenfor5-year- olds, andsix, gradesof theelementaryschool.The teachingstaff for thenurseryschool includesanexperiencedtraineddirectorandone full-timeassistant.Student-teachersarechosen fromthe juniorand senioryearsonly.Each studentspends eitherthe entiiemorningor the entireafternoon inthenurseryschool, andcontinuesin service forafullsemesteror afullyear.In additionto the teachingstaff of thenurseryschool, theschool isserved bythe health,psychology, parent education,andhome economicsdepartments of thecollege, receivingin thiswaythe dailyservices ofnurse,physician,nutritionist,parent educationworker, andpsychologist. Thenursery school enrollschildren fromapproximately23 4years ofage to 4.The dailyschedule begins4.9 o'clock inthemorn- ingand closesat 3 o'clock inthe afternoon.Thenursery-schoolunit includestwo adjoiningrooms, a lavatory, andadiet kitchen,with closetsformaterialsand lockersforwrapsopeilingfrom theunit. 58 NUit8ERYSCHOOLS

A playgroundof 2%acresis availablefind thelocation ofthe school withinablock of LakeMichigan, inaresidentialdistrict withseveral wooded lotsin theneighborhood,addsto the out-of-door plt4rfacilities. . There isin theMiddle Westasin othersections ofthecountrya deepeninginterest inthenurseryschool andarapidlyincreasing demandfor teachersunderstandingparent problems.TheNational College ofEducationhas, therefore,developedcoursesinnursery- schooleducationand inparent educationopento all of itsstudents, and thosewho electto doso maysPecjalizeinnursery-schoolwork. . The trainingcoursefornursery-schoolteachers isa4-yearprogram. In the juniorCollege(freshmen andsophomoreyears) thecourseis identicalwith thatof all otherstudents andincludes inthesecond yearpracticeteaching innurseryschool,kindergarten,and primary grades.Specialization inthenurseryschool beginsin thejunioryear. Twenty hoursfrom thefollowingcourses arerequired ifthe student ivishesto be recommendedto teach in thenurseryschoolupongrad- uation:Socideconomics,socialaspects of childwelfare,mental hygiene,problems ofchild behavior,problems ofchilddevelopment, physiology,speechreeducation,nursery-schooleducationII (anad- vancedcoursefor whichnursery-schooléducation Iand practice teaching inthenurseryschoolareprerequisite),parent education, child feedingII (advanced),textiles andchildren'sclothing,and additionalpractice innurseryschool.Othersubjects injuniorand I. senioryears areelective andtendto be culturalrather thanprofes- sional.EDNADEAN BAKER,President 44. A LABORATORYFOR STUDENTSOF HOMEECONOMICS Kansas Slate Collegeof Agricultureand AppliedScience, Manhattan,Kans.

Thenurseryschoolat Kansas StateCollegewasorganized in1926 under thedivision ofhomeeconomicsas alaboratoryfor students taking thecoursein childcarewhich hadbeen given toragoodmany yearspreviouslywithoutlaboratorywork.No spialfundwas available forstarting thenurseryschoolnor wastherea separate building thatcould beused forthepurpose.Through thecoopera- tion ofotherdepartments withthe department- Cfchildwelfare and euthenics,charged withthisasits responsibility,tworoomsthat had formerlybeenclassrooms inthe HomeEconomicsBuildingwerefur- nishedinexpensivelyto accommodate12 children.A few pieces of themostnecessaryequipmentwere setup onthe attractiveplay- groundsalreadyavailable fiteither ehd ofthe building.The head of thedepartmentof childwelfareanaeuthenics,directed thenursery school andgalethe instructionto the students.An instructor and assistant instMetorcompletedthe nursery-schoolteaching staff. Atpresent thenurseryschool occupiesfour goodplayrooms with anadjoiningcloakroom,two bathrooms,andasmall kitchen. a PLACEMENT OF THE NURSERY 41 SCHOOL . LABORATORY het AGWICLTURE AND KANSAS STATE APPLIEDCOLLEGE SCIENCE OF ow DIVISIONS Of DI VISION OF DIVISION OF PARENT- TEACHER /MP HOSPITAL VETERINARYENGINEERINGAGRICULTURE MEDICI NE oivisI9NEXTENSION or ANNN PHYSICALGENERALPSYCHOLOGY SCIENCEEDUCATION ECONOMICS MANHATTANASSOCIATION OF 4 AFFILIATED INIMMIMMIarlb °Iò # e 4=11=1110 MM! 11101 lb FOOD 1111L ART 111111111111111111=11CHILD 1111.11011111 I NSTI TUTIONAL HOUSE HOLD IMI1111 NUTRITIONANDECONOMICS EUTHENICSANDWELFARE CLOTHINGTEXTILESAND ECONOMICS ECONOMICS OFECONOMICS,PRESENTATIONORGANIZATIONAND Home irm. 44. 141 140 _ INURSE RY 41111=111111111111=711 I SCHOOL DI RECT RELATIONSHIP O OD " D=I COOPERATIONSERVICEPRACTICE OR OBSERVATION "i ID - . 60 NURSERY SCHOOLS

Twenty-five childrenareenrolled withalarge numberof othérs waitingto enter. Thdnurseryschool is under the general directionof the department head who hasaPh. D. degree; the health inspectionof the children is made by another member of the staff holding her M. D.;the diets areplanned and directed by a%member of the staff of foods andnutri- tion, holdingaPh. D. degree in that line; and of thetwo full-time 'people who teach in thenursery, onebolds her Ph. D., theother her M. S.They have two graduate assistants. The fees paid by the children have been keptat $5amonth. College studentspay alaboratory fee of$1. These feescover the costof theorangejuiceortomato juice and cod liver oil and thenoon meal served to the children,aswellaspart of the housekeepingand laundry costs of the school.Salariesarenot covered by these fees. All students taking thiscoursein childcareand training givenin the senioryearunderthedivision of home economics spendat least 60 hoursin thenurseryschool observing and assisting.Students . from other classes suchasnutrition, psychology, and physicaleduca- tionaswellasthose planningto benurses,whoaretakitg pédiatrics, frequestly observe in thenuKseryschool.There has beencoopera- tion in various types of studies with the teachers of nutrition, clothing, and psychology. Besides indivillual conferences with mothers,aclass in parental education has been held weekly.This is madeupchiefly of mothers of nursery-school children, althoughany personinterestedmayattend. No feesarerequired for this class.At thepresent time it is conducted bya womanwitha yearinexcessof her master's degree with special training in parental education, whoisin charge also of the State programin parental education.A further contributionto parental education coming from the nursery,school has been the publication of abulletin, Applying Nursery-School Methods of Child Training in the Home, which is made available for free distribution.The nurseryschool furtherserves as ademonstration for thenumerous groupsofparentsvisiting the college during Farm and Home Week. The growth of graduate work in this fielkhas ledto theuseof the nurseryschool in the collection of certain data for the investigations involved in theses.It is hoped that itmay servetoaninèreasing extentfor research by staff members,anactivitynowlimited by lack of funds andanattendant heavy schedule. Children leaving thenur:seryschool generally attendoneof the kindergartens in Manhattan, but the follow7up planis entirely informalat the presenttime.--liELENW. FORD, Head, Department of

Child Welfare and Euthenia. .

s' DEVEL6PMENTANDCURRENTPRACTICES 61 A LABORATORYFORRESEARCHINCHILDDEVtLOPMENT In;tiluieof .Child Welfare,UnirersityofMinnesota,Minneapolis 'o -The InstituteofChildWelfareoftheUniversityofMinnesota wasorganized in 1925 forthethreefoldpurposeof'conductingre- search in child development,to give instrtictiohwithintheuniversity, andto 'carryon anextensio'nprogramoilparent educationoverthe State. Anursery schoolwasorganizedand followedlater byakinder- garten.The chartpicturingtheQrganizationof theinstitutereveals the nursery school andkindergartenas a center aboutwhichmany of theactivitiesof theinstituterevolve. In the first placethenursery school andthekindergartensupply manyof the subjectsusedintheinvestigationscarriedonby the institute. Records ofthephyscial,medical,psychological,social, and educational developmentof thechildrenaresecured,inaddition tothe specific dataandrecordsnecessary for particularresearch projects.Morethan170 researchprojectshave beenstarted,-- Approximate1374160 areinptogress eachyear.Throughtheresearch program thenursery school andthekindergartencomeinto with the cohttect variousuniversitydepartmentswhichare cooperating in research.In return theysecure fromsomeofthese depagirtments the supervision of thevarioussqviceswhichareofimportance thesucce.ful to conductofanursery school,asisindicatedbythe broken linesintheChart.Theservicerelationshipsin the nutrition, fieldof medical history,socialhistorydentalexaminations,physi- calmeasureménts,and mentaltests alsoresult intheaccumulationof basicrecordswhich facilitatethe entireresearchprogramof theorgan- izationandareutilizedinmany studies inwhichboth the itself institute andthecooperatingdepartmentsareengaged. In thesecondplacethe . nufseryschooland thekindergartenfunc- tionas a demonstrationcenter forinstructional by the adivitiescarriedon institutewithintheuniversity.In theinstitute nursery school and courses the thekindergartenareusedbothfordemonstration andobservation. Studentsinthe4-yearcul-riculumfor.training nursery-schoolandkindergartenteachersutilizethem teaching. foppractice Third,thenurseryschoolandthe . . kindergartenareusedas an observationalcenter inconnectionwithgirparent gram. Through educationpro- thistheycomeintorelationwithother of theinstitute aspects program and othercooperatingdepartments.More-, over, thepresenceofanursery school and of the kindergartenastheheart organizationwiththeirattribiantreseffrchesand facilitieskeeps observational theparent (+cationstaff inclosecontact with. regtntresearches the andactivitiesinthe fieldof theeducationand trainingofyoung children. 46:4" :Jr r_ =!. . 6.7 fir - - ; 4;1'. 7 +"?' = - - . no ;A-N 7' Ct V UNIVERSITY OF MINNESOTA v. 4 'IP . INSTITUTE OF CHILD WELFARE "ND 11 IN 4mil gm =1 OM Op I DEPARTMENTSCOOPE RAT I NG 1 CI}OPEDEPARTMENTS RAT I NG ECONOWCS MONA( i IA( NuT141.TiON cmgr VAIKA...MENEM I. AGRICULTURAL ExTENSION ti tr- PEDIATRICS . 1 1_ voc, olphyr , tVI'St P DEA4oNsTRAT HOME AND .r i SOGIOLOGV ; ., 0.0515NS.' liAr14°6 es v4r, e SERvrcE 1 DENTIsTRy , .00 GENERAL 1 % in% oe s. 40 EX TENSION ANATOMY 1 , IS -DIVISION , r COLLEGE i ' prP PARENT A OP EDUCATION ' 5* 4 r PS Ye KO LOG Y It RESEARCH I NSTRuCT ION "1 E DUCAT ION En. PREVENTIVE ' -1 1 0 I MEDICINEPUBLICNERVOUS HEALTH AND AND r 1 DISEASESMENTAL 1 I Cultotta- COURSES I P4 V PHYSIOLOGICAL SPEECH I NuRSERY'ULuM I N COLLEGE 0 I" COLLEGE uR SE SI N GRADy- PI u oY Low 1110 EXPIII5I TS AND R URAL CORR5PON o - EAT SION CHEMISTRY . KINDER-CARTSCHOOL ILN AND AGRICUL-ECONON1-HOME ANDTURE SCIENcEs ANDARTS OF wORK ATE GROUPS peRA-TRAVEL-LING R I ES =1WORK COURSESENCE CLASSES DIRECT RELATION EDuCA- veq, =11110 - -SERVICECOOPERATION TION IC3 El ° T ..,iftCtIraißlotIleVi "I"- V.L71, t, A DEVELOPMENTANDCURRENTPRACTICES 63

NURSERY-SCHOOLPROGRAM

Youngergroup Older.group a 45- 9. 45 Arrival ofchildren. 8. 45-9. 15Arrival ofchildren. Inspectionbynurse. = Inspectionbynurse. Outdoorplay. gip Outdoorplay. gb 9. 43-10. 00 Removewraps. 9. 15-9. 30Removewraps. Toilet. I Fruitjuice. Fruitjuice. 9. 30-10.30Workperiod. .10. 00-10. 30Indoorpla% 10. 30-11.00Groupactivities. 10. 30-11. 00Washing. Conversation. 11. 00-11. 20Groupactivities: Music. Conversation. 0 Games., Musi8. 11. 00-11.15 Washing. Story. Lookat books. 11. 20-J1. 45Rest. 11. 15-11.30Story. 11. 45 Lunch. 11. 30-11.45Rest. 15 Preparationfornap. Set lunchtables. Nap. 11. 45 Lunch. 2. 30 Crackersand milk. 12. 15-1. 15Wraps. Play-indoorsorout- Outdoorplay. doors. 1. 15-1. 30Removewraps. Wraps. Preparationfornap. 3. 45 Leave forhome. 1. 30 Nap. 2. 30 Crackersand milk. . 0 a Play-indoorsandout- doors. Wraps. & 45 Leavefor home. Since the Instituteof ChildWelfarefrom theoutsethale hasized the importance of securing'childrenfroma cross section oftbjapopu- . lation, it has developedas anaccessory to the nursery-schoolorganiza- tiona long listof childrenof variousitgeEtahd socialbackgrounds whoare availablefor periodicexaminati6nsandmanyothertypes of investigationand studywhichcan not readily becarriedonwithin the schoolitself.Thisoutside gibupofchildrenalso functionsto some- extentas acontrolgroupforinvestigationscarriedonwithin the school. TheInstituteof ChildWelfarereachesout inmanydirectionsboth within theuniversityandoutside intheState ofMinnesota.Ap- proximately 14,000 peoplewereenrolled initsparent educationpro- gramih1930-31.Through itsnumerous researches andpublica-' tions,througVyAtensiveinstruction'programwithinthe university, through amay-sidedparent- educationprogram,it iscontributing both to the scientifiqstudyand thepracticalwelfare ofchildren. Somewhérenearitscenter lies thenursery school andthe kindergarten withtheiropportunitiesfor dayby- daycontact withyoung children.-JOHNE. ANDER.SONIDirector,&fait*of ChildWelfare. a

A k.Z .

6 64 NURSERY SCHOOLS

- AUTHOR'S NOTE.-Anewtype of laboratory for researchin specialproblems of child developmentwasinaugurated in the fall of1932. An-educational department whichincludes twonurseryschools andamodified progressive schoolprogramfor childrenfrom6 to 15 has been organized r.ecentiv in the psychiatric department of theNew York Hospital-Cornell MedicalCollege Association.The intention istoupe aswellasto evaluate what thenursery-

school environment contributesto the treatment of emotionalproblems. - . The personnel is madeupofaneducational director,aneducationalpsychol- ogist, and fournursery-schoolaleachers, all of whomN-ork under the guidance of the psychiatrists of the children'sdepartment. One of thenurseryschools is in connectionwith the in-patient depirtmentand ,organizes its- work in close cooperationwith thenursesarounda24-hour day. The childrenareadmitteidand dischargedonthe advice of the psychiatristsunder whotse guislancethe treatment is planned. The othernurseryschool isanadjunct of the outzpatient children'sseeviceand is used -by the psychiatrists fortreatmentpurposes. Its hoursarefrom9 to 4 and itsprogramsimilar to that of the usualnurseqschool.There isanucleus of "normal" children acceptedfromsourcesthat usually fged the privatenvrsery- schools.Itot his nucleusareadded,asthe status of the-groupEsermits, clildfen referred for treatmeutby the psychiatrists. . . . v. . .

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41,-; 4 7 ""P --"*. - Ff.-7 &--jr-y°144-.1-- 1". .1 _ - s VIP ¡un- 72.1 a- g SECTION IV NURSERY, SCHOOLS INPUBLiC-SCHOOTSYSTEMS ANDAi PUBLICLY SUPPORTED MUNICIPAL WELFARE 4615 INSTITUTIONS Nurserysclioolsaresponsored bymanypublicly supported insti- tutionsórganizedfor â.rathewide varietyofpurposes.These institutionsinclude State and municipal universities, land-grant colleges,State teachers colleges,a.junior college, State and city public-school systems, find municipal health and welfare organizations. A total of 59 suchagencieswasreported thisyear,but. these agencies maynotcornprie the whole number in operation. Thentimeryschools in thesedifferenttypes ofinstitutionsservedifferentpurposesaside fromthe educationalprogramfor the chi4ren.Theirpermanent organization has often been arrived at through gradual development. Inmanyof the colleges their vtilue bas first been tesied and there- sponsibilitigs involved°discoveredduringa summersession. In addition to these institutions which maintainnurseryschools there are manyState, municipal, andcoun,tydepartments of health and .welfare which give the services of doctors,nurses,psychologists, and other specialists to approximately 50nurseryschools.

`NURSERY SCHOOLS IN PUBLIC-SCHOOL SYSTEMS 4. Ther9 isnoquestionatthe present time of addingnurseryschools astininiegral paitof public-schoolsystems.Opportunity for kindergarten experience isnot yetofferedtoall 5-year-old children evenin cities maintaining kindergaitens and 4-year-o1d childrenare allowed by lawtoattend kindeigarten in but slightlymorethan half of the States.The question regardingnurseryschoolsatthis time, then, dealsmorewith thewaysin which theadditi6nofone or more -nursery-school demonstrationcenterscan servethe schpols and the community. The followingare someof the questions a.superintendent of schools might ask of those whoarealrèadyexperimenting withnurseryschoolsorwho have reached certain convictións about them: What benefits have Children received from atttndingnurseryschools? will/unurserY-school demonstration center help thekindérgarten,elementary, and high-school faculties of the publicschoollb widerstandbetter how children's learning and social habitsaredeveloped, will they knowmoreabout theeconomy of guiding effectively t4e children's interésts and elementary behavior drives? Will theparents of school childrenbecomë _rnori-conscious of tills educative import.nce of the firstyearsof-a child's life foict oftilt,igfluence thvirownatti- tudes and theirwaysof living haveupopallAsoofchild development? 65

6I- 66 NURSERYSCHOOLS

Will theupper-gradeandhigh-schoolstudentsbenefitfrom ways young children observingthe act, andmay anew technique inguidanceandcontultation 1. for these olderpupils result? Will the thiiikingaroused in thecommunityabout eachphase of chiiddevelop. ment, aboutfamilyrelationships,and theinfluence ofenvironment 'learning upon potential abilities beworth theexpenditurein effortándmoney required organizinga nursery-school center? in :141.- Within public-schoolsystemsnursery schools havebeenorganized in bothelementaryandhigh-schoolbuildings.Theseschools the whole serve schóolprograminanumberof'ways.InGrandRapids and Kalamazootheyarechieflya pvt of theelementary-school program. Theschool inLouisvillewasorganizedontheinitiative ofanelementaryschool principalwhoeschool islocatedinan underyivilegedcommunityand whowishedto meet theneedsofthe youngerchildren.In Pasadena,Chicago,andHighlandParkthe schoolsactaslaboratoriesforhigh-schoolcoursesinchild In care. Rochester and Albahytheschoolsareexperimentalunits inchild development,parent, andpreparentaleducation.TheWinnetka unit givesmanyof theforegoingservicesand alsoisa part of %the school guidanceprograrh.Another unitservedtheresearchdepart- ment of the LosAngelespublictichools.untilthefinancialretrench- mentprogrambegan. Anticipatingthe openingofanursery-schoolunita superintendent of schools may want to investigatecertain localregulationsandState laws whichmay affect theproject.InsomeStatesmoneyfromthe general school fundmaybe usedfor theeducationof childrenbelow theageof 6 andinothersnosuch provisionis made.- Thegreater number ofState lawscoveringtheestablishmentofkindergartens place theagelimit at 4, but donot includechildrenbelowtheageof4. The certificat¡onofnursery-schoolteachershas.beencared forill scAneStates underspecialheadingsorunder theheading ofelementary jaion.Some ofthe lawsrelativeto the establishmentof kinder- 61,:* g: %Pens. specify thatno -St changesbe pulein thecurrent methodof taking theschoolcensus.If it is necessAydottódisturbtheState regulation regardingthecensusages atwhichfmancialaid isgiven foie public-schoolpupils, itstill isdesirable iodiscoverthenumber and locationof childrenof pliéschoolagein the,community.This would helpboth intheestablishmentofanufsery-schoolproject and inanticipatingfntureschoolprograms. Thefollowing repoitsfromseven repvsentativenursery-school ceaers withinpublicwhoolsysamspresent theirorganizationand administrativeset-up.Thereports throwinto reliefthe variety of purposesfor whichthese nurséry.schoolsareorganizedand show t State legislationrelating to kindergartensin effect 1931.MarytabneyDavis and *girdW. Kepseeket. Oaksof Education,Pamphlet No.30, 1031 4

r DEVELOPMENTANDCURRENTPRACTICES 67 in detail the line ofresponsibilityfor theiradministrationandtile services other thantheeducationofyoung children-whichtheyoffer. NURSERY SCHOOLSAS APART OFTHEKINDERGARTEN-PRIMARY DEPARTMENT Grand Rapids,Midi. Three half-dfiynurseryschoolsareoperatingin GrandRapidsas a partof thepublic-sfhoolsystem.Theseschoolswere established for the purposeitfprovidinganenvironmentwhichwouldsupplycom- panionship,equipment,Neiexpert educationalguidanceforchildren of preschoolageand alsoto demonstratetoparents andteachers the values ofnursery education.

PER SONSWHO CONTRI BUTE TO WELFARE OFNURSERY SCHOOL CH I LO. PUBLI C SCHOOLS:GRAND RAP I D9 M ICHI GAN.

ND ISUPER LNTENDENTI IHEALTH OFFICERI OF SC HOOLS CITY PHYSICIAN .0"

P R INC I PAL SUPER VISOR SUPERVISOR SUPERVISOR SCHOOL K INDERGARTEN HOME NURSES DOCTOR AND EAR LY ECONOMICS ELEMENTARY (ADVISORY ) GRADES

SCHOOL NURSE

NURSERYSCHOOL ANDKI NDERGARTENTEACHER

PARENTS OFNURSERY1....wNURSERYSCHOOL K I NO RGARTEN SCHOOL CHILD CHILD. CHILD

mr1 or I Noowl as

Our firstnurseryèhoo1wasopenedabout sixyearsagoin the KensingtonSchool,a ew building whichsince itsbeginninghasbeen knownas anexpe entalorproject school.Inalargeelementary districtknownastheHaiiisonPark clistri theprekindergarten work isgiven inajuniorkindergarten.In i3TodgettHome, inwhich the board of ediicationmktintainsthe sch6olandsupervisestheedAca- tioriof thechildren,thenurseryseemed especiallyn6edfu1. It isnot ouriaimto institutea nurseryin eachofour35 elementary buildings.It isdoubtfulthat theboardof educationwillforyears tocomebe ableto adopt.thenurseryschoolas ageneral policywith- out" thefinancialcooperationof theparents becauseof thecosten- tailedby the smalknumberof pupilsperteacher.

6 9 ,

68 NURSERY SCHOOLS 11 At Blodgett Home for Children,children of 2 and 3yearsofage attenda nurseryschool in the building butunder the guidanceofa 4; teacher who is furnishedby the board ofeducation. A junior kinder-

1 r.. garten atHarrison Park School takeschildren 4yearsold.At tirrif4; rj:AL Kensington School children 3yearsofage areadmitted.I4Parentsof. ;I is . this districtaregiven the first opportunity to entertheirQchildren in the school, but other parentsoutside the districtaregiven the privilege fls. of sending their children tothis schoolifthere isroomfor them. The Kensington and HarrisonPark Schoolsarefinanced, housed, tI' and equipped under thesamearrangementsasthat by Michour other school grhdes'arecared for.The Blodgett Homegroupis housed by the home and equipped in part bythe home and inpart by the board of education. schools hold Michigan State life certifi- .- The teachers of allnursery t cates andhave had tworormore yearsof teacher training in the kinder- gartenor nurseryschool field.These teachersserve askindergarten teachers in the afternoon in thesameschool in which they teach in the ramming. As the child reaches 4%or5yea:rsofagehe isplac'edin the kinder- ¡J Oftengroupunder thesameeteacher.rn thiswaythenursery- sc,hool and kindergartenprograms areclosely integrated and close observation of the child's growth during the twoperiods is secured. Thesamecumulative record card is used for thesechildrenasis . . used in other grades of the elementary andjunior high schools. Thenurseryschoolsareall under the supervision of the supervisor of the kindergarten and early elementarygrades. t Aside from the service mentioned for BlodgettHome, thenursery schoolsreceivenoservice from municipal 6r privateorganizations. They receive service from theregular school staN. ofnursesand hysicians. 1,04,0 of the sçhools havemorningsessions only, frow 8.30 to 11.30 o'clock.Theyopen'withafree activitj period, held outcif doors whenever possible. Allplay equipment suitable foryoungchildren is usedatthis time.T a's period isfollow- ed by'amid-morning runch of tomato juice and cod heroil in the winter and milk in the spring- time.After thatevery c srestson acotfor 20 minutes.Following thisaperiod of conversatiosongs,stories, and pictures concludes the monling's activities. Thenurseryschool iscons' eredadesirablemeansof education for all childrenregardless of the:ocialoreconomic status. own age. Ft" Fifst, it offers the child companio ship withchildren of his In the home the child is either thenly child oi he associates with

bitthersorsisters olderor, youngert :a himself.' He gets, usually, el.. too'muchortoolittle attentioh. He tends aemrdirwly4 to eeither overly aggressiveortooretiring and submissive.In % A r DEVELOPMENTAND CURRE"ENT PRACTICES so the nurseryschool he learnsto standonhisownfeet,to mingle with children ofhisown ageinaspirit of fairplay,to share, to taketurns, tofollow directions, andto giveuphisown waywhen it is rightto

dosowithout havingatemper tantrum. 4 Secondly, the school providesspaceand playapparatusAich furnish opportunity for full muscularexercise andactivity. The nurseryschool child* learnstocarefor himself, fotake off hisown wrapsand hang themup,to wash hisownhands and combhis hair. Language habitsaregiven (special consideration..Baby talkis discouraged and clear distinctspeech cultivated. Mothers' meetingsaretrpart 13f the educationalprogram.Instruc- tion is given in the methods usedin thenurseryschool andmothers areaskedto'observethe children'sbehaviorat home, to keep simple I records of it,andt9 try to establish thesamekind of guidancein the homeasistiedin the school.-- - Establishment of 11%abitsof independenceand desirablebehavior atthis earlyagetendsto relieve tlie home andthe school ofmany\of the personality problemswhich havecaused muchdifficulty Agith children of lateryears. The board of educationand theadministrativeand supervisory officers of the schoolsareconvincedthat these threenurseryschools areworth all thatthep-cost inacquainting the publicwith the value of early education.In other words,wehave establishedthe three nurseryschools for thepurposeof demonstratingthe efficacyofsearly

education. , I It is hopedthat thesuccessof these schoolswill lead ultimatelyto the &t.ablishmentof severalprivatenurseryschools.All ofour nurserys.choolsalsoserve aslaboratories forour parenteducation classes.Probably theserooms arevisitedmorebyparents thanany other departmentsof the schoolsystem.LESLIEA. BUTIYER,Super- iniendent ofSchools, andELIZABETHWEBSTER, Supervisorof Early Elementary Grades. 1 e. it I A NURSERYSCHOOLLABORATORY FORHIGH-SCHOOLSTUDENTS 3 Highland Park,Mich. Thentirsery school in theHighland Parkschoolswasorganizedas alaboratory torhigh-school classesin childcare.While thenursery school hasthispurpose asits mainobjective it isof direct benefitto the childrenenrolled anddirectly andindirectlyactsas atrAining center forparents.It is alsousedas anobservationcenter by studentsfrom otherhigh- schools,by kindergartenand primary- gradeteachers withinthe HighlandPark schoolsystem, and by, studentsfrom the 4 Merrill-PalnierSchool.The school isfinanced by theboard ofeducationbutafee is chargedtocoverthecost of the foodserved.

a /- s .

0-C srmoHos 1 IL- HEALTH s s s HIÇHLAND OF i WO OF ii*V43i403 I= PARK SYSTEM MO 1 0* UP CITY BOARD (IMI SCHOOLS 1.. CLASS MD ARTS OF NSTRUCTI.ON MOM I SCHOOL MEP CARE , IM I imm. I EDUCATION GO SCHOOL " WOO mow OF NO DIVISION =I CHILD PARK DEPARTMENT GH I OM PRINCIPAL _ HOUSEHOLD H WO BOARD SCHOOL LP ki SUPERINTENDENT , 4% 't . t % . NNA LABORATORY HIGHLAND NURSERY \\ CAFETERIA DEPARTMENT * \ \ % \ THE - \ - \ IN . 0. HEALTH %C\ BUREAU =7, * 6 %*Z X s SCHOOL ENE `'* , CLINIC HYGI MENTAL go% Nomooln s r_r,42N:-Az..23#--.4...' NURSERY 914* N giks DER- tZ,O) IN THE PRIMARY TEACHERS K GARTE ,, OBSERVATION gsw OR OF 016 RELATIONSHIP ; 444,64041,44414 ER ll 41. RECT t DI PRACTICE COOPERATION FROM MERRILL- SCHOOL STUDENTS 4' IM emmewiDSERVICE 1 .s ambi . PLACEMENT Imo %Iloilo UMW mom" it GOO ' 11111111111101L SCHOOLS FROM 11111, =0 STUDENTS DETROIT HIGH ql IiLIMI1 I 04. ow' DEVELOPMENT AND CURRENTPRACTICES 71 TheschoOl is housed inwhatwas aprivate residence.It isa 3-storybuildingNOthawingon oneside which is usedas anopen-air sleepingroom.There is adequate floorspace,cupboard, and locker space, aswellastoilet facilities. There isalarge playground with plentyofopenspacé.The equipment, apparatus, and play material is of thesort that aids in the developmentof large and finemuscles, gives sensori-motorexperi- triceand is adaptedto the dramatica.ndconstructive play of the child. Records kept, in additiontonap,feeding, and bowel records,are the general previous history of the chiM, the physicalhealth history, the psychological record, attendance, andcausesfor atsence.At tile end of eachyearandat the termination ofachild's nursery-school expeiienceareport is made to theparents of the personality and habit . traits of the child, of changes' effectedduring attendanceatnursery school andreacommendationsfor further guidance.The psychological tests,physical records, andpersonalibr and habitreportsaresenton tothe principal of the school whichthe childentersonleaving .63 numeryschool.Meetings andconferences betweenkindergarten and nursery-school teachers helpto integrate theprogramfor the children. Sixteen, childrenareenrolled reaarly 'andin additionto thiswe have 3 children whomweconsiderassubstitutesto take the places of children absent foranyperiod of time.The**childrencomefrom. homes of varying socialand economicbackgrounds.. This fall the youngest child taken into thenurseryschoolwas19 months old, while the oldestwas4yearsand 4 months. Wefind it bestto havesomein 'each'agegroup,butmorein the middle grouPratherthan theextremes at till)upper orlowerlevel. The nursery-schbollaboratory is in session5 daysa-week andthe childrencometo the school between 8.30Juid9 o'clock andgohome between3 and 3.30' o'clÒck.There is aesusualsummervacation. The nursery-'school aayihcludes theu programof activitiesof free play,rhythmic activities,languagedevelopment,toiletpro- c'edures,eating, andsleeping.The school providesactequatespace, indoorsandout, and the equipment hecessaryfor thepropercarrying out of sucha program.Opportunity isafforded thechild forcome panionsilip withchildren hisown ageandevery careis taken14to guide socialadjustmentsadequately. The staff ofthenursery-school is jimitedbycost.The teacherin chargeof thenurserA-schoolgrouphasabackground ofteacktingand nursery-schooltraining andewerience.She hasacollege degreeand holdsalife teachingcertificate issuedby the State.The high-scbool instructorin charge ofthe classes inchildcaremakes thecontact between theclass of studentsand tile mirsery-schoellaboratoly.The numeryschovl callsupon'a schoolnursefor daily inspection,uponttle nurse's offici)ior themontfily weighingandlheasuring,anduponthe .20 st- 720, NURSERY SCHOOLS

as dental hygienist for the supervision of thecareof the teeth.The parentsareasked to have the general physical examination givenby theirownphysician.The psychological department givespental, tests and the mental hygienist is available for advice when needed. Thisyear menus areplanned by the director of the high-school cafeteria with guidance from the Merrill-Palmer School. Studentsaregiven careful directionsasto the methods of'procedure to be followedwhileatnurseryschool.Theyareassigned regular labora\,toryduties,adifferent assignment being given them each time theyareatnurseryschool.Observationoutlinesinitiatethe students when they firstenter thelaboratory.These outlinescover

. details ofmotor, social;intellectual, and emotional development. , The students learn that the play materialat the disposal of the cliildren is placed. therb with the developmental needs of the child 4 t' in mind, arïd that the day'sprogramof activitiescaresfor all phases of growth and devekipment. Contact with parents is suchasto keep theminformed aboutnurs- . ery-school procedure and the part theycanplay to further the best interests of the',child.The parentsaregivenadaily reportasto wheiherornotthe child has eaten his dinner, hadasatisfactorynap, andabowel movement.Individual reportsaremadeasthe occasion arises, of behavior difficulties andof methods of handling them.After achild is adjusted to the nursery-school environment, parentsare invited tò visit thenurseryschoolto getabetter understanding *of methods and procedure.' The parents haveaparent-teacherasso- ciation which, at theitownrequest, meetsin the eveningto enable come. ; the fathers to A justification ofthe practiéal work offered in childcare was tb expressed by juniorcollege girls and their parents inresponsetoan inquiry.This inquirywasmade"tohelp determine where bestto

, curtailments in the school budget. ;44 make certainnecessary Questions addressed to the studentsinquired whether they would elect an additionalcoursein childcareif itwereoffered eithsr withorwithout credit and whether theyhad learned anything through taking the ft1; coursewhich they would not have learned otherwise.A third of the 44 students replying tothe inquiry said that they would electan : c additionalcoursein childcareif itwereoffered either withorwithout .Pi credit.Approximateqthree-fourths of the students declared that 2 théjr.had gained information in thehigh-schoolcoursewhich they , wótildnothave learned elsewhere.Explariations of the replies--indi- catethat nearlyeverygirl volthas thecourse,because she isanonly childorbecause thereare nochildren of nursery-schgolagein the

family. e In listing the most valuable features of thecoursethe students emphasized chiefly the opportunities offered forpractical °experienceswith children which v.italized thecoursesin theorysand DEVELOPMENT AND CURRENT PRACTICES 73 whichthrewinto relief the need for beginning life with_ adequatehabits andattitudes. Questionsaddressedto the parents of the students anda summary of thereplies received from 53 parents follow:

1.Doyoubelieve thecoursein childcare anessential part ofyourdaughter's education? Yes, 46.No, 3.Good but not essential, 4. 2. Did yourdaughter learn anything in the child-carecoursethat she would not have learned at home? Yes, 49.No, 4. 3.Has thecoursein childcarechangedyourdaughter 's attitude toward children? Yes, 26.No, 24. Uncertain, 3. 4. Check the phrase which to your way of thinking mostclearlydescribes the'cllil&carecourse. Mostimportant,21. Very important, 15.Important, 13.Of little im- . portancet 4.Ofnoimportance, O. 5. Doyouthinkthiscourseshould be compulsoryorelective? Compulsotly,41. Elective, 12. Explanations for each replyweresolicited. For the positive repliès toquestion 1, explanations centered around the essential need of preparation for'aparental caieer. One mother said "I believeevery girl is 'apotentiilmother and scientific childcareshpuld beapart of. her education."IRANVALLEN, Superintendent of Schools, and ALICE R. WALLIN,He644High-School Department of Child CAre. If A NURSERY SCHOOL IN A CITY SCHOOL PROGRAM IN OF CHILD DEVELOPMENT AND PARENT EDUCATION

a Mbdny,,N. Y. The Albany Nursery School isonepartof theprogramin child development and parent education in the Albany city schools. 'This programis financedas a5-year expermental projectongrant from the Laura Spelman Fund and is being developed. cooperatively with another project, also Spelman supported, in the New York State College for Teachersthe two plifallel units formingajointprogram,

. Bothprograms arethe outgioNttia of early interest in parent study groups,conducted chiefly fil!stobY the home economics department of the college and later extended byr the State Department of Education. They formanintegralpar,Coithe New York Stateprogramin child development andparenteducatioh. Thenurseryschool constitutesaworking laboratory andanob$er- vationcenter to be used,insofarasthe welfare of the child permits, byparents, byhomilm6akingclasses, byelemeniary schdol teaghers, andby advanced studentsat theNew York,State College for Teach- ers.The'citydepartm'ent ofeducation gives housing and related services111 ii*public school. Twosunnyfirst-floor i3choo1roonm3 and 74 NURSERY SCHOOLS three adjacent corridorshave been adapted inariewwingto makea unit which has itsownéxittoaninclosed,outdoorplay yard. The city school directorof child development andparent education is also director ofthenurseryschool. The headteach& and assistant '

ADM INISTRATIVERELATIONSHIPS ALBANY NURSERY SCHOOL

BOARD OF EDUCATION a

SUPERINTENDENT

;iNEW YORKSTATE COLLEGE DEPUTY SUPERINTENDENT I FOR TEACHERS I 1 . I.!N I COUNTY COMMITTEEOF . CHILDDEVELOPMENT EDUCATIO? 1 AND PARENT : l'

...

I! DIVISION OF :: 1 SUPERVISION AND INSTRUCTION 4, 1

:i 1

,' I HEALTH EDUCATION DIRECTOR I el III CHILDDEVELOPMENT AND PARENT EDUCATION II I. DI RECTOR / I SCHOOL P R I NC IPAL I Ze e 4. I i II. I.. e I 1 rf=ardor::1EELEMENTARYTEACHERS I L. NURSERY SCHOOL k iL... LABORATOAY N..'''.. GNPEND a N. PUPILS V NURSERY SCHOOL I PUPILS . Ii

414II I' PARENTS NURSERY SCHOOLII PARENTS

'"lt'""--E----DIRECT RELATIONSHIP 41111MININIIIP . . 110' IOeSERVATION 111M 111F SERVICE TO SCHOOL --- e UNIP NIMBI MIII MMin..COOPERATION- CONSULTATION

bolthold degrees innursery-school education andhave had specific. subsequent experienceinnurseryschools.Theyar,eeligible fora. 4tatetéachingcertificate. a

JO- A A 6,11 _L.. - '.,Q,204 DEVELOPMENTAND CURRENTPRACTICES 'T5 cA The Albanrcity schoolprogramin childdevelopmentandparent educationwasbegun inFebruary,1931. Thenurseryschoolopened inMarch, 1931. The workhas in thisshort timeproceededconierva- tively, development be* guided bystudy of Presentobservable 'relationships and the alShdyfelt need for fu'rtherextension. The following departmentsandorganizationshaverelationship\to thenurseryschoolasfollows:

Service to Nursery. School Servicefrom Nur8erySchool

1. Kindergarten education. 99, The kindergarteneducationsu- Personallyconductedstudy ofequip- pervisor cooperates inline withment ofnursery school. her work. 'Kindergartenand pri- Sclieduledobservationofnursery- maryteachersinpublicsChoolschoolwork byindividualteachers. where thenurseryschool is \I- located assist at meal time,eat with children, and keep regularmeal-time . records. 2. City School Medical Service. Gives dailynurse'sinspection, Opportunityfornursesand ,doctors yearly e*amination,and consulta-to ptudydevelopmentalactivities and tion service. materials inbothphysicaland psycho- 3. City School Departmentof Physicallogical asp'ects. Education and MNicipalRecrea- f tion. Provides certain outsideplay equipment. 4. Vocational education. Tarticularly in home-making Consultationandassistancein plan- work.Gives generalcqoperation.ning unitsof childstudy. Opportunityfor studyof equipment andactivities ofnursery school by teachersand bypupils. Meeting ofteachers fordiscussionof related methods. 5. New York State College\ for Teach- ers. Psychologist formentaltests. Observationopportunityfor home- Consultation 9 service. makingand forchilddevelqpment classes. 6. Albanywent education. Committee(representinginter- estedorganizations). Ii Collections ofraw materials for Observatilkopportunityforstudy experimental , improviseduse. of nurserY-sclpolmaterialskaddmeth- Assistinghostesseswhenpublicods. or club officialsvisit school. 4

Párents,whenarrangingfo'r theeniollmentofa*child,aregiven Iopportunitytodiscussfully" therequirementsof thesch9oljinparent cooperationandbothareaskedto signasimple agtedtent:Parents participatein theschoolactivitiesunderteacheestipervision.The 1$170442-83----8 76 NURSERY SCHOOLS

plan providesfordaily participation for three nonconsecutiveweeks in eachsemester.Parents haveapartin the activitieseveryhourof the day except the meal time and sleep period.Additionaloppor- tunity is provided when "desired, andonguarded scheduleparents maystudy behavior during the meal time.Parents makeadaily morningreport to theschool ahd the school providesanafternoort report for parents.Regular parent mVingsareheld.The effortis made increasinglytoinclude bothparents. The director of child development and parent educationandthe supervisor ofkirldergartenprimary educationarecooperatinginan experimental approachtothe problem of integrating theprograms.

Kindergarten teachers study .the nursery-school activities.Plans arebeing evolved for following the laterprogressof nursery-school children by periodic observation and informal record and.byparent consultation.C. EDWARD JONES, Supoftendent of Schools,and 0[," ELINOR LEE BEEBE-) Directorof .Child Development andParent 1_ .0 t Education.

.th. A UNIT OF A DEPARTMENT OFEDIMATIONAL'COUNSEL

Winnetka,111. The Winnetka Public-School Nurserywasorganized in September, 1A 1927,liter ¿yearandahalf of careful planning and training of ikach- ing personnel.Itwasorganized because the superintendent believed thatanunderstanding of early childhood developmentwasfunda-

I ' mental toanunderstapding of work with children inupperschool 1. levels and also because he believed that thenurseryschoolwas an 1.1 essential element inanyadequateprogramof preparental and parental education and mental Ilygiene.At the time of ivening, the nurseryschoolwashoused inone room,havinganadjoiningcoatroom

,1. andatoiletroomwithonetoilet and lavatory.Thenurseryschool operated under these conditions,fora yearandahalf and then moved intoquartersespecially plannedto meet theneeds ofanursery-school umt. Thesequarterswerebuilt with the offices of the department of educational counselas anaddition to the junior high school.Both . units with full equippaentweredonatedto theboard of education. i Remedial wOrk had been goingonin the Winaetka public schools for ;

some years.lloweN'rer, the fully organized and equipPed department 4 1

i, catne v.izi adirect outgrowth of thenurseryunit since itwasrvalized ..that ythroughsuchadepartment could certain much-needed . , .-,, studiesemade.PlansareundeArayto keepcontinuous records of . 1 .; . eiS t %nurserychittlrenfrom ate second through the fourteénthyear. ,

I '... Through these records differentiationsmayperhaps be made betwëen causal and casual defect in children.If enough records of childreh arekeptover aperiod oryears,asproblems develop in the adolescent , .,.

r saDLLDVIld rr. NATION t' I AN4UAL PHYSICAL ICK EXAM PEDIATRICIAN .10 I. 1 CORM ELIZABETH FUND MC MEMORIAL 6 IONAL A T MENU I R WORKER UT SERVICE', N DAILY 4. IPAL IC e T I HEALTH NURSE LY muN DEPARTMENT I UN I. DA HEALTH INSPECTION SCHOOL D. -Vr SCHOOL -11, IOR SCHOOL ISCHOOL VDE 2 JUN JUNIOR FACULTY ST HIGH HIGH NURSERY OR A I OF KINDERGARTEN JUN PUBLIC TKA DIRECTOR OF NNE NURSERY I SCHOOLS SCHOOL W EDUCATION BOARD 7 ST OF I STAFF SUPERINTENDENT NURSERY SCHOOL WINNETKA- 4 OF Glr PSYCHOLOG Ilmalm111NEJ OF 1 STUDENT TEACHERS 1 ICE COUNSEL it FOR EDUCATIONAL RV DEPARTMENT ILE SE N UTE PSYCHIATRIC T I ADMINISTRATION JUVE RESEARCH 4NST 1111110., Irlr" r. - COLLEGE ' EDUCATION 410 IoNAL OF _ NAT ..% . 4. 78 NURSERY SCHOOLS

period, itmaybe possiblethat studies of recordsof earlieryears will reveal indicationsof those difficulties inthe childivnorperhapslacks in homeorschool training will betraceable and educators,parents, and teachersmaythen learn whereinthey have failedin theirearlier understanding and handlingof situations.Through suchstudies, certain preventive proceduresshould be evolved. Thenurseryunitat the present time comprisesa nurseryplayroom, coatroom.isolationroom,kitchenette, office,andatoiletroom equipped with four bowlsand three toilet seats.This toiletroom is shared by the juniorkindergarten which ishoused inanadjoining room.The junior kindergartenfor 4-year-oldsand thenurseryschool for 2 and 3yearoldsarejointly administeredasthe NurseryUnitof the public-schoolsystem.The unit isstaffed byapart-timestaff director and byanassistant part-timesupervisor, who- alsoservesas psychologist.Inthenursery atall timesare ateacher findanassist- ant,in the juniorkindergarten,oneteacher:Allpersons connected with the unit haveuniversity degreesexcepting thestaff director. The psychologist holdsaPh. D. degree andthenurseryteachers have special nursery-schooltraining.In additionto the regular staffthere arealwaystwoorthree students fromthe National Collegeof Edu- cation, Evanston, whocometo themirseryunit for practiceteaching. A self-perpetuatingnursery-school boardis responsiblefor the financing of boththenurseryschool find thejunior kindergarten. The total budget for runningthetwo units is about$6,000a year. 'About $3,400 is subscribedvoluntarily inamounts ranging from$10 to $300per yearby parelits ofchildren who attendthe nursery-school unit.About $1,200more comesin throughvoluntary subscriptions soliciti;dfrom the community,and the balanceis raisedby the nursery-schoolboard in varidus w.ays. The healthprogramis under thesupervision of theElizabeth McCormick MemorialFund, Mary E.Murphy, director.The McCormick Fundsuppliesapart-time pediatricianfor periodic general healthexaminations, andanutritionist whoplansmenus, weighs andmeasuresthe childreneach month,anaconfers with the staffat leastonceintwo weeks when faculty meetingsareheld.The 6i McCormick Fund alsòfurnishes thepart-time services ofaworker forparent education who plans andhelpscarrythrougha program jLP forparents in conjunction with thenursery-school staff.The McCor- . mick Fund isaChicago organization,established and operatedon a generously outlinedcharterto further child development along all lines, physical, psychological,and educational.In carrying forward theirprogram,the McCormickFund triesto maintainabalance between serviceand research.From tinieto timeas cases appear that indicateneed for psychiatrictreatment, staff conferencesare held with thepreschool branchofiheInstitute for Juvenile Research, DEVELOPMENTANDCURRENTPRACTICES 79

aState organization.If indicated,psychiatricservicesarethengiven by members of the institutestaff.Dailyhealthinspectionisgiven through the village healthoffice bythe schoolnurse.Light,heat, and janitorservices are given by theboardof education.Thesalary of the psychologist isalmostentirelypaid byagift fromtheRosen- wald Fund.The servicesof thestaffdirectbr,thepsychologist,and the nutritionistareshared bythe followingnursery schools: Garden Apartments (twonursery schools),WinnetkaPublicNurseryUnit (nurseryschool andjuniorkindergarten),ParkerPracticeNurseryof the Chicago NormalCollege.Details ofservicesareheregivento indicate how specializedservicesmaybe securedat lowcosts toaunit through sharingof specialistsbyanumberof unitsand bytheuseof existent communityagencies.Thenursery school inWinnetkais in session from9 to3,.30 o'clockdaily;the juniorkindergartenfrom9 to 11.30 o'clock.Programsare somewhat elastic.Nurserychildren aresometimessent home forluncheonsandnaps,andat times junior kindergarten childrenarekeptat schoolover`theseperiods. The nurseryschoolactsas alaboratoryfor^juniorhighschoolgirls and boys, forteachers intraining,and _forfacultymembersof the Winnetka schools.Seventhandeighthgradegirlscomeinand observe the children,workdirectlywiththem insomeofthemore simple situations,and helpwithluntheonpreparations.Seventhand eighth grade boys havebuiltvariouspieces ofequipmentfor thenurseryschool, includinga tree house, horizontalbars, andsmallscreens to be placedaroundthe beds.Regulardiscussionsareheldwiththe girls in aeffortto develop inthembetterunderstapdingandgreater appreciation of familylife.It ishopedthat thiscoursewillsoonbe givento the boys also.Suchsubjectsasfamilylife inothercountries and communities,foodsfor littlechildren,behitviorproblems,and such immediateproblemsin theirownlivesasattitudetowardauthor- ity and relationshipsto brothersandsistersarediscussed.This phase ofthe workof thenurseryschoolsis stillin itsincipiency.It is being developed inconnectionwitheajuniorhighschoolcourseon family life,whichsupplementsandrnak3spractical somephases of ale course in biologyand humanreproduction.In.occasionalinstances on recommendation of thedepartmentofeducationalcounsel,girls unable to adjustto regular schoolroutinehave beensent to thehursery tschoolforspecialwork.Herethey havefound thenigelvesin this quitedifferent environmentwhichisevidentlymore s*tedto them. Teachers of thepreprimarygroup, consisting ofneryschool, junior kinde'rgarten,kindergarten,andcoimectingfirst e, meet withthe nursery-schoolstaffdirectorandthesuperintendentof schools once a week to discusspreprimarycurriculumbuilding.They havebuilt up a Minimum gradediong listforpreprimaryuse.Work 80 NURSERYSCHOOLS

has also beendoneonplay materialsgraded accordingtoagelevels.' The°preprimarygroupis preparingabooklet forparents. The booklet includes conciseinformationon,habits ofeating,sleeping',independence, Li! etc., whichparents shouldtry to establish in theirchildren during theagesof from2 to 6years, agraded listofsong,play, andstory materials, and suggestionsfor theiruse.It alsoincludesadiscussion of eiccursionsthat fathers and motherscantake with theirchildren. A regularprogramofparent education, is carriedonby thenurseryschool staff.Group me.etingsareheld afternoonsoreveningsin accordance withthe parents' needsand wisheseachyear.Atthe presentashortcourseis being givento parentsonthe introductionof music intothe home.Thiscourseis ópennot only tonursery-school parents but to allparents in the communitywhoareinterestedin attending.Parentsareaskedto participate in the dailynursery program to alimitedextent. Theyareaskedtocometo assist in getting childrendressed afternaps, to go onexcursions, andto helpat weighing and measuringperiods.Systematiceffort is madeto teach parents how to observe and analyzetheir children'sactivities,habits, and attitudes.They.areaskedto fill out observationoutlinesas a result ofwatching their childrenboth in thenurseryschool andat home. At practicallyallparent meetings,parentsarefurnished with simple bulletinscencerning thesubjectunder discussion.The following subjectsareamong-those whichhave been included:Disci- pline, wiseuseof holiday periods,play materials,songs,and stories. Some of these bulletinsarewritten by thepersonin charge ofthe meeting andothersarethe outgrowth ofstudy and investigationsby members of the preprimarygroup.Such studiesareconsideredan important function ofthe nursery-schooldepartment. Although thenurseryschool works with33 to 36 children and their families eachyear,themoneyexpenditurewouldnot be considered justifiable unless thenurseryschoolweredistinctly consideredas a laboratory.Itpurposes to servethe schoolsystemas a sourceof study in itAwhole researchprogram,especiallyasrelatedtothe departmentof educationalcounsel and in curriculumbuilding.It will continuetoserve as.aunit for trainingjunior high school girls, and boys and foiethe training of teactiersand those taking graduatework. CARLETON W.WASHBURNE, Superintendentof Schools, an4 ROSE H. ALSCHULER, Nursery-SchoolStaff Director.

I v Itlstyne, Dorothy.Play behavior and choiceof play materials of preschool children.University d o oPress, Chicago, Ill.1932. 104p.

dir

411,

A DEVELOPMENTANDCURRENTPRACTICES 81 A DEMONSTRATIONINSCIENTIFICCHILDCAREUNDERTHE DIVISIONOFRESEARCH LosAmple's, Calif The Normandie'NurserySchool-Wasestablishedin1926 bythe board of educationfor thepurposeoffurnishingademonstration centerin scientificchildcareforthe benefitofparents, ofriurses, of teachers, and ofsecondary-school§tudentswho willbe theparents and child guardiansof thefuture.Itwasalsoanti6patedthat futureprograms would providesome rehttionsilipbetweenthe nursery-school andthehigh-sehoolguidancework. The nursery-schoolplant andprogramweredesignedto permit children from2to-5 to developproperhabitsandnormalattitudes and emotions andto providea center whereadultsmightdiscover moreabout thenature andneeds ofyoung childhood. A bungalowavailableuponthe amplegroundsofanelementary school ina middle-classsectionwasenlargedandremodeledaccording to specifications drawl!'upby thedirectorof theschool.The yard wasfenced, ornamentalshrubsandalawnplanted.A lilyand goldfish pool was madenearthe frontgate by thesixth-gradeboys of theelementaryschool, , withcement furnishedby theRedCross. The projectwas most fortunatein itsstaff.Thedirectingteather had her master'sdegree,withabiologymajor, hadbeenanutrition teacher in highschool,asuccessfulmother,kandafellow forone year at the Metrill-Palmer School.Sheholds aliforniageneralsecondary and administrativecrel entials.An assistantteacher hadamaster's degree, witha psycholo major.She holdsCaliforniakindergarten- primary credentials,and hadhadsuccessfulteachingexperiencewith youngchildren.A trainednurse,who rapidlytrainedintoa nursery- schoolteachet, holdsCaliforniapublichealthnursingandhealthand development credentials,'andhas haduniversitywork inchildpsy- chology,nutrition, men'talhygiene,andnursery-schooltechnique. Theprojectwashighlycooperativefrom thebeginning.For the firstyear the RedCrosssuppliedoneteacherand theexamining physician. Afterthat,the healthandcorrectivephysicaleducation divisionof theLosAngelescityschoolssuppliedapediatrician half day one-- amonth,a posture specialistonedayamonth, anda nurse (described above)four-fifthstimegThespeechcorrectiondivision supplied expert diagnosisandprescriptionin specialcases.The school librariansuppliedsuitablebooks forthechildren andfor the parents and students.Thevisualeducationdivisionsuppliedpictures. % The bungalowandgroundswhichhousedtheschoolwere a part of theplantof NormandieAvenueElementarySchool,whoseprincipal supported theprojectgenerouslyin wordand deed.Variouiprivate individualswereactivein thework in.thecommunity.The State Op ea. _ , et. - _ - P. e 4 00 4 / s. DI V I SION OF PSYCHOLOGY AND LOS ANGELES CITY PTO OTHER SERVICES IN THE SCHOOL DISTRICTEDUCATIONAL RESEARCH iCHOOL SYSTEM AND TO OUTSIDE ORGAN IZATIONS. RELATIONSKIP Mr. Or THE NURSERY SCHOOL , / SUPERINTENDENT AND ASSISTANT LOS ANGELES BOARD OF EDUCATION SUPER I NTENDENTS "fr 4 I PSYCHOLOGY AND DI V I SION EDUCATIONAL RESEARCHI K I NDERGA RTE 1 N-PR I MARY HEALTH DIVISIONNURSEPHYSICIAN PSYCHOLOGISTDIRECTOR TEACHERS A Are POSTURE TEACHER EXAMINER e P4m I 'es al=cP) l NURSERY SCHOOL 9 a 9 0PI DIRECTING-TEACHER 40 o TEACHSTUDENT E TEACHERS I 4 5 PARE PITS DEMONSTRATION FOR PARENT- TEACHER CLUBS . 1 ELEMENTARY HIGH SCHOOL UNIVERSITY IP# ImmLromP 5 THSC AND WOOL I TH BOYS AND G I RLS r rwo COURSES i GROUPI AND KINDERGARTENNURSERY MATRONS AND ASSOCIATION LEC T UR ES LECTURES -1 GRADE.3 NDIVI DUAL WORK SOCIALPRIMARYWORKERS AND TEACHERS HEALTH e DEVELOPMENTANDCURRENTPRACTICES . 83 departmentof educationsupplieditsdirectorofparenteducation, southern section, tc) conducteveningclassesfor theparents'group. Certain underlyingprinciple.swere set downasbasicto thisproject: Modern psychology hasdemonstratedtheimportanceof theearliest yearsof childhood.It isnow accepted thathabitsand'attitudes acquirelin the fint fouryearswilt probablycolortheentiremental life and affect the behaviorofindividualsthroughoutall theiryears. Modernparents, busywithathousrandinterests,usuallyhavehad neither the timenorthetrainingto, make itpossibleforthemto master the factsnow establishedin regardto theproperphysicalandmental hygiene of childhood. Thenurseryschool isoneof thpagencieswhichhopesto supply this need for groupsofparents,tettchers,andstudents,bydemon- strating to them a program of physicalandmentalcareofchildren which willprove itssoundnessinimprovedhabits,-morewholesome reactionsto authority, more happiness, lessnervots tension,and better adaptationtogrouplife.Classesinparenthoodare an integral ,part of theprogram. The servicethenurseryschoolrenderedthe school'system and community is reflectedin thefollowingfigures,basedontheyear 1930-31: (a) Childrenenrolled,41. (b) Average attendanceat semimonthlyparents'meetings,32. (c) High-schoolstudents: 4 hoursper week, 34 girls. 4 hoursper semester, 81,boys. (d)Elementary-schoolgirls: Asmallnumberon regular schedule. (e) Visitors, includingeducators,socialworkers,healthworkers, andwents, 791. teachers, Integrationwith thekindergartenwastheresponsibilityof the psychological clinic,adepartmentof thedivisionofpsychologyand educational research,of whichtheNprmandieNurserySchool also was a part. Asurveyof childreninkindergartenwho hadbeen the in nursery schoolwasmade.Therewasalsoafollow-upofany nursery-school childrenwhohadany difficulty inadjustmentto school.Rebtrds madeat thenurseryschoolare a part of thefiles of thedivision ofpsychology,availableatanytimeforuse..inthe child'slaterschool life. After the firstyearthenurseryschoolwasfinancedentirelyby the boardof education(except forfood andincidentals),costs beingallo- catedto the variousdepartments,accordingto thecertificateof the teacher,the kind ofservice,and thecharacterof the stippliesarid equipment.Food,includingorangejuiceandcodrliveroil, and workof the the matron vf-fipservedit,wasprovidedout ofaftmdjnade upbyparents Et$6permonth.

c- _

84 NURSERY SCHOOLS

The division of psychology and educationalresearchwasresponsible for educationfal policies and activities.- Thesuccessof theparents' classes in connection with thenurseryschool is attestedbythe parents' demand that theymeetonceeach week instead ofbimonthly, Thesuccessof the high-school classes, providing18 hours of observation in thenurseryschool,wasdemonstritted when theclassinto which it had been bootleggedone calledadvanced dieteticswas elected in numbers far eceedinganyelection formerlyknownin the class.One big senior said of the class that hewished he hadhadit earliei.,asit hadhelpedhimsomuch in his.owrn life. Certain experiments have been undertakenfrom timeto time. Growthcurveshave been plotted, and mentalgrowth measuredand recorded.Lasiyear anexperiment in "sharingbehavior"waspur- sued byagraduate student for the Universityof Southern California. A study of voluntary selection of activities,asrelatedtoageandof voluntary grouping for play,wasmade and reported. The closing of this school2has beenamatter ofverydeepregret -to all of the people of the school departmentswho know of thepur- poses,workings, andsuccessof the school.It had been plannedto gradually increase then-umber of these units inconnection with-the high schools in order thatthey might bemoreeasily utilizedastrain- ingcenters for high-school students.The hope is stillcherished.that sometime in the future thismayptill be done.Theparentswere unwillingto have the school closed.They have plannedanonprofit- making organizationandare"carryingon."ELIZABETHL. WOODS, Director, Division of Psychologyand EducationalResearch.' a STATE UNITS IN NURSERYEDUCATION Several State departmentsof educationarecarryingon programs for the welfare andeducation of cliildreppriorto regular school entrance.In Utahabulletinhas been issuedfor generaldistribu- tion whichpresents inf .1:tiorionçhildren's habitsof eatingand sleeping,ontheir physic41 development, withsuggestions forthe formation of desirablehabits, and withlists of playmaterials.In the introduction, StateSuperintendent Jensendraws attentionto the fact that "educatorshavecometorecognizemorefully thanever before the remarkablepossibilities ofchild developmentduring the firsttwoorfouryearsof life.. ..They havealsocometorecog- nize the needforafuller understandingboth byparents and teachers ofwaysandmeansfor havingthese remarkablepossibilities realized."

IIn view of increasedpopulation and decreasedfunds thisnursery school was closed during thegamma of 1931. sBulletin on the preschool child. Departmentol Public Instruction.Bait Lake City, Utah. 1930. 63p. DEVELOPMENTANDCURRENTPRACTICES 85 Throughapreschbolclinic,4organizedcooperativelyby theNorth Carolina State Board ofHealth 'andschoolofficials,childrénreadyfor school entrance, and theirparentsareiniiiátedintoschoollife.New York State in 1928 organizedadepartmentof childdevelopmentand parental education.6Aspart of itsprogram severalnursery schools wereorganized in cities andothersalready organizeawereusedas demonstrationcenters.Manyother, Stateprojectssponsoredby such departmentsasmentalhygieneand adulteducationsupport the programsin childdevelopment.Radiotalksonchildguidancehave been given by specialistsinnursery-schooleducation,'bypsychia- tr1sts,4physicians,specialistsinmentalhygiene,andothers.Child- guidance clinicshave beendevelopedwheremanydirectconnections eremadebetween diehabitfoimationin earlychildhoodandthe ' problems facedwitholderchildten. A unique downwardextensionofaState's sChoolprogramforde- pendent childrenhas beenmade inMichigan.Thefollowingreport shows how this schoolhasdevèlopeditsnursery-schoolprogram... A STATESCHOOLFORDEPENDENTCHILDREN Coldwater,Mich. The MichiganStatePublicSchool isaninstitutionmaintained the State of by Michigantocarefor herdependgntboys andgirlsunder 14yearsof ageat time ofadmission.Theirstayat the schoolis only THENURSERYSCHOOLI N THE MICH I GANSTATEPUB L I C .StHOOL FORDEPENDENTCHILDREN.

e I. SUPERINTENDENT

RESIDENT les SC 40-DEPARTMENT .. PHYSICIAN 4.1,. NURSERYWOOL /THROUGH GRiDE8 I.

11=.111111111. NURSE RY SCHOOL FOR CHILDREN K I JNOE 5 ELEMENTARYGRADES

111111r... WNW/ IMOOM. OBEID ElI MINIM 111111, 41111.OM. GIRLSVOCATIONAL COURSE , ett; DIRECTPtCLATIONSMIP IMIP ..".1SERVICE tatporary, dependingonguchfactorsas)"nentality,physicalcofidi- tion,andstability. Theyareplacedout, from theinstitutionfor 'adoption.Theentireinstitutionisaniniegralpart of the educational State's system and 4, maintain'edby Skateappropriation. 4 Plans foreducationalclinics includingthebeginneryAgay (N.C.,)State program.Hattie 8.Parrott.Raleigh Departmentof PublicInstruction,1930. ITT(Educational ITwentyikth PublicationNo. 149.) AnnualRepair1930. Universityof the Stateof New York, Albany;N. Y.pp. 3$6214 sS EducationalDepartment, isTwenty-seventhAnnualReport,1931.pp. 18-20. 86 NURSERYSCHOOLS

Instrqctionbegins with thenurseryschool and'ends withthe eighth grade'Those above thislevel attendthe ColdwaterHigh School. The boys and girlsunder5yearsofage,usuJlyabout 50 hinum- ber,arehoused in thenurserybuilding anddonot mingle withtile other childrenonthe grounds.When theyreach theageof5 they aretransferredtooneof the11 cottages andenterourkindergarten. Itwasfor thepurposeof making thistransition easierand forplacing the formationof habitson aneducational basisthat thenursery schbolwasinaugurated duringthe schoolyear1927-28.Beforethe establishmenlioofthenurseryschoolsomuch timewasconsumedin familiarizingthe childrenfrom thenurserywith routineofschool work that theywerenot,ableto complete the kindergartenand firgt, grade intwoyears.

Ir The experimentwasstartedon ahalf-time basisandwasincharge of thekindergarten tekcher.She devoted halfof each dayto eachof hergroups.The playroomin thenursery wasaltered andequipped to accommodate thechildren underthenew arrangement.The experiment provedsosucces5ful that inJune,1931,aspeciallytfained directorwashired andthe .trainingputon a24,-hour basis.The director receivedher B. S. degreefrom the Universityof Illinoisand then tookone yearof graduatework with theMerrill-PalmerSchool in Detroit.Thiswasfollowed by one:tearin thenurseryschool conducted bythe DetroitDepartment of PublicWelfare.. The physicalwplfare ofthe children is underthe supervisionofa resident physician.The dailyprogramisasfollows:

DAILYPROGRAM

6. 00- 7. 00Giaduallyget childrenup,toilet.Drink ofwater. Dressed except shoes.Developasmuch independenceaspossible. 7. 00- 7. 15Wash hands and faceand comb hair. 7. 15- 7. 30Breakfast. 7. 30- & 15Toilet period.Encourageregularity of bowelmovements at this time.Wash handsand face, combhair.Nose andears cleaned.Nose drops.Childrenputonshoes. a 00- 8. 15Children totreatmentroomifnecessary. & 15- & 30Free play. 8. 30- 9. 00Cod-liver oiland tomato juice.Toilet.Puton wraps. 9. 00-10. 15Schooloroutdoor play. A 10. 15-10. 30Wraps off andhungup.Disk of water. 10. 30-11. 00Wash'period.Shoes off. MP 11. 00-11. 15Quiet play,music,orbooks. 11. 15-11. 45Dinnerready forbed, suits off, face andhands washed, toilet, nose drops.Assist with serving. 11. 45-12. 00.Listofgroupin bed. 12. 00- 1. 30Nap. 1. 30-R 2. 30Childrenup,pallet, shoeson,free playor games. 2.°110-& 00Toilet, drinkwater,wraps onfor out of doors. DEVELOPMENTANDCURRENTPRACTICES% . 87 f 3. 00-AOOutdoor walkorschool. 4. 00-4. 20 Wraps off. isb 4. 20-4. 45 Wash period. ). 4. 45-5. 15 Supper. 4i 5. 15- 6. 00Free play.Shoesoff. 6. 00-:7. 15Bath hour.Free playandstories.Brushteeth.Nosedrops. Toilet. 7. 15 Bedtime.

.This briefaccount ofour nursery school shouldnot be closedwith- outmentioning phatwe useitas alaboratoryfor theolder girlstaking thevocationalcourse.The-childy6n inthenurseryaredividedinto twogroupsbabiesunderabout 2Syears,and thoseabove.The lattergroupbeingconsideredaspreschoolchildren.Duringthe courseofa yeareach girltakingthe vocationalcoursespendsfive months in thenursery, .two months beingspent with theyotingest groupunder thesupervisionofnurses,and threemonthswtthpre- schoolchildrenunder thedirection ofthenursery-schooldirector. This providesanopportunityfor thegirlsto combineTheory with practice, becausethey actuallyassist withthebathing,dressing,story tellirig, supervisionof play,andmanyotheractivities.LERO-AC. HARRIS, Principal.

In 11 State &lid2 municipalnormal schoolsandteacherscolleges, nurseryschools havebeen establishedaspart of thedemonstration schoolor as a laboratory for thedepartmentof homeeconomics.' Théreisagrowingappreciatioúof thevalue offirst-hand contatiwith the beginningdevelopmentsof habitsandknowledgeinyoungchildren for prospectiveteachers ofelementary-gradechildren.Thefollowing reporifromaState teacherscollege isrepresentativeof thenursery schools whicharea'part of the deuionstrationorpracticeschool.

A UNIT INTHE TRAININGSCHOOL OFA STATETEACHERSCOLLEGE p. Milwaukee, Wis.

Thepurposeof thisnurseryschool isnot to trainnurse;.;-school teachers butto furnish (1)abroader trainingthrough practiceteaching forour kindergarten-primarystudents and(2)opportunitiesto observe thelearning abilitiesofyoungchildrep forclasses inpsychology and mentalhygiene. Thenurseryschool oftheMilwaukeeStateTeachersCollegewas organizedin1927 and largelyfinanced bya groupofpublic-spirited women who have foryearsmafiagedaJewishsettlementhouse. The nursery schoolwasorganizedinourinstitution byrequest of the organizationim orderthat it besupervisedbyourstaff. TheState 7eachersCollegefurnishedboth theindoor andplaygroundequip7 ment andprovidedthe plumbing.During thefirstyearshalf of the childrenwerecharjtycases.The remainderof thechildren (10)welt tuitionchildrenfrom familieshavingcomfortableincomes but need-

_ 88 .NURSERYSCHOOLS

ing nursery-schooltrainingasmuchastheir lessfortunateclassmates. From the firstwe have taken2 and 3yearoldchildren,inonecasea 22-month-oldchild.Theorganizationof mothershasgradually turnedoverthenurseryschooltoourinstitution.All childrennow pay tuition($210 annually)whichcoversabout75per cent ofthe entirecost. The directorof thenurseryschool hasabackgroundof kinder- . garten training andexperience andin additionhas hadtwoyears (partly giaduatework) ofnursery-schooltraining andassistanceship in theinstitute ofChildDevelopmentof TeachersCollege,Colwnbia UniN;ersity.The SIP nursery-schoolassistant hashadkindergartentrain- ing andexperienceandwaschosen forherunderstandingofand

ATMINISTRATION OFTHE. NURSERYSCHOOL iN THE MILWAUKEE STATETEACHERS COLLEGE.

PRE SI DENT

DEPARTMENT OF MILWAUKEE COMM ITTEE COURSES IN I. DIRECTOR KI NDERGARTEN- DOWNER MENTAL OF MOTHERS OF PR ImARY COLLEGE '- HYGIENE TRAINING EDUCATION AND SCHOOL (suRsuitySCHOOL PSYCHOLOGY K I N DERGARTEN GRADES I AND Ir)

s CLASSI N DIETET ICS TRAI N I NG 1 SrlfOOL NOR SERY N SCHOOL THROUGHGRADE

3 NURSERY SCHOOL

DIRECTRELATIONSHIP 41ADVISORY O CONSULTATION SERVICE ammomo . PRACTICE OR OBSERVATION

ability withiveryyoungchildren.She holdsaState ceitificate.Two orthree studentteachers dopracticeteac4ing in*nurseryschool foraçollegequarter of nine weeks. The head ofthe home-econamic,sdepartmentof MilwaukeeDowner QQ11egeactivelycooperates with thenursery-schooladministration by hivingher -dieteticsclass makeout themenusfor the childrn.for the entire wi3ek,'boththemenufor the dinnerat school and for other meals in thehome.Students fromthe dieteticsclass observefre- quegdy.during thedinner hourand takenotesonthe reactions of childrento várkfus focad.APcook is employedtopreparethe children's dinner, P. Thenursery-schooldirector gives L anele'divecourseto"kinder- - garten-primarystudents called S nursery-schooleducation.She also 1 ...- I 1 DEVELOPMENT ANDCURRENTPRACTICES 89 holdsalmost daily short conferences withindividualparents, frequent longerconferences, and guides mothersinamonthly studygroup. Eachmother spendsahalf dayeverymonth assistingin thenursery school.The director has thisyeargivenapracticalcourse tonurse maidsfrom the homes of the childrenuhder her direction.These classes areheldonce aweek. Occasionallyamaid spendsaforenoon atschool and remains during dinnerto observe how problemcases arehandled. The nursery-school teacher and the4-year kindergarten director, whose graduateNworkwasalso in nursery-schooleducation, workvery closely togethersothat there isacontinuous integratedprogramfor both childreh and student teachers. Themanagement of thenurseryschool haschangedconsiderably fromyeartoyear asthe college hasgradually takenovertherespon- sibility for its operation.Aswe can notlegally collectthe tuition without being authorizedto dosoby the State,the financesarestill takencareof byacommittee of mothers. ADELAIDE M.AYER, Director of Training.

NURSERY SCHOOLS INCOUNTY ANDMUNICIPAL -WELFAREPROGRAMS Social 'welfare arid healthdepartmentsofone county andat least two municipalities have providedaneducationalprogramforyoung children ,thropgh theesteblishment ofnurserys9kools.These mirsery-schoolprograms areof value bothto the organizationsdirectly sponsoring the projectsand alsoto the community.Socialworkers, nursesin hoital training,pediatricians,nutritionists,and others, whoare orwho will beconcerned withthe welfareand healthof youngrchildren andtheir families,benefit fromparticipatingin the nursery-schoolprogram.The first ofthe threedescriptionsfollowing is fromianinstitutionsupPorted by MonroeCounty, N.Y.The othertwo reportsarefrom municipallysupportedorganizations. The NurserySchool of theRochester Society forthe Preventionof Crueltyto Children is essentiallyahabit clinic.The societyactsas a county children's clearingkureau and,as partof itsset-up, maintains anobservationhome whicriservesthe doublepurposeof studyand temporaryresidene.Thenurseryschool isadepartment of thifi study home.Itope on a24-hour basis, and isopen everyday in theyear.Theaveragenumber of childrencared foratonetime is about10.Theaveragelength, ofstay for each child is about34 days.The staffconsists ofatrained nursery-schoolteacher (in charge),3 assistants (2 dayand 1 night),andafield workerwho assemblesall historymaterial, keepsrecords,arrangesconfeiences, andwritesreports for workers and fostermothers.This field worker is alsoatrained nursery-school.L. teacher.Since thenuriéry school isa 90 NURSERYSCHOOLS unit inalarger organization,itshares inall thegeneralservices providedfor thechildrenin all departments.Thedirectorofthe obsemationhome istrainedin sociology,childdevelopment,and institutionmanagement.Thesocietyhas itsown medital and logicalunits. psycho- Psychiatricservfcéisconsultant. Theservices dietitianandatrained ofa nurse ard availableto all childreninthehome, includingthose innursery school. Most of thechildrenreceivedcome from brokenhomes. areentered by Afew parents forobservation.Inanycase,each receivedis studied child, untilhisproblemisdiagnosedandtreatment started.Heremainsin the homeuntilaplan ismadefor himwhich meets his particulardevelopmentalneeds. Themajorityof childrengo fromnursery schoolto fosterhomes underthesupervisionofchild-plaoingworkers.Therest their returnto ownhomes withtheun4derstandingthat theparents will touchwiththe keepin societyandendeavortocarry outnursery-school recommendations.A formal program ofparent educationhasnot yet beendeveloped, butparents,foster-parents,andsocialworkers arehelped 'toabstter handlingofindividualproblems,andabetter understandingof the principlesof childdevelopmentthroughinformal conferences,personal interviews,andformalreports.MURIELW. BROWN,Director of MentalHygiene. . The SocialServiceDivimthonof theDetroitDepartmentof Public fare 6 organized Rd- the firstofanumberofnursery schools in1929. school The was establishedprimarilyto provideopportunityfor to work during mothers temporaryunemploymentof thefathers,thuslessen- ing thedemandsmade uponpublicfundsandincreasingtheinde- pendenceof thefamily. Allfamiliesarereferredto the schoolthrough the familycaseworkers of the depaitmentofpublicwelfarewiththe exceptionof thòse makingapplicationdirectlyto thenursery school. Theinitialphysicalexaminationofevery child is made by the at the school pediatricianfrom thecityphysician'sclinic,who isalso sponsiblefor the re- physicalcareof allchildrenin thenursery school. Hemakesfour calls weeklyat the school,vaccinatesandinununizes againstdiphtheria, andseesallchildrenbeforetheyarereadmitted to schoolfollowing illness.A cityphysicianisavailablefor home visitswhenchildren have beenexcludedfor illness. Specialemphasis is placedon correction of defects.Thecorrectivework isdarriedon by theReceivingand Children'sHospital.Theboard ofhealthco- operates inthe projectbp-sendinga nurse to theschool for-daily inspectionof all children,assistants,andstaff.Shealsoassists the pediatricianandmakeshome.visits.On thestaffare a two nursery-school suPervisor, teachers,anursery matron,acook,amaid, and ajanitor.Student assistantsare provided fromtwoLighschools, City ofDetroit, Departmentof PublicWelfare,AnnualReporrfor 19119. DEVELOPMENTANDCURRENTPRACTICES 91 two vocational schools,and.acollegeallpublicschoolsofferingtrain- ino. in thenurseryschoolas a part .of coursesinchildcare.The60 childrenaredividedinto twogroups, each inchargeofanursery- school teacher with three high-schoolandvocational-schoolstudents asassistants. A fewchildren whogo to the morningsessionofa . neighboringkindergartencome to thenursery schoolfor lunciland rel;iainuntil lateafternoon, andseveralfirst-gradechildrencomefor lunch and again afterschool.Theschoolisopenall dayon Saturday. Theagesof the childrenarefrom16 monthsthrough6years.Parent education hasan important placein theschool'sprogram and grand- .,parentsand other relativesof thechildrenaswellastheparents take advantageof theevening rneetings.7IRMAUNRUH,Director,Nursery School. The Tower Room NurserySchoolofBellevueHospi7al,New City, is organized York as part of thepediatricdepartmentfornursing education.Theschool aimsto applynursery-schoolprinciplesto hospital wardsituations, to helpnursesseetheconvalescingchildas a whole ratherthanas a "case," to help thembeconstructivelycritical of existing ward routinesand ofchildren'swardequipment,andto be alerttothepossibilitiesofparent-educationprograms. Throughout the pastyear 169 childrenattendedthenursery school withadailyaverageof 10. Thechildrenaveraged7 day'sattendance in thenurseryschool.The agerangeis from1to 5years.These childrenareward patientsrecommendedby themedicalor nursing staff forreadjustment to normalactivityprograms and,sometimes, for assistancein diagnosisofbehaviorcases.Acarefulmorning inspectionminimizesthedangerofdiseasespreadingbetween The day's wards. program beginsat 9 andcontinuesuntil3 o'clock.The hospital-nursery schoolevenmorethan theusual fixes the nursery school curriculumtomeet theneedsof theindividualchildren. Equipmentis plannedtoconserveenergyforrecuperatingchildren, to suggestwholesome play forwardandhomesituations,and makeplay so materialsasessentialinwardsastheusual apparatus. scientific

In April,1932, whenitwas found necessary to curtailtheewe't;sesof theDepartment Nursery School,the followingchanges of PublicWelfare were made in theprogram: 41 The school was moved intothe GarfieldPublic School,an intermediate district. school ina Negro andPolish The boardofeducationsuppliedspace, heat, light, public welfaridefrayed and janitorservice andthedepartmentof all otherexpenses.The staffincludeda part-time teacher,and supervisor,one-nursery-school an assistantwho dividedher timeas cook and in theschool assistantto the teacler.The medicalprogram was discontinuedand allchildrenwere referred Enrollment to the boardof healthclinic forexaminations. was limitedto 20 childrenbetween theages of 2 and 5. following Childrenwere admittedtorone of the reasons: (1)To enableone or bothparents toaccept habits;(3) to employment;(2) to givetraining inhealth givetraining insocialadjustment;(4) to provide of thehome. care in thecase of atemporarybreakdown A fee was chargedincans where thefamilywas able to Theschool pay. TheSaturdayschoolwas discontinued. was usedas a laboratoryfor ninth-gradegirls in the the GarfieldSchool.Thestudents assistedin care of tilechildrenand in thepreparationof the office meal. Theparentalcontactswere made through interviews,visits ofparentsto the school for observation,andeveningmeettngs.--ImuUxami. 143704°---38-7 -

92 NURSERY SCHOOLS

Studentnurseshaveatwoorthree week assignmentto thenursery school functioningasteachers and healthworkers.Mtersupervised observation thesestudents guideasmallgroupof childrenthrough the dailyprogram.They recorddaily eachchild's behaviorduring eating, sleeping,toileting, andplay situations.Theysummarize these recordsfor each headnurseto aid in consistencyduringthe24. hour progiam. Conferencesareheld with studentnurses'daily andwithhead nurses to discussinClividualchildren's needsand ward adaptatidnof nursery-schoolprinciples.During theweekly visitinghourparents observe thechildren in theschool througha one-,wayvisionscreen. Theyareaccornpinied byastudentnursewho discussesindividual problems and homeadaptation ofnursery-schoolprocedures. OPpor- tunities forobservationorparticipationarealso givento medicalstu- dents andto stidents from TeachersCollege,ColumbiaUniversity. The real valueof thenurseryschool inahospitalseems to restin itscarry over tothe hospitalwards.Improvement shouldgradually be noted in theteaching ofroutine habits, methodsand standardsof discipline,development ofrespect for hospital andpersonalprop. erty, lessening undesirableemotional reactions,and,as aresult,an increasedenjoyment of childrenby the staff. The experimentin this hospitalnurseryschoolsuggestsavision of pediatricnursing wherechildrennot onlyaregiven medicineand treatmentsasadviseabyaphysician, butwhere childrenandtheir parents learnto livearicher and fullerlife.MIRMA WALLACE, Nursery-SchoolTeacher.