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TITLE A Kindergarten Curriculum Guide for Indian Children: A Bilingual-Bicultural Approach. INSTITUTION Bureau of Indian Affairs (Dept. of Interior), Washington, D.C. SPONS AGENCY Office of Education (CHEW), Washington, D.C. Office of Programs for the Disadvantaged. REPORT NO Curr-Bull-5 PUB DATE Jun 70 NOTE 395p.

EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS *American Indians; Bilingual Education; *Cultural Interrelationships; *Curriculum Guides; *Early Childhood Education; Experimental Curriculum; Health Education; *Kindergarten Children; Language Enrichment; Learning; Mathematical Concepts; Natural Sciences; Parent Participation; Physical Sciences; Social Sciences

ABSTRACT A bilingualv bicultural approach, the Kindergarten Curriculum Guide is intended for all persons involved in teaching American Indian children in either public or Bureau of Indian Affairs Schools. The objective is to establish a broad base of sound principles and philosophy of education for young Indian children with some ideas, experiences, materials, and resources for implementation, from which each school can select appropriate directions, relevant to the particular child, his family and community. The purpose of the guide is to serve as a reference to schools developing their own curriculum. Tbe guide suggests that the teaching method to be employed should stress learning through play and through identification with the teacher rather than through instruction. The 5 areas discussed include (1) early childhood education, such as the articulation of early childhood experiences; G4 creating an environment for learning, such as the planning of use of kindergarten spacer the arrangement of equipment and supplies, both indoors and outdoors; (3) curriculum experiences, such as language and concept development, the development of social science, mathematical, and natural and physical science concepts; and experience with music and art materials; (4) supporting services, such as parent involvement in the kindergarten program and bilingual, social service, and health programs; and (5) bibliographical materials, such as books, pamphlets, and films.(FF) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE . OFFICE OF EDUCATION IIS DOCUMENT HAS SEEN REPRO- UCED EXACTLY AS RECEIVED FROM 4E PERSON OR ORGANIZATION ORIG- IIATING IT. POINTS OF VIEW ON OPIN- MS STATED DO NOT NECESSARILY 'PRESENT OFFICIAL OFFICE OF EDU- ATION POSITION OR POUCY.

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tvtok' - - U. S. BUREAU OF INDIAN AFFAIRS Washington, D. C.

Walter.J. Rickel Secretary of the Interior ".

Louis R. Bruce Commissioner - Bureau of Indian Affairs

Allen Quetone Associate Commissioner for Education and Programs

William S. King Acting Director, 'Education Programs.

Thomas R. Hopkins, Chief Mariana Jessen, Specialist, Early Childhood Education, Editor

A project funded under Title I of the Elementary and Secondary Education Act.

June 1970 TABLE OF CONTENTS

Part I - BIA EARLY CHILDHOOD EDUCATION

Introduction iv The Bureau of Indian Affairs Kindergarten 1 Significance of Early Learning 2 Flow Chart 4 The Five Year Old 5 Articulation of Early Childhood Experiences 6 The Role of the Staff 6 Guide for Teacher and Teacher Assistant (Aide) 8

Part II - CREATING AN ENVIRONMENT FOR LEARNING 11

Setting the Stage for Learning 12 The Kindergarten Day 13 Guide for Planning Use of Kindergarten Space, Arrangement of Equipment and Supplies, Indoors and Outdoors 15 Guide for Selection of Indoor and Outdoor Equipment and Supplies 18 Illustrations of Principles, in Planning Use of Space and Arrangement of Equipment and Supplies in Areas of Interest, Indoors and Out 31 Plans, Specifications and Ideas for Construction of Equipment and Supplies 33 Low Budget Items 55 Some Sources for Purchase 56 Some Sources for Securing "Beautiful Junk" 57

Part III - CURRICULUM EXPERIENCES

Language and Concept Development Through Curriculum Experiences 58 / Suggested Activities to Increase Language Power 63 Stories and Language Experiences 67 Collections of Legends and Authentic Indian Tales 73 A Selected List of Recommended Books for Children 78

Development of Social Science Concepts 82

Development of Mathematical Concepts 91

Development of Natural and Physical Science Concepts 95 Science as a Hobby 113 One Piece All Service Animal Cage 116 A Carrying Case 117 Additional Supplies 118 Bibliography of Science Books for Children 119

Experiences with Music and Rhythmic Movement 121 Music Education Syllabus 126 Rhythmic Movement as a Tool for Learning 132 Indian Songs and Finger Plays 135 Experimenting with Sound 141 Records, Indian and Other 143 Experiences with Art Materials 144 Hints for Using Creative Materials with Children 147 Fun Material to Save 151 Books to Consult 152

Games 153

Games to Make 156

Development of Health and Safety Concepts 158

The Role of the Food Program in the Kindergarten Curriculum 160 Hints for Food Service Management 161 A Guide for Food Service for BIA Kindergartens 162 List of Equipment and Supplies for Food Service in the Classroom 167 Cooking Experiences, List of Equipment and Supplies 167 , Cook Books 168 Recipes for Cooking with Children 169 Breakfast Menus 174

Part IV - SUPPORTING SERVICES

Parent Involvement in the Kindergarten Program 178

Supervision for Implementation of the Bilingual Kindergarten Program 180

Social Services in a Comprehensive Early Childhood Kindergarten Program 182

Report of Child's Growth 185

Comprehensive Health Program 190

Part V - BIBLIOGRAPHY

Books 191

History and Culture Books 193

Pamphlets 194

Addresses for Additional Resource Material 196

Films 198

ACKNOWLEDGEMENTS .0. 202 INTRODUCTION

It is our privilege to present to you the portance. tKindergarten Curriculum Guide for American experience [Indian Children. of his fui time when The result of much planning, evaluation, de- stimulate vising, and revising, the Guide is the pro- learn. duct of contributions of those persons responsible for the development of the BIA Kin- It is ourl dergartens, now in the second year of opera- be helpful tion. The staffs of the National Association the lives for the Education of Young Children drew up have concE the preliminary draft in 1968 and submitted ment - whE ik supplementary materials, as did the Bank enrolling A' Street College of Education, as part of the as well aE (BIA's contract with them for training of personnel. BIA teachers, aides, administrators, together with representatives of par- ental and Tribal leadership were invited to send suggestions. The staff of the BIA Cur- riculum Development and Review made substantial contributions as well as Division of Social Services and the U. S. Indian Health Service.

This Guide is presented only as a beginning. It is not to be considered a mandatory course of study. The chief purpose is to establish a broad base of sound principles and philosophy of education for young children with some ideas, experiences, materials and resources for implementation, from which each school is free to move in appropriate directions, relevant to the particular child, his family and community. It is expected that the Guide could serve as reference to the Indian community and schools of each region as they develop their own Guides - as they develop their own curriculum.

The kindergarten year is one of extreme im-

iv TION resent to you the portance. It is a time when the child's Guide for American experiences may well determine the direction of his future life and learning. It is a time when what happens to him can either ing, evaluation, de- stimulate or stifle his future eagerness to e Guide is the pro- learn. those persons re- pment of the BIA Kin- It is our sincere hope that this Guide will econd year of opera- be helpful to all those persons who touch National Association the lives of young Indian children and who Img Children drew up have concern for their growth and develop- 1968 and submitted ment - wherever they are, in kindergartens as did the Bank enrolling Indian children in public schools oion, as part of the as well as in BIA schools. 411 for trainineof- L, aides, administra- sentatives of par- - Tom R. Hopkins hip were invited to Chief, Division of Curricu- !taff of the BIA Cur- lum Development and Review Review made substan- 41 as Division of U. S. Indian Health - Mariana Jessen Education Specialist, Early Childhood Education only as a beginning. Led a mandatorycourse . pose is to establish . inciples and philoso- mg children with some ;rials and resources t which each school is ,ate directions, rele- ihild, his family and :ed that the Guide

; to the Indian com- ich region as they de-

- as they develop their

; one of extreme im- THE YOUNG INDIAN CHILD

The wide variations which exist in the cultures school may prevent paren and deeply rooted tribal characteristics of the with schools to help the young Indian child are as wide as those of his feeling of adequacy an vast tribal lands; from the endless expanse of own and the white cultur the Alaska Arctic, the waving grass lands of durs can he accure the k the Crest Plains, the red rocks and deserts of e motional maturity which the Southwest, the smoky hills of North Caro- significant choices in h lina, to tha soft green lands of Mississippi and Florida. Isolated, in vast areas many families find thems Central to many tribes, however, is the posses- poverty -- some with les sion of rich sophisticated cultural heritages come -- the victim with that include dance, arts, crafts and lore; the disease and malnutritio view that man is ons with nature, living with all things in harmony; and that the land, the The task of the Bureau o "natural" soil, is sacred. Crest value is dergarten program is to placed on the wisdom of age and experience; lan- the child brings with hi guage, cultural heritage and close kinship of est for living anJ lear the large extended family in which the child is meet his unfilled needs. deeply cherished, where his early socialisation takes place. These values encompass many that THE BIA KIN we could wish today for modern civilisation. The kindergarten is a da It is from this background that the you-Ag Indi- old Indian children pros an child derives great strengths, skills in schools. The children a coping with his environment, great Best for parents or by bus, no mo living and learning. from home. The daily pr to six hours, includes 1 At the same time he can be inhibited in his ad- work-play learning exper justment to our competitive technological soci- food including breakfast ety. Many Indians find themselves in a cultural family style in the clam identity bind. The problem of language is an routines. A teacher and obvious and immediate example. The majority of team, are employed with Indian children, entering school for the first dren. As many teachers time, speak little if any English. There is are Indian or native Ala lack of material, books, stories, films, songs and games based on Indies life available either - The Kindergarten is commercially or within the repertoire of the and school -- plac traditionally trained kindergarten teacher. and his family feel Concern about the loss of cultural identifica- where value is put o tion together with the isolation of home and enthusiasm, hadriv N CHILD xist in the cultures school may prevent parents from cooperating aracteristics of the with schools to help the Indian child achieve ide as those of his a feeling of adequacy and comfort both in his e ndless expanse of own and the white culture. Only when this oc- ng grass lands of durs can he accure the knowledge, skills and ocks and deserts of emotional maturity which enables him to make lls of North Caro- significant choices in his adult life. ds of Mississippi Isolated, in vast areas of the reservation, many families find themselves in economic ever, is the posses- poverty -- some with less than $700 annual in- cultural heritages come -- the victim with their children, of rafts and lore; the disease and malnutrition. ature, living with that the land, the The task of the Bureau. of Indian Affairs Kin- Great value is dergarten program is to build on the strengths and experience; lan- the child brings with him, to keep alive his d close kinship of zest for living and learning, and begin to n which the child is meet his unfilled needs. e arly socialization encompass many that THE BIA KINDERGARTEN e rn civilization. The kindergarten is a day school for five year that the young Indi- old Indian children programmed into Bureau ngths, skills in schools. The children are transported by their , great zest for parents or by bus, no more than an hour's trip from home. The daily program, usually of four to six hours, includes large blocks of time for inhibited in his ad- work-play learning experiences, indoor and out, technological soci- food including breakfast, snack and lunch served mselves in a cultural family style in the classroom, balanced rest and of language is an routines. A teacher and an aide, the teaching le. The majority of team, are employed with each group of 15-20 chil- chool for the firit dren. As many teachers as possible and all aides nglish. There is a are Indian or native Alaskan, of the community. ories, films, songs ife available either - The Kindergarten is thebridge between home repertoire of the and school -- a place where the young child rgarten teacher. and his family feel comfortable and at home ultural identifica- where value is put on his culture, lat ation of home and enthusiasm, his drives and interests, where his zest for living and learning is kept membership. alive and growing, to move out into the wider school and community world, with - health, nutritio competence and courage. ITS - The kindergarten programbuilds on strengths the child brings with him and The ultimate objecti extends the base upon which, the following program is to enable years of schooling will rest. - become deeply in - The kindergarten is his school, aplace he his learning. wants to come back to each day. - acquire a positi THE AIMS OF BIA KINDERGARTEN EARLY CHILDHOOD son and learner. EDUCATION PROGRAMS - grow in terms o

, The Bureau of Indian Affairs aims at the devel- his ego strength opment of an early childhood education program ness, his relat (K-2)availab1e to all reachable five year old ing capacity bo Indian children by 1973. The program will pro- and eventually vide for:

- an humanistic child developmentapproach to understanding human behavior involving learning and becoming

- strong involvement of parents and the In- dian community. The child's greatest po- tential for growth and learning is within his family. To strengthen the family is to strengthen the child. Their full participation in the kindergarten is essential to bridge the gap in his bicultural education. Ultimately, Indian leaders and parents must become fully involved, with real responsibility and decision making in diSñj the education of their young children. +4A1 C t A

,!1,4 Iry u *4A - continuity with the later school years and other programs such as Headstart and Fol- 'low Through, capitalizing on gains the children have made in these programs and on the strengths that they bring with them as individuals and by virtue of cultural

2 d learning is kept membership. move out into the nity world, with - health, nutrition and social services.

ITS OBJECTIVES: am builds on ings with him and The ultimate objective of the BIA kindergarten which the following program is to.enable each child to: 1 rest. - become deeply involved and self directive in s school, a place he his learning. each day.

- acquire a positive image of himself as a per- 1 EN EARLY CHILDHOOD son and learner. RAMS - grow in terms of his intellectual function, 1 s aims at the devel- his ego strength, initiative and inventive- d education program ness, his relatedness to people and his cop- ble five year old ing capacity both in adapting to his culture rhe program will pro- and eventually to help in shaping it. evelopment approach behavior involving

parents and the In- child's greatest po- d learning is within gthen the family is ld. Their full par- dergarten is essen- p in his bicultural y, Indian leaders and ully involved, with nd decision making in r young children. ater school years and Is Headstart and Fol- zing on gains the I these programs and

1 they bring with them

l virtue of cultural first five years is not as important as how he Our basic me feels about what he learns. We know that even I define these y a baby may be made neurotic and ill by being utilization, its force-fed a mental diet that he cannot escape. interpretation. We know that the most significant teacher a child has is the mother who cares for him dur- Another aspe ing his dependent years. what weknow - t wholesomely thro We know that a child does the most signifi- instruction. Th cant learning of his whole lifetime in the instruct, to inf first five years. He learns his language, his used sparingly. feelings about himself and his family, his ways of being in the of perceiving his world, and his attitudes to- sees the teacher ward learning. From this identi learning. In a We know, too, that the most dependable fact to speak the mot about young children is that each is very dif- encouraging iden ferent from all others - in fact unique. There is only one you in all the world. Finally, our learning of the Given this knowledge which has been accumu- total family, es lating for the past century at least, some be meaningful an methodologies follow in teaching the very the family in th young. portant as the t cannot compartme Young children learn through play. Play is live one life at a child/s most serious and most absorbing busi- serious damage t ness. We must not deny play, to the young child or we will later find him experiencing a mental The kinderga breakdown of some kind. (In fact, eminent stu- signed for the In dents of human behavior feel that many of our implement the fo serious modern problems are the result of our attempt is being inability as adults to play.) Most of what a setting, the best child learns permanently so,that it becomes a the program with part of him comes through play. of Indian Affairs herding this prog In this play process a child discovers, he reality. organizes, he classifies, he accepts and he re- jects. From his play he develops a concept of his world and, just as he is unique, so is his world unique to him. (Your world and mine are not alike although we may live next door to each other.) 1

t as important as bow he Our basic method then in the early years (and arns. We know that even define these years as from 2-8) is play - its retie snd ill by being utilization its extension its deepening and its t that he cannot escape. interpretation. significant teacher a who cares for him dur- Another aspect of methodology follows from what we know - that young children learn more wholesomely through identification than through d does the most signifi- instruction. This means then that our passion to hole lifetime in the instruct, to inform, must be curbed, limited, learns his language, his used sparingly. In its place, we develop a way and his family, his ways of being in the play in such a way that a child d, and his attitudes to- sees the teacher as one with whom he can identify. From this identification comes rich, meaningful learning. In a bilingual kindergarten being able the most dependable fact to speak the mother language is a great asset in s that each is very dif- encouraging identification. in fact unique. in all the world. Finally, our knowledge tells us that the learning of the very young child must involve the which has been accume- total family, especially the mother, if it is to tery at least, some be meaningful and lasting. The involvement of teaching the very the family in the kindergarten program is as important as the teaching of the child. A child cannot compartmentalize himself at age five and through play. Play is live one life at home, another at school without and most absorbing busi- serious damage to his personality. play to the young child im experiencing a mental The kindergarten program that is being de- (In fact, eminent ste- signed for the Indian schools is attempting to feel that many of our implement the foregoing_concepts. A significant are the result of our attempt is being made to bring together, in one play.) Most of what a setting, the best that is known and to support y eo.,that it becomes a the program with adequate resources. The Bureau gh play. of Indian Affairs has shown great vision in shep- herding this program from the drawing board to a child discovers, he reality. he accepts and he re- e develops a concept of he is unique, so is his Your world and mine are ay live next door to The Curriculum of the Child-Centered Kindergarten

CONTRIBUTES TO: The Child's Personal Developt Self-Image Broadening Interests Extending Appreciationi The Child's Intellectual De Knowledge Understandings Generalizations Concepts The Child's Social Attitudes LEADS TO THE BEGINNING OF: Permanent Learning Values Cooperation Contributing to school- The Child's Physical Develo family - community - and the larger world Skills Economic Competence Abilities Making Wise Choices Body Control

P0 1

TAKES EXPERIENCES FROM: The Social Studies Mathematics The Natural and Physical Sciences Aesthetic Experiences art - music - body movements rhythms

CONTRIBUTES TO: The Child's Personal Development Self-Image Broadening Interests Extending Appreciations The Child's Intellectual Development Knowledge Understandings Generalizations Concepts The Child's Social Development Attitudes Values Cooperation The Child's Physical Development Skills Abilities Body Control

PROVIDES OPPORTUNITIES FOR: Language Activities through Listening - Speaking Interpreting - Reading - Dramatization - Role Playing Exploring - Discovering - Testing - Classifying - Categorizing - Generalizing - Observing - Imitating Sharing - Trusting Self-Understanding THE FIVE YEAR OLD

Although there are individual differences, This is a p it should be remembered that five year olds are lengthenin share many common characteristics, whether growing larger they are Eskimo children in the Far North, ahead of boys Choctaws in the Deep South, or five year old dren hand-eye children anywhere on earth. They want to be ed. Most chil grown up. Yet, they are still family centered. Handedness has They seek affection and support from the persons with whom they feel comfortable and at Indian chil ease. They are eager to be independent and to concrete, dire assume some responsibility for carrying out with the diffe home and school tasks. They are beginning to lieve. In the be able to accept a little self-criticism. to find out Feelings are close to the surface, and under that? Where stress a five year old may show signs of for- mer infantile behavior. During these times In their ea especially, he needs to know that a trusting puzzling world adult is there to guide and help him. they learn best smelling, tapti Fine details in daily routine situations want informatio rarely interest a five year old. He washes, guage to expres dresses, eats and goes to the toilet by him- from the sideli self. However, dirt may remain near his own way. Their wrists, shirts may be half buttoned, food may tive, though of be gulped down in large bites or remain on his fives like the chin, and he may be so preoccupied with his for they are by play that he may have to be reminded to go to Friends are imp the bathroom. may change quit develop ways of Five year olds are physical beings. They ing the first d live fully and intensely with their active are faced with feet and investigating hands. They seem to unfamiliar mate have boundless energy. They feel the need to quiet and retic practice repeatedly any newly acquired skills comfortable, th in their own way and at their own pace. Indi- new ways and di an children seem to be particularly skillful selves and thei in their use of small muscles. Their large muscle coordination may not be too well re- Always each fined in the upper torso region. Each child he is loved, re is intently discovering the power of his own body and the concept of himself as a person. EAR OLD dividual differences, This is a period of slow growth. Their bodies that five year olds are lengthening, and their hands and feet are teristics, whether growing larger. Girls are usually about a year in the Far North, ahead of boys in physical growth. In most chil- th, or five year old dren hand-eye coordination may be poorly develop- th. They want to be ed. Most children at this age are farsighted. still familY centered. Handedness has usually been established. support from the per- comfortable and at Indian children, like all children, need many be independent and to concrete, direct experiences. They are grapplin ty for carrying out with the difference between reality and make-be- They are beginning to lieve. In their individual ways they are trying le self-criticism. to find out - how does this work? Why did you do,0 e surface, and under that? Where did it go? When will you come? ay show signs of for- During these times In their earnest efforts to comprehend the know that a trusting puzzling world of people and things around them, and help him. they learn best through their senses: seeing, smelling, tasting, feeling and hearing. They routine situations want information. Many are beginning to use lan- ear old. He washes, guage to express thoughts. A number watch eventsi o the toilet by him- from the sidelines and absorb meanings in their remain near his own way. Their play is purposeful and construc- lf buttoned, food may tive, though often noisy and vigorous. Most bites or remain on his fives like the companionship of other children reoccupied with his for they are by and large sociable beings. be reminded to go to Friends are important, yet at five, friendships may change quite freely as children attempt to develop ways of getting to know each other. Dur- ysical beings. They ing the first days of school when Indian children with their active are faced with so many new persons, routines, and ands. They seem to unfamiliar materials, they may appear unusually They feel the need to quiet and reticent. But as children become more newly acquired skills comfortable, they.begin to express themselves in their own pace. Indi- new ways and discover new ways of sharing them- articularly skillful selves and their materials with others. cles. -Their large ot be too well re- Always each five year old needs to know that region. Each child he is loved, respected, and valued as a person. he power of his own imself as a person.

5 ARTICULATION OF EARLY CHILDHOOD EXPERIENCES tance of pare (b) the use o The time when the child enters the forma- troduce new c lized school program is a beginning of a new moving with t experience for him. Yet the child has not lar children lived in a vacuum in his early years. Whether environment w he makes his initial entrance into Head Start, artifacts whi Kindergarten or the Beginners Class, he comes vironment. with knowledge, attitudes, and skills already formed within family and community. What he The child brings with him provides the teacher and staff ences to anot of the kindergarten with much upon which to Natural and P develop further curriculum experiences. and Nutrition Body Movement Building on what the child brings and ex- mentary aspec tending the base upon which the following ple beginning years of schooling will rest is fundamental ings and skil to the kindergarten program. If the child has individual's had a year of Head Start, the kindergarten staff can make some assumption about the child's THE ROLE OF T relative ability to relate to a small group EDUCA lof children and to adults whoare not of his Ifamily. A concern for extending the ways in Staffing p which children can help each other and make needs of each use of the adult as a resource will become tions, each s part of the curriculum. complement on significant c Self-reliance and sharing ideas and skills when there is with other children in appropriate projects dren's mothe will help lay the foundation for the more for- ting because mal learning experiences he will have in future at least one school years. tongue.

, The Indian child who :omes directly to kin- Usually t dergarten from his home and family needs a in carrying bridge which will help him make an easy transition between his two worlds. The curricu- The P lum of the kindergarten becomes the keystone The T of this bridge, whether the child goes into a The T Beginners class or a regular First Grade. The A Several ways are available to help the child foo bridge between his two worlds: (a) the accep- cal HOOD EXPERIENCES tance of parents and siblings in the classroom; (b) the use of the familiar mother tongue to in- nters the forma- troduce new concepts and give instructions; (c) ginning of a new moving with the rhythm and pace of the particu- child has not lar children in the group; and (d) creating an ly years. Whether environment which reflects the culture and using e into Head Start, artifacts which are familiar to his natural en- s Clas3, he comes vironment. nd skills already munity. What he The child is moving from one set of experi- teacher and staff ences to another. Social Studies, Mathematics, h upon which to Natural and Physical Sciences, Health, Safety xperiences. and Nutrition, Aesthetic Experiences (Art, Music, Body Movement and Rhythms) all have their rudi- d brings and ex- mentary aspects in the kindergarten. These sim- the following ple beginnings lead into more complex understand- is fundamental ings and skills and the urge to mastery at the If the child has individual's own unique level. e kindergarten on about the child' THE ROLE OF THE STAFF IN A COMPREHENSIVE EARLY o a small group EDUCATION KINDERGARTEN PROGRAM o are not of his ding the ways in Staffing patterns vary according to the unique other and make needs of each school community. Despite varia- ce will become tions, each staff works together and the members complement one another in a unified way. The most significant complementary relationship arises ideas and skills when there is the opportunity to utilize the chil- priate projects dren's mother tongue in the living-learning set- for the more for- ting because of the presence in each classroom of will have in future at least one staff member who speaks the mother tongue.

A directly to kin- Usually the following people will be involved 'family needs a in carrying through the comprehensive program. Ake an easy tran- A. The curricu- The Principal aAs the keystone The Teacher child goes into a The Teacher-Assistant (Aide)

, First Grade. The Auxiliary Personnel (maintenance, o help the child food service, transportation, cleri- A: (a) the accep- cal service)

6 21. The Parent and the Community classroom en The Supportive Services Personnel 5. Plan oppropr (health, guidance, psychological group needs. and social services) 6. Are imaginat proaches to The coordinated efforts of each person in- 7. Stimulate volved influence the probable success or fail- S. Recognise th ure of attaining the desired goals. Each little or no staff member has specific responsibility in program. line with his position which supports the work 9. Understand t of every other member of the staff. For exam- children. ple, the principal is responsible for facili- 10. Understand t tating the implementation of the total pro- child and th gram; the teacher and teacher-assistants are 11. Help childre responsible for planning and carrying out the and to exper daily activities with the children. The par- themselves. ents and community communicate their concerns 12. Set fealisti and hopes for the education of their children 13. Help the chi to the school staff and participate in help- deuce, self- ing to realise their hopes. dependabilit bility. AS MEMBERS OF THE SCHOOL, THE KINDERGARTEN 14. Relp each ch STAFF: cotes each de, 15. foster coati 1. Work cooperatively with all members home and sch of the school staff. 16. Understand t 2. Function on educational committees, and school i at local, tribal, and/or state and 17. Encourage po national levels. healthy body 3. Belong to professional organisations. 16. Provide oppo 4. Participate in making decisions about pression and school policy. 19. Show consist the standard AS MEMBERS OF A CLASSROOM TEACHING STAFF, THE dren. KINDERGARTEN TEACHERS: 20. Encourage th throughout t 1. Nave sound philosophy of kindergarten education. Respect play as child's way of learsina. 2. Remember that each child Is unique. 3. Are accepting and understanding of all kinds of behavior. * See section on P 4. Provide a friendly, challenging

7 Community classroom environment. rices Personnel 5. Plan appropriately for individual and smalli 11, psychological group nseds. :es) 6. Are imaginative and creative in their approaches to teaching. ts of each person in- 7. Stimulate a child's thinking. rable success or fail- S. Recognise that formal instruction has Lred goals. Each little or no place in the kindergarten fic responsibility in program. lich supports the work 9. Understand the learning process of young the staff. For exam- children. iponsible for facia- 10. Understand the local culture of each 1 of the total pro- child and the ways of his people. mbar-assistants are 11. Help children to inquire, to discover, and carrying out the and to experiment as they learn for children. The par- themselves. ticate their concerns 12. Set realistic sfandards and limits. Lon of their children 13. Help the child as he grows in indepen- )articipate in help- dence, self-reliance, initiative, and ts. dependability to assume new responsibility.

, THE KINDERGARTEN 14. Help each child to experience some success each day. 15. Foster continued communication between F with all members home and school.* ff. 16. Understand that adjustment between home :ional committees, and school is.a gradual process.* and/or state and 17. Encourage positive attitudes for a healthy body. Lonal organisations. 18. Provide opportunities for aesthetic ex- ting decisions about pression and appreciation. 19. Show consistency in their goals and in the standards they hold for young chil- 4 TEACHING STAFF, THE dren,, rEACHERS: 20. Encourage the use of the mother tongue throughout the school setting. )sophy of kinder- Respect play as learning. 1 child is unicoe. understanding of dor. * See section on Parent Involvement. fo challenging VIII01.

A GOOD KINDERGARTEN PROGRAM IS EXPRESSED SI THROUGH THE KINDERGARTEN STAFF. The BIA is AS A PERSON EACH STAFF MEMBER: young childre there is maxi 1. Has a positive view of self. parent intera . 2. Knows himself, his abilities, and his and findings limitations. mum of one te 3. Maintains a high level of curiosity as follows: and of sensitivity to the needs of children. mornin 4. Dresses appropriately for the kin- childr dergarten activities. full s 5. Enjoys working with young children. 6. Is open to change and to meet in Because th positive ways the challenges of a kindergarten new age. number, plans 7. Understands kindergarten childrees lection of ap interests and abilities. school in coo 8. Is well informed about current and permons* changes in education. the kindergar 9. Gets along well with other people. School Board 10. Has a sense of humor.

AS MEMBERS OF A COMMUNITY THE KINDERGARTEN * See section STAFF MEMBER: Experiences

1. Involves the community in the life of the schoolroom. GUIDE FOR TE 2. Makes a point of becoming well acquainted with parents. The teach 3. Encourages parents and other inter- work togethe

ested persons to visit and become other staff . involved in the classroom. uous help co 4. Interprets the school program to gram. In ma the community in an understandable bored that t manner. adult who sp 5. Is thoroughly familiar with the dren. She i

resources of the community and the staff. 1 makes full use of them in the year she may classroom. will make th. communicate

24 8 EXPRESSED SIZE OF KINDERGARTEN GROUPS STAFF. The BIA is committed to the principle that young children learn best in small groups in which there is maximum opportunity for child - staff- self. parent interaction. For this reason BIA policy ities, and his and findings of kindergarten groups with a minimum of one teacher and one assistant (aide) is of curiosity as follows: he needs of morning and afternoon sessions - 15 or the kin- children each full session - 15-20 children ng children. o meet in Because the children whose parents may want e nges of a kindergarten experience for them might exceed this number, plans for determining priorities in se- n children's lection of applicants should be set up by the school in cooperation with appropriate agencies current and persons* to help assure quality education for the kindergarten children. These could be the her people. School Board and/or a Parent Advisory Committee.

KINDERGARTEN * See section on Supervision, Objectives and Experiences.

n the life GUIDE FOR TEACHER AND TEACHER-ASSISTANT (AIDE) ng well ac- The teacher and aide (teacher-assistants) will other inter- work together as a team. The teacher will give e nd become other staff members clear information and contin- om. uous help concerning the children and the pro- rogram to gram. In many kindergartens it should be remem- e rstandable bered that the teacher-assistant may be the only adult who speaks the native language of the chil- with the dren. She is a particularly essential member of ity and the staff. During the first months of the school in the year she may be the person with whom the children will make their first away-from-home relationship, communicate and seek directions and assistance. There will be a variety of tasks to do: pre- Your voice can be a t paring materials and snacks for the children; child feel at ease, u assisting with the activities and trips; ob- tone of voice, look d serving and recording the children's responses bend down and give hi to the program, other children and adults; terest. If the child cleaning and repairing equipment; occasionally lap, do let him. collecting materials. The children will There will be specific information about when you are relaxed. the plan for the day, how supplies and mater- and sudden moves.As ials are to be used, and what is the proce- down on the floor, a dure to be used in case of an emergency, ill- chair while talking, ness, and accident. Books and pamphlets will working with the chil provide guidance in understanding your chil- sphere is easy and yo dren. children, a sense of setting limits, the f Discussion of the work: will be pleasant.Wh children are relaxed; As a teacher-assistant you will be an im- are loud, etc. portant staff member. Each task will be a much needed part of the total program and You should realize everyone will be expected to complete her is not the worst thin share. Teacher-assistants will attend regu- take and try not to r lar staff meetings. It is important at the ther think of what we end of each school day that the teacher and right, and try to ext the teacher-assistant talk together and share their observations, notes and experiences con- Directions or.sugg cerning the children. in a positive rather Tell the child what y Helpful suggestions during your hours with than what you do not the children: ple: If a child stan him, "chairs are to s Warmth and friendliness with the children the floor."Give the are extremely important. Sensitivity to when you intend to le children will make you aware of their needs him. and will give you clues to the best way of helping them. Do not feel that you must con- When limits are ne stantly be "doing something" to be useful. clearly defined and c It is valuable to spend time watching and listening to children. Conversations with Avoid using such w the children are important, but remember ty," "good," not to overwhelm them with too many words. ing to children about of tasks to do: pre- Your voice can be a teaching tool. To help a ; for the children; child feel at ease, use a quiet, confident Les and trips; ob- tone of voice, look directly at the child, :hildren's responses bend down and give him your attention and in- lren and adults; terest. If the child wants to sit in your Lpment; occasionally lap, do let him.

The children will feel more comfortable Lnformation about when you are relaxed. Avoid too many quick lupplies and meter- and sudden moves. As often as you can, sit kat is the proce- down on the floor, a low block, or a small an emergency, ill- chair while talking, reading, singing or and pamphlets will working with the children. When the atmo- :anding your chil- sphere is easy and you show enjoyment of the children, a sense of humor and a fairness in setting limits, the feelings in the group will be pleasant. When you are relaxed, the children are relaxed; when you are loud, they rou will be an are loud, etc. task will be a :al program and You should realize that making a mistake :o complete her is not the worst thing. Learn from the mis- will attend regu- take and try not to repeat the error. Ra- important at the ther think of what went right, Eta it went

: the teacher and right., and try to extend it a little more. together and share aid experiences con- Directions or.suggestions should be given in a positive rather than a negative way. Tell the child what you want him to do rather your hours with than what you do not want him to do. Exam- ple: If a child stands on a chair, say to him, "chairs are to sit on, you can stand on with the children the floor." Give the child a choice only lensitivity to when you intend to leave the choice up to .e of their needs him. the best way of that you must con- When limits are necessary, they should be ," to be useful. clearly defined and carried through. le watching and Nersations with Avoid using such words as "cute," "pret-

, but remember ty," "good," "bad," or "naughty" when speak- too many words. ing to children about their behavior.

9 27 Avoid motivating a child by making comparisons between one child and another or encouraging competition. Avoid making models in.any art media for the children to copy. Remember that for this age child, the Art process rather than the art product is the important thing. They are not able to be interested in drawing or molding "things." It is more appropriate to talk about the colors the child has used or the patterns he has made, or what fun it is to paint than to ask, "What are you making?" or "What is this?"

Treat spills and toilet accidents matter- of-factly. Extra clothes should be in the supply closet.

A child's work should be respected. Give him plenty of time; a warning must always be given before a change of activity or clean- up.

Give a child help when he needs it, do not complete the task for him. Often with a minimum amount of help, he can succeed in becoming more independent.

If you are helping one child, stand or sit so that you can see the rest of the group. Be aware of the whole group. Remember that your responsibility extends beyond the few children with whom you are working. s.

28 10 child by making compar- ld and another or en-

. s in.any art media for Remember that for this ocess rather than the portant thing. They are sted in drawing or mold- more appropriate to talk child has used or the or what fun it is to hat are you making?" or

:oilet accidents matter- )thes should be in the

)uld be respected. Give i. warning must always be of activity or clean-

when he needs it, do not him. Often with a min- he can succeed in becom- g one child, stand or sit the rest of the group. e group. Remember that extends beyond the few ou are working.

lo SETTING THE STAGE FOR LEARNING with sp velopme The people of the teaching team, the child's tive to skilled teacher and co-teacher, (the aide), an expe who work together, who speak his language, ing of are the child's most basic resource for his experie life sway from home. They create the envir- mastery onment and climate for enduring learning, music, indoors and out: slides; - experi where the child feels a sense of trust \ structu where learning takes place through liv- puzzles ing and doing throughout the daily cy- toys to cle of his life, with his mind, feel- organiz ings and body. - explor where teachers understand his thinking throug and feeling, respond and encourage with - experi a respect which fosters his initiative, air, m self-confidence and creativity. plants where in a relaxed, warm, unhurried at- - opport mosphere, indoors and out, there is opportunity through play (the work and nclocko language of childhood - his serious ef- hdme a forts to structure reality) for a wide which variety of motor and sensory experiences, and th for active first-hand investigation, for scienc discovery, for stimulation of thought and curiosity, for developing skills of mas- . where, as tery, categorizing, seeing relationships classroom and solving problems. ercise in

. where such experiences and activities go ceive the on simultaneously in clearly defined Objects o IIareas of interest"* or "learning cen- toy peopl ters" set up to provide: them out ing. The - creative art experiences with a vari- functiona ety of media, using the natural en- of pathwa vironment art form; the block - experiences with literature, making block on his own stories, pictures and books, of the im there are symbolizi * See Guide for Planning Use of Space

12 .r7)().".r If EARNING with special attention to language development, utilizing the child's na- am, the child's tive tongue, where appropriate, with (the aide), an experimental approach to the teach- his language, ing of English; source for his - experience with sound and feeling of este the envir- mastery over his body as he moves to ng learning, music, runs, climbs, balances and slides; - experiences with relationship and con- ense of trust structural materials, e.g. blocks, e through liv- puzzles, and a variety of manipulative the daily cy- toys to help develop ideas of space, mind, feel- organization and association; - exploration of the physical world his thinking through simple cooking; encourage with - experiments with water, sand, sun and is initiative, air, magnetism, through care of pets, tivity . plants and other growing things; unhurried at- - opportunities through dtamatic family t, there is op- and community life play andLthrough the work and block building to relearn and recreate his serious ef- hdme and community experiences - in ty) for a wide which he gains knowledge about himself sory experiences, and the world - the basis of social vestigation, for science. on of thought and g skills of mas- where, as Dr. Barbara Biber says, "The ng relationships classroom itself is established as an exercise in thinking if the teachers per- nd activities go ceive the possibilities and utilize them. arly defined Objects of a common class - blocks, trucks, "learning cen- toy people occupy a common space; to take them out and replace them requires sorting. The Whole space is divided into ces with a vari- functional areas, establishing a clarity he natural en- of pathways to goals. The shelf on which the blocks are placed has a picture of a rature, making block on the back, telling the first part ures and books, of the impressive story that for objects there are symbols. Sorting, classifying, symbolizing, action along gradients to- Of Space

If12 1

ward a goal, are repeatedly rehearsed ex- . where pare periences in well-organized classrooms -- in experie lessons without labels."1 learning; where the child can work and play alone . wherelear or in small groups, in interest areas of experience his choice, in ways best suited to his trips withi interests, talents and style, where chil- community, dren talk with each other about their and thought work-play and learning is a cooperative . wherefood enterprise. part of to

. where there is a variety of equipment and pleasant so materials, the raw stuff to stimulate ex- . wheredaily ploration and discovery, close to the ing experie child's concerns and interests within the himself wit rich heritage of his Indian culture. success.

. where total-group activities are kept to . whereteach a minimum and direct teaching (instruc- servation a tion) is used only with an individual so that eac child or a small group when a skill is tal joy and needed and the learner is ready. . whereteach

. where, as Ethel Thompson says, "one may bring to th have to-search for the teachers - who may of the kind be at a table doing direct teaching with of need for one, two, three or four children, on the al, psychol floor as a consultant to a crew of block . whereindoo builders, or at the workbench supporting serve as ca a piece of lumber a child wants to saw."2 porting, tr

. Dr. James Hymes, well-known authority in children, Early Childhood Education, has said that structuring he is more concerned about outside space than inside ppace. Certainly for Indian children, the familiarity and relevance 2 Ethel Thomps of learning experiences out of doors are EKNE, 1201 S of special importance. Here teaching ton, D. C. 2 and learning go on in different kinds of situations, calling for different skills, with different methods of problem solving.

The structure 1 Dr. Barbara Biber - Challenges Ahead for upon the teach Early Childhood Education, National Associ- standing that ation for Education of Young Children, through active Washington, D. C. a variety of s

1:)44 ' 13 dly rehearsed ex- where parents and children become involved zed classrooms -- in experiences which bring rich "1 learning; and play alone where learning takes place in extended interest areas of experiences into the broader world through t suited to his trips within his school, to his home and style, where chil- community, basic to language development r about their and thought., which he reconstructs in play. is a cooperative where food service and nutrition become part of total learning experiences, in y of equipment and pleasant social settings. f to stimulate ex- where daily routines become genuine learn- , close to the ing experiences as the child cares for terests within the himself with feelings of confidence and dian culture. success. ities are kept to . where teachers use their knowledge and ob- aching (instruc- servation about the child to plan his day an individual so that each part will add up for his to- when a skill is tal joy and well-being. is ready. . where teachers use their observations to n says, "one may bring to the attention of other members teachers - who may of the kindergarten team any indication ect teaching with of need for additional health, nutrition- children, on the al, psychological, or social services. o a crew of block . where indoors and out the teaching staff kbench supporting serve as catalytic agents - giving, sup- ld wants to saw."2 porting, trusted persons - guiding the nown authority in children, interacting, provisioning, and on, has said that structuring the environment. out outside space tainly for Indian ty and relevance 2 Ethel Thompson - Kindergarten Education - out of doors are EKNE, 1201 Sixteenth St., N. W., Washing- Here teaching ton, D. C. 20036 ifferent kinds of different skills, of problem solving. THE KINDERGARTEN DAY

The structure of the daily program builds en es Ahead for upon the teacher's and her staff's under- National Associ- standing that five-year olds learn best ung Children, through active, sensory participation with a variety of selected experiences with

13 4149.

things, people, and their relationships. DAM P 0 Kindergarten children are interested in the concrete, however, with encouragement from 9:00 a.n. the teaching staff, they begin to use language more and more to express their ideas. The teacher uses the childrees home backgrounds to weave into the kindergarten program a blend of familiar experiences with 9:00 asia. - 10:00 supporting materials and few unfamiliar ones that are introduced at appropriate times.

Programs to be flexible need thoughtful planning, allowing ample tine for children to make smooth transitions between activities. Transitions should be planned so that chil- 10:00 a.n.- 10:30 dren move naturally from one activity to the next, in small groups. Lining up and wait- img should be avoided. Although teachers 10:30 a.m.- 11:3 need to be aware of clock time, it is more important for then to be guided by child time. In order to have children feel free to discover, experiment, aid explore, there should be large blocks of time that give them opportunities to work leisurely alone, or in small groups, as they select from the rich offerings of science, music, creative arts, woodwork, pussies, block building, housekeeping, and books. 11:30 a.m.- 12:3 All programs, whether half-day or full-day sessions, should include indoor and outdoor work/play activity periods with easy procedures for arrival and departure. Tor many children, a minimum school day of four hours is long enough. Nowever, the length of the kindergarten day depends upon the needs of 12:30 p.m.- 10 the individual child and family.

IA Mir relationships. DAILY PROGRAM (Half-Day Morning) are interested in the :h encouragement from 9:00 a.m. Children arrive - Teach- ley begin to use langu- er's individual greeting. xpress their ideas. Breakfast served (if neces- hildren's home back- sary). the kindergarten pro- ar experiences with 9:00 a.n. - 10:00 Indoor or outdoor Work/Play nd a few unfamiliar Activity Period. House- e d at appropriate tines. keeping play, blocks, carpentry, creative arts, need thoughtful plan- books, story time, puzzles, ime for children to genes, science, water play. c between activities. planned so that chil- 10:00 a.n.- 10:30 Snack. Routine activities om one activity to the Quiet Tine. Lining up and wait- Although teachers 10:30 a.m.- 11:30 Indoor or outdoor Work/Play ock time, it is more Activity Period. Hollow be guided by child blocks, climbing apparatus, re children feel free dramatic play (rodeo, trad- it, and explore, there ing post, store, fishing, i of time that give sheep herding, family liv- work leisurely alone, ing); cooking, wheel toys, i they select from the sand box play, water play, ince, music, creative science and nature, music, is, block building, creative arts. i. 11:30 a.n.- 12:30 Get resdy for lunch and half-day or full-day toileting (if necessary) de indoor and outdoor and washing; setting lunch iods with easy wee- tables, stories, records, departure. For many music, quiet time activi- hool day of four hours ties, lunch. er, the length of the ds upon the needs of 12:30 p.m.-1:00 Get ready to go home. nd family. Discussion of day's activities. Planning for the next day. OMMIID.INNY

KINDERGARTEN PROGRAM - HALF-DAY (Afternoon Program)

12:00 - 1:00 p.m. Getting ready for lunch. Toileting and washing, setting lunch table, eating. 11:30-12:30 p.m. 1:00 - 1:30 p.m. Choice of quiet activities art, materials, puzzles, music, stories.

1:30 - 2:30 p.m. Outdoor Work/Play activities. Hollow blocks, etc. 12:30- 1:30 p.m (See morning schedule).

2:30 - 3:00 p.m. Snack. 1:30- 2:30 p.m. 3:00 - 4:00 p.m. Indoor play activities, tc. (See morning schedule). 2:30- 3:00 p.m. 4:00 - 4:30 p.m. Preparation for going home.

DAILY PROGRAM - ALL DAY

9:00 a.m. Children arrive - teacher GUIDE FOR PLANNIN g reets each individual. ARRANGEMENT OF EQ 9:00 - 10:00 a.m. Indoor or outdoor Work/Play activity period. House- (Suggestions for keeping play, blocks, carpentry, creative arts, books, story time, puzzles, The Childrenls In g ames, science, water play. The childrees ki 10:00 - 10:30 a.m. Snack - Routine activities considered their 1 Quiet time. are at school, an child's living go 10:30 - 11:30 a.m. Indoor or outdoor Work/Play iliar surrounding activity period. Hollow ing equipment on 1 blocks, climbing apparatus, vide for his total dramatic play, (rodeo, work-play, rest, t trading post, store, fish- meals and snacks.

,S6 NW/1.0..

OGRAM - HALF-DAY ing, sheep herding, family n Program) living); cooking, wheel toys, sand box play, water ing ready for lunch. play, science and nature, eting and washing, set- music, creative arts. lunch table, eating. 11:30-12:30p.m. Get ready for lunch. Toi- ce of quiet activitie. leting, washing, setting materials, puzzles, lunch tables, eating, c, stories. stories, records, music, quiet time activities. oor Work/Play activi- Hollow blocks, etc. 12:30- 1:30p.m.Relaxed activities - tran- morning schedule). sition - rest.

1:30- 2:30p.m.Outside Work/Play activity weather permitting (see play activities, morning suggestions). (See morning schedule). 2:30- 3:00p.m.Preparation for going home. aration for going home. Discussion of the day°. activities. Planning for - ALL DAY the next day. dren arrive - teacher GUIDE FOR PLANNING USE OF KINDERGARTEN SPACE, ts each individual. ARRANGEMENT OF EQUIPMENT AND SUPPLIES, INDOOR AND OUT or outdoor Work/Play vity period. House- (Suggestions for Administrators and Teaching ing play, blocks, car- Staff) ry, creative arts, s, story time, puzzles, The Children's Indoor Area science, water play. The children°s kindergarten room should be Routine activities considered their home, indoors, while they t time. are at school, and planned so that the child°s living goes on with friends, in fam- or outdoor Work/Play iliar surroundings, with suitable, interest- ity period. Hollow ing equipment on hand at all times to pro- s, climbing apparatus, vide for his total daily activities, such as tic play, (rodeo, work-play, rest, routines, and service at ing post, store, fish- meals and snacks.

'6 1 a The physical comfort, the warm friendly atmo- Within sphere, and aesthetic quality of the kinder- togethe garten, is of great importance in the lives facilitd of the children and their families. The soft easily color of walls with children's work used as arranged decorations, and the uncluttered, orderly tionshil arrangement of equipment and furnishings can make it have lasting influence. in what

In criating an indoor environment, the equip- Playrool ment and its arrangement can make a signifi- is a smo cant contribution to the quality of the pro- should gram for the children and their families, to- everyth ward accomplishing the objectives of the kin- childrel

dergarten program. of the 1 seasons Arrangement, each dal dren li Arrangement of furnishings, equipment and ac- vironmet cessory material in orderly, clearly defined appropr areas or zones of interest, is suggestive of rangemet activity and invites children to explore, to beginnit work and play in small groups or alone; it need fel helps create a stabilizing environment where too soo children and adults feel comfortable and at to five home. childre picture Such arrangement of equipment and accessory childret material, in good supply and readily available, helps the child in his learning; to see Teacher ! relationships, organize his ideas, make bulletil choices, think, solve problems, and it frees differet the teacher to give guidance. arrange( pods, tt Sufficient space should be provided to assure the old, satisfying experiences in each area of activ- dren do ity, such as housekeeping, block building, they di! woodwork, music, creative arts, quiet activi- ly. Th( ties with books, puzzles, games and science attitudi experiences, pets, and other growing things. age and Fifty square feet per child is recommended; to crew thirty-five feet is minimal. Some pr:

16 m friendly atmo- Within each area of interest the equipment, of the kinder- together with open shelving designed to e in the lives facilitate the activity and make materials ilies. The soft easily accessible to the children, should be s work used as arranged so as to suggest its use and rela- red, orderly tionship, provide for the total process and furnishings can make it easy for the child to meetsuccess in what he chooses to do. ment, the equip- Playrooms should be arranged so that there make a signifi- is a smooth flow of experiences. There ity of the pro- should be a convenient, orderly place for ir families, to- everything, for when play areas are inviting, ives of the kin- children will seek them. For three seasons of the year (and now in some schools, four seasons), five days a week, several hours each day, teachers, staff members and children live closely together. To keep the en- quipment and ac- vironment stimulating, teachers must make clearly defined appropriate changes in materials and room ar- s suggestive of rangement throughout the school year. In the to explore, to beginning weeks of kindergarten, children or alone; it need fewer pieces of equipment -- too much vironment where too soon can be overwhelming and confusing ortable and at to five-year olds. Being aware of individual children's interests, teachers can select pictures for the bulletin boards (placed at and accessory children's eye level). readily avail- learning; to see Teachers and children can work out "feeling" deas, make bulletin boards with materials perhaps of s, and it frees different textures. Science trays can be arranged with nature materials such as seed pods, twigs, or stones. However, part of ovided to assure the old, the familiar, should remain. Chil- h area of activ- dren do not outgrow unstructured materials; ock building, they discover new ways to use them creative- s, quiet activi- ly. The teacher's warm, friendly, accepting es and science attitude toward a child does much to encour- growing things. age and strengthen his confidence in himself s recommended; to create.

Some principles to keep in mind when arrang- rt*

ing areas of activity indoors and out, in- Sufficient o clude: for a variet many needs a Place things close together that are used different ba together, feet of outd mum, an area Areas of activity requiring close eye work a lot equiva should be placed in best light, out of of twenty ch glare, Location of Activities requiring most protection from traffic should be placed out of lanes, A safe, suit readily acce Quiet activities should be placed together, that play ca and more active ones together, be well drai parts are ea Area should be arranged to allow for program flexibility, suggest a flow of activ- The area sho ity and provide for ease in constant teach- least four f er guidance and supervision, use in incle Shade should The Children's Outdoor Area surface shou quarter hard The playground for each kindergarten should if weather c be considered their home outdoors while at school. The outdoor, area should be planned Installation so that experiences are an integral part of equipment sh the child's life, where teaching and learning tions. go on -- in different kinds of situations calling for different skills with different A convenient methods of problem solving. to contributl should be pn Creating a situation for children's growth to activitiel and development outdoors must be as imaginative and purposeful as for indoors -- and for Showers or al the same reasons. surable enjo weather. Wai Outdoor space that is interesting, with oppor- cleaned dail' tunities for adventure, challenge, and wonder in natural environment, should be planned Arrangement with flexibility and imagination, suitable to different climates. Equipment aril doors and out, in- Sufficient outdoor space should be provided for a variety of experiences to meet the many needs and interests of children from ether that are used different backgrounds. Two hundred square feet of outdoor play space per child is optimum, an area of four hundred square feet or iring close eye work a lot equivalent to 50 x 80 feet for a group st light, out of of twenty children.

Location of Outdoor Play Area ost protection from ed out of lanes, A safe, suitable playground area should be readily accessible to the kindergarten so be placed together, that play can be interchangeable. It should .ogether, be well drained and so designed that all parts are easily supervised. to allow for pro- gest a flow of activ- The area should be protected by fencing at Om in constant teach- least four feet high. A covered area for rision. use in inclement weather is highly desirable. Shade should be provided by trees or awnings; rea surface should be turf if possible, with one quarter hard surfaced for wheel toys, more kindergarten should if weather conditions make it necessary. outdoors while at should be planned Installation of large climbing and other an integral part of equipment should conform to safety regula- teaching and learning tions. inds of situations (ills with different A convenient source of water, located so as ing. to contribute to maximum safety and use, should be provided as a necessary accessory r children's growth to activities. s must be as imagina- for indoors -- and for Showers or an approved wading pool add immea- surable enjoyment to the program in warm weather. Wading pools should be emptied and Iteresting, with oppor- cleaned daily. challenge, and wonder should be planned Arrangement aginations suitable to Equipment and accessory materials, together

17 with facilities for storage, should be ar- and mat ranged in orderly, clearly defined areas of materia interest. Sufficient space should be provided ences w to assure satisfying experiences in each area stracti of interest, both active and quiet, such as symbols for climbing and building with challenging things to climb on, large packing cases, lad- Th ders, walking boards, and sawhorses; large Th hollow blocks, kegs, play boards; space for Th wheel toys to travel; quiet areas for looking at books, digging, gardening, caring for pets, Th catching light with prisms, or examining a worm; experimenting with water, paints, sand Childre and mud; or just pausing anywhere to feel the wind and watch the clouds. Within each area - - St of interest, storage facilities should be pro- cl vided, designed to protect and make equipment - - Pr and ample supplies of accessory play materi- - - En als easily accessible to the children, accord- - - En ing to the same criteria used in setting up de areas of interest indoors and to accomplish - - St the same purposes for child growth and devel- in opment. Additional storage space for season- Fo al equipment is desirable. Equipme GUIDE FOR SELECTION OF INDOOR AND OUTDOOR be reco EQUIPMENT AND SUPPLIES of deve and exp (Suggestions for Administrators and Teaching learn a Staffs) accompl world. The equipment listed is intended for one group of 15-20 children in a kindergarten, "Things for either a half day or a full day program. carrier Equipment will need careful selection to suit as a su the particular children, their community and staff, their BIA Kindergarten, the size and avail- living ability of indoor and outdoor space, climate, etc. Raw mat manage, Understanding how children grow and learn is and blo a basic prerequisite to choosing equipment velopme

18 1

01,,Tr. ge, should be ar- and materials. Concrete experiences with y defined areas of materials and equipment and direct experi- ce should be provided ences with people precede any learning ab- riences in each area stractions which will be needed for handling and quiet, such as symbols. Children learn: with challenging packing cases, lad- - - Through direct experiences sawhorses; large - - Through active experimentation boards; space for - - Through manipulation et areas for looking - - Through their five senses ing, caring for pets, - - Through the responses ofpeople. s, or examining a water, paints, sand Children need experiences which: anywhere to feel the

. Within each area - - Stimulate large muscle activity such as lities should be pro- climbing, lifting, pulling, pushing t and make equipment --Promote cooperative play essory play materi- - - Encourage dramatic play the children, accord- - - Encourage language facility andlanguage used in setting up development and communication and to accomplish - - Stimulate expression of ideas andfeel- ld growth and devel- ings ge space for season- - - Foster quiet activities Equipment, furnishings and materials should DOOR AilD OUTDOOR be recognized as tools, for the performance SUPPLIES of developmental tasks, in daily activities and experiences, that can help the child rators and Teaching learn and grow, with feelings of adequacy, accomplishment and joy in himself and his world. ntended for one n a kindergarten, "Things" alone are not adequate teachers or a full day program. carriers of learning and can never be used ul selection to suit as a substitute for the sensitive teaching their community and staff, in the child's imaginative, creative he size and avail- living and learning. door space, climate, Raw materials and those which children can manage, move and change, such as paints, clay n grow and learn is and blocks, contribute more to growth and de- hoosing equipment velopment and feelings of adequacy and suc-

18 43 cess than those fixed, with limited use. and others intr Plants and pets to care for, provide oppor- of equipment st tunities for children to observe and enjoy activity. Van'. life processes. demands suffici teacher can hav Much equipment can be improvised or construc- right place at ted, much purchased; much needs to be inven- ted. The most appropriate comes from the in- Equipment, furn genuity and interaction of the staff, chil- should be plent dren and parents living and working together. and attractive other readily a It is essential that learning materials be such activities provided that are familiar ("of the family") tive arts and s to the young Indian child, that which is from Materials are i his world: e.g. cradleboards, sheepskins, brush shelters, hogans, wAgons, saddles; books, Furnishings, su games, puzzles picturing the community; native shelving, indiv crafts - if approved by the community- as light stackable well as those which will extend his world. for play and foo ble, appropriate It is recommended that as far as possible assure the devel equipment and supplies be constructed by the health and safet Indian community and purchased from them. living.

All equipment must be safe. There must be no Adequate accessi sharp edges. Paint on toys must be nonpoi- provided for cot sonous. Climbing apparatus is placed on soft clothing and for dirt, shavings, grass or sawdust. Equipment is constructed simply and carefully. Equipment, usefu where there is g Equipment should be selected for durability orous activity a and suitability according to various develop- world, may diffe mental and age levels, interests and back- doors, but the b grounds of children both as individuals and selection and ar as a group, and for its adaptability for a variety of uses. It must be the best con- INDOOR E UIPMENT struction in order to withstand much use, to is interchangeab avoid accidents, and to avoid high repair and replacement expenditures. Variety may be BLOCK BUILDING Al achieved in a program through changing materials frequently. As children's reactions are Blocks are put al observed, some materials may be eliminated meeting young ch: limited use. and others introduced. Often a rearrangement provide oppor- of equipment stimulates more constructive erve and enjoy activity. Variety in materials and equipment demands sufficient storage space so that the teacher can have "the right things in the ised or construc- right place at the right time". eds to be inven- omes from the in- Equipment, furnishings and accessory material he staff, chil- should be plentiful, in good repair, clean orking together. and attractive at all times, and a sink or other readily accessible source of water for g materials be such activities as housekeeping play, crea- "of the family") tive arts and science, should be provided. at which is from Materials are introduced as appropriate. sheepskins, s, saddles; books, Furnishings, such as tables, chairs, low open community; native shelving, individual lockers for belongings, -ommunity - as light stackable cots and accessory equipment nd his world. for play and food service, should be accessible, appropriate in size, and designed to as possible assure the developmental needs, comfort, structed by the health and safety of each child in his daily d from them. living.

There must be no Adequate accessible storage space should be ust be nonpoi- provided for cots, extra supplies, emergency s placed on soft clothing and for teachers' belongings. ust. Equipment efully. Equipment, useful in an outdoor environment where there is treater opportunity for vig- for durability orous activity and contact with the physical various develop- world, may differ from that developed for in- sts and back- doors, but the basic purposes, criteria for ndividuals and selection and arrangement, remain the same. ability for a the best con- INDOOR EQUIPMENTBY AREA OF INTEREST (Much nd much use, to is interchangeable with outdoor) high repair and riety may be BLOCK BUILDING AREA changing mater- s reactions are Blocks are put at the head of the list for be eliminated meeting young children's learning and developmental needs by must experienced teachers. Through use uf blocks some of the skills developed and needs met include:

Visual perception Skill in classification and catugorising Social skills in adjusting child's needs to others, in xchanging ideas =1 Opportunity for self direction Development of spatial numerical concepts (mathematics beginning) Development of language skills aa needs expressed, achievements explaiaed =1 Development of eye-hand coordination Opportunity for dramatic play, planning, creating, reliving experiences, mapping, for seeking information for dramatic play in books, reading readiness and social studies program."

Hardwood blocks with natural finish give the best and longest service.The basic block has proportions of 11214.All other* ere either multiple* or division* of th, unit re lated to it in width, thickness and length. A unit block measures 1 3/8 in. x 2 3/4 in. x 5 1/2 is.

Ouantit WilmiLkLuks. 3/8 is. s 2 3/4 in. x 5 1/2 in...... 110 to 3/8 in. x 2 3/4 in. x 2 3/4 /Demme. 70 tO Double unit...... 1 3/8 in. x 2 3/4 in. x 11 in...... 156 to Quadruple unit...... 1 3/8 in. x 2 3/4 in. x 22 in IDOGGOGOOOO ..120 to Small pillar...... 1 308 in. x 1 3/8 in. x 2 3/4 in...... 24 to Large pi1lar...... 1 3/8 in. x 1 3/8 in. x 5 1/2 12 to Small column...... 1 3/8 in. diameter x 5 1/2 16 to Large column...... 2 3/4 111. diameter x 5 1/2 16 to Small triangle...... 1 3/8 in.x 23/4in.x 23/4 24 to Large triangle...... 1 3/8 in.x 23/4in.x 31/2 24 to Quarter circle 3/8 is.le 23/4is.s 73/4 12 to curve 41.1111111111,

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'6I x Z t/C '6I x t Z/T 0TT'""""x7 03 00Z '6: x Z t/C x Z t/C '""""x: OL 03 09 x g t/C x TT 9f1"'"'"""6T 03 00Z x g t/C x ZZ OZT'"'''''""6: 03 091 '6: x I 9/C 'UT u E t/C '""""x: tt 03 Ot x I 9/C '11T x 6 Z/T '""""x: ZT 03 91 .uT AuluuTp I s TIT TT ox .11T xixxxxxTp x s ossomessouT TT coll tg GU/ g t/c ow/ g t/c eossoothosuT VC 03 OC ouT g ir/s .uT z/T ...... uT tt 03 OC I '63 X 'Xi X L t/C """'"xT ZT 03 91 Elliptical curve 13/8in. 3/4in.x 133/4in 12to 16 Quarter circle 13/8in. 3/4in.x 23/4in 8to 20 Half circle 13/8in. 3/8in.x 23/4in 4to 8 Small buttress 13/8in. 3/8in.x 4in 8to 14 earl'. buttreips 13/8in. 3/4in.x 51/2in 4to 8 Ramp 13/8in. 3/4in.x 51/2in 12to 16 Largo switch 13/8in.x 81/4in.x 11in 4to 6 Small switch 13/8in.x 51/2in.x 81/4in 4to 8 Arch 13/8in.x 23/4in.x 51/2in 4to 8 Half arch 13/8in.x 23/4in.x 51/2in 4to 8 Roof board 3/8in.x 23/4in.x 11in 32to 40 floorboards, 3/8in.x 23/4in.x 22in 20to 30

Total 23 shapes 700 to 1,022

3 Storage shelves 48" x 38 1/4 in. x 12 in. divided in sections.

SUDDliesi Accessories. Basic

Quantity Miniature family, community figures, including doctor and nurse, 2 dozen or more animals (appropriate to locale), wood or rubber

Boats, airplanes, trucks, cars, 8 to 10 of each buses, wagons, (appropriate to locale, scaled to unit block size)

Interlocking trains (wood) 2 sets

Miniature train and track set 1 set (Skanealtes)

Color cubes Box of 100

Material, solid colors, washable, 4 - 5 1 yard square

Heavy twine, string Several lengths Additional Accessories'. Red. white. pill contai Samples of tiles linoleum squares. rugt. hospital. Children like to cover floor areas and walls is also pop of buildings with them, and enjoy making dec- to have scr orative patterns. cover the p

Shells, such as scallop or clam shells: they Trees can b can be used for "plates" when a child builds draw a tree a restaurant (with food made of plastecene); a popsicle or again for decorative purposes. of plastec

Pebbles small stones. littje sticks for "car- Pulleva, w go" on trains, boats and trucks. Children derful "el can collect these on walks to a nearby park. Drycell ba Variety ol_pmall cot:Diners. They come in lar with 5 handy for all sorts 6f things, such as keeping "money" in a "store", providing water for Any old pi animals in a farm or Boo, etc. has switch placed in Variety of luorke_r_ scraps, especially flat e.g., or a pieces for roofs, wide bridges, etc. will be us ways. Furniture. Very simple furniture can be wade at the woodworking bcnch. (Commercially Save mesas . bought furniture is ither very expensive or constructi very flimsy!) Children, however, should also shirtboard be shown how to improvise furniture out of for indivi the blocks themselves. fication w have seen. Familiar siens such as "one way," "stop"o block area Wirawacirmaiirns", "bus stop",etc. Children 1 Foosickle sacks (for attaching signs, for buildings. making fences - they will stand up if stuck stored in into a mall piece of plastecene). again and some of t Thin pieces of rubber tubing. Tacked to a cy- ing activ linder block, you can make a simple gas pump. Children will think of other uses. Five-year dent. If Excelsior makes good hay for farm animals. paper, 8

22 Red white, or black beans put into plastic pill containers can serve as medicine in a sum souares. ruts. hopital. (Colored water in small bottles floor areas and walls is also popular for this purpose.) Be sure and enjoy making dec- to., have scraps of fabric so children can cover the patients lying in bed!

or clam shells: they Trees can be made very simply: let the child when a child builds draw a tree, cut it out, then staple it to I made of plastecene); a popsicle stick and stick it into piece

! purposes. of plastecene so it will stand up.

little sticks for "car- Pulleys, with ropes and containers, make won- id trucks. Children derful "elevators". ilk. to nearby park. Drycell batteries with liahts are most popu- aul. They come in lar with S year old boys. things, such as keep- I", providing water for Any old piece of machinery, especially if it )o, etc. has switches, or knobs that turn, can be placed in the blockcorner. An old TV antenna, Li, especially flat e.g., or a broken clock, earphones or radio, bridges, etc. will be used by the children in countless ways. e furniture can be made ch. (Commercially Save swains pictures of bridges, roads, ther very expensive or constructions, city scenes and mount them on m, however, should also shirtboards or oaktag. Have them available ise furniture out of for individual children who may need clari- fication when reconstructing something they have seen. Display them on the walls of the one way," "stop", block area if your layout permits this. stop", etc. Children love to have slang written for their attaching signs, for buildings. If these signs can be saved and ill stand up if stuck stored in simple manner, they can be used plastecene). again and children may beginto recognise some of them. This is an excellent pre-read- tubina. Tacked to a cy- ing activity. make a simple gas pump. other uses. Five-year olds are very capable and independent. If manilla and colored construction ay for farm animals. paper, a few crayons, sciseors, masking tape,

22 . and string are always available in or near the alone as with blockcorner, the children will begin to make ditional creat their own signs, draw trees, people and other things they need, and use their imagination Equipment: in a constructive, purposeful way. Work bench 22' Note: The above list is meant to be simply Tool board suggestive. Obviously, no teacher will Table 21" x 24 ever put all these accessories out at once. However, the larger your supply of odds and Tools: ends, the better you will be able to help the children in the blockcorner when they Brace, ratchet begin to need accessories for specific pur- Bits, 1/4", 1/ poses. Hammer, carpen Hand file, med 1 Blockbuildins - Maja Apelman, Bank Street Pliers, 6" College of Education. Saw, 16" cross Screwdriver, f Square, Tri 6" MUSIC RHYTHMS DANCE AREA C Clamp 4" Open shelving Eauipment: 0uantitv, Supplies: Drums 2 Record player 1 Nails, assort. Records, carefully selected 25-30 Wood, soft pin Rack for records 1 1/2" x 1/2" x Open shelving, 12" x 30" x 48" 6" x 1/2" x 3 2" x 2" x 36" Supplies: Wire Roofing tins Improviled instrument* (see Louis Ballard Wheels "Music Education Syllabus") Muffin tins fo Materials for Rhythms (see Miriam Stacker Magnets "Rhythmic Movement as a Tool for Learning") Screws Dowels - assor WOODWORKINDAREA Carpet tacks ( Corks Working with wood and simple tools with ade- Cup hooks (box) quate supervision will provide experience* Rope and strinl which help children to develop hand-eye coor- for hinges dination. Wood is also an art medium and

23 F Iys available in or near the alone as with other materials can provide ad- lildren will begin to make ditional creative experiences. raw trees, people and other Ind use their imagination Equipment: purposeful way. Work bench 22" x 42" top 1 list is meant to be simply Tool board 1 iously, no teacher will Table 21" x 24" x 24" 1 le accessories out at once. ger your supply of odds and Tools: you will be able to help the blockcorner when they Brace, ratchet 1 :essories for specific pur- Bits, 1/4", 1/2" 1 each Hammer, carpenter's 13 oz. 3 Hand file, medium 2 iaja Apelman Bank Street Pliers, 6" 2 tion. Saw, 16" crosscut 2 Screwdriver, flat 1 1/4" 3 Square, Tri 6" 1 E AREA C Clamp 4" 2 Open shelving 12" x 30" x 48" 1 InaLLIL Supplies: 2 1 Nails, assorted sizes 10 lbs or more selected 25-30 Wood, soft pine in assorted sizes: 1 1/2" x.1/2" x 36"; 1"x 1/2" x 36"; x 30" x 48" 6" x 1/2" x 36"; 1" x 1" x 36"; 2" x 2" x 36"; 4" x 1/2" x 36". Several Vire 4 balls. Roofing tins 400 Bias (see Louis Ballard Wheels 2 gross Syllabus") Muffin tins for nails, etc. 4 ams (see Miriam Stacker Magnets 4 at as a Tool for Learning") Screws 10 dozen Dowels - assorted sizes 4 dozen Carpet tacks (box) Corks 40 and simple tools with ade- Cup hooks (box) 48 will provide experiences Rope end string, pieces of leather ft to develop hand-eye coor- for hinges also an art medium and Paint brushes 1"wide 12 Plates, cups, sa Ice Tea holder with paint jars, for forks, spoons painting woodwork Kettle, creamer Sandpaper (Assorted) Plastic mixing b Elmer's glue Serving bowls Dust pan 1 Colander, coffee Hand brush, broom 1 each ladle Aprons to protect children's clothing Baking tins when painting woodwork 2 Frying pan Cookie cutters HOUSEKEEPING AND FAMILY LIFE PLAY AREA Towel rack Egg beaters Play in a housekeeping area enables children Rolling pins to clarify, organize, and practice understan- Wooden spoons dings of what they see and hear in their own Measuring cups a environment. Such play is their way of work- Small plastic co ing to understand the roles of men and women dough, etc. as children "bathe the baby", "deliver the Muffin tins milk", "go shopping", or pretend to be the Double boilers, doctor. Language skills flourish, a sense of Cookie Sheets order can develop, and self-direction and Dish cloths leadership can take place in the housekeeping Dish towels area. Social studies concepts of self and Sponges, brooms community are clarified. Plastic aprons, Tablespoons Eauizment: Quantity, Large saucepan Small saucepan Bed, doll Cradle, doll 1 each Can opener, veg Carriage, wood 2 Paring knife, b Dish Cabinet 1 strainers-larg Dress Up Unit with Mirror 1 Potholders Ironing Board and Iron 1 each Rubber spatula Sink, with large water container, drainboards, shelves for water play 1 poll Plavl Stove, play 1 Table 21" x 24" x 36" 1 Dolls (Indian a Chairs, stacking 12" 4 Baby, washable, Wash cloths Agpolies: Accessories Soap dish Towels For real end play cookint servinadishwash- Plastic aprons int. cleanint, etc. all sturdy, life size Blanket, doll (also see cooking) Doll nursing bo noll clothes 12 Plates, cups, saucers, knives, 6 each ars, for forks, spoons Kettle, creamer, sugarbowl 1 set Plastic mixing bowls and basins 4 Serving bowls 4 1 Colander, coffee pot, saucepan, 1 each 1 each ladle s clothing Baking tins 2 2 Frying pan 1 Cookie cutters 12 FE PLAY AREA Towel rack 4 Egg beaters 4 1 enables children Rolling pins 4 nactice understan- Wooden spoons 6 hear in their own Measuring cups and spoons 2 their way of work- Small plastic containers for salt, 4 3 of men and women dough, etc. if", "deliver the Muffin tins 2 retend to be the Double boilers, sifters 2 each tourish, a sense of Cookie Sheets 4 f-direction and Dish cloths 6 in the housekeeping Dish towels 4 apts of self and Sponges, brooms, mops, dustpans 2 each Plastic aprons, to protect clothing 4 Tablespoons 6 Quantity Large saucepan 4 quart with lid 1 Small saucepan 1 quart with lid 1 1 each Can opener, vegetable peeler 1 each 2 ,Paring knife, butcher knife, 1 strainers-large and small 1 each 1 Potholders 4 1 each Rubber spatula 3 tainer, water play 1 poll Plavl 1

. 1 Dolls (Indian and other) 4 Baby, washable,, older Wash cloths 4 Soap dish 1 Towels 6 servina dishwash- Plastic aprons to protect clothing 2 urdy, life siss Blanket, doll 2 Doll nursing bottle 6 Doll clothes Assorted 1

Dress Up (Including for male role) Camera, Polaroid

Lengths of material (sq. yd.) washable 6 Books and pictures cotton ted and the conten Shoes, hats (for men and women) Several experiences and in Stethoscope 2 and illustrated by Pocket books Several working together. Kits of supplies used by fathers, in work Several MANIPULATIVE AND Shoe shine box 1 Jewelry Assorted Each child needsso Telephones 2 ties, sometimes al Shopping bags, neck ties, lunch boxes group. It may be at a book or playi LANGUAGE AND LIBRARY AREA materials aid chil hand coordination, A quiet, attractive area with a small table and in visual perce and chairs, a library rack or open book shel- t! ves with inviting books available to the chil- Equipment: dren provides a foundation for interest in reading. The young child needs to handle Tables books, linger over them, look at the pictures, Chairs stacking 12" figure out the story sequence from the pic- Open shelving 12" tures, and retell the stories to himself. It is a daily need for children to listen to stor- apalies: ies in small groups that the teacher or aide or volunteer reads. Children begin to under- Manipulative meter]. stand that we all learn from books, that we games: read from the left to the right, that we can Picture lotto games guess about the story from pictures and that other subjects rel reading is pleasurable and exciting. experience) Puzzles, wooden inl Equipment,: guantitt lated to child's e 20 pieces Tape recorder 1 Form boards Typewriter 1 Puzzle rack Listening post and headsets 1 Hand puppets Telephones 2 Nuts and bolts Record player 1 Pipe fittings, 3/4" Library display rack 1 tees, unions, 4" al Projector 1 Flannel board, with Round table and 2 chairs 12" flannel Rocking chairs 1 Hole puncher or male role) Camera, Polaroid 1 sq. yd.) washable 6 Books and pictures should be carefully selected and the content related to the children's and women) Several experiences and interests. Many can be made 2 and illustrated by the children and teachers Several working together. 50-80 by fathers Several MANIPULATIVE AND QUIET ACTIVITIES AREA 1 Assorted Each child needssome time for quiet activi- 2 ties, sometimes alone and sometimes in a small ies, lunch boxes group. It may be working a puzzle or looking at a book or playing with hand puppets. Such FiREA materials aid children in development of eye- hand coordination, in spatial relationships, rea with a small table and in visual perception. rack or open book shel- ks available to the chil- Equipment: Quantity ation for interest in hild needs to handle Tables 2 em, look at the pictures, Chairs stacking 12" 8 sequence from the pic- Open shelving 12" x 30" x 48" 2 stories to himself. It hildren to listen to stor- Saul tiat the teacher or aide Children begin to under- Manipulative materials, table rn from books, that we games: the right, that we can Picture lotto games (animals and from pictures and that other subjects related to child's e and exciting. experience) Puzzles, wooden inlay (subject re- Quantity lated to child's experience) 12 to 20 pieces 10-12 1 Form boards 6-8 1 Puzzle rack 1 adsets 1 Hand puppets Set of 5 2 Nuts and bolts 1 15-20 1 Pipe fittings, 3/4" pipe, elbows, 1 tees, unions, 4" and 6" nipples Assortment 1 Flannel board, with pieces of irs 12" flannel 1 1 Hole puncher 1 or 2

25 56 Scraps of different colors and textures, e.g., fur, wool, velvet, etc. Miniature furniture and family sets 2 each

SCIENCE AREA

Equipment: Quantity

Aquarium 1 Terrarium 1 Cage for animals 1 Open shelving 12" 30" 48"

. Supplies:

Ch Magnifying glass 4 0 Magnets, horseshoe, bars, each 4 Prisms 2 Dry cell batteries 4 Bell, light, switch 2-4 Balance board with fulcrum about Pa 6" high 1 Balance scale 1 or 2 oz. weights 1 . Large thermometer 1 Flower pots (small) 1 per child Seeds and bulbs Assorted Watering can 1 Fi Water play, - corks, wood, small boats Assorted Large and small funnels 2 or 3 Br Rubber tubing 1/2" 3 ft. . 1 (approximately) Measuring cup 2 or 3 Fish and turtles 2 or 3 Animals, pets Several Photography tray, (large) plastic 1

CREATIVE ARTS AREA

Most early learnings are related to children's sensory'experiences.Painting, making dough, or molding clay provide' sensory nd creative satisfaction to children as well at relieves

26, nt colors and tex- tension. Language skills, manipulative wool, velvet, etc. skills, and social skills are by-products of re and family sets 2 each art experiences. The purpose of art with young children is experimentation, discovery, the creatiye experience itself, the process - not a finished product. Quantity, Equipment: Quantity 1 for 9 months approx. 1 1 x 30" 48" Easel, paint, double 2 2 Rack for drying children's

painting . 2 1 Tables 21" x 24" x 36" 2 Chairs stacking 12" high 4 8 Open shelving, 2 units each 12"x bars, each 4 30" x 48" 2 2 4 ch 2-4 Supplies: h fulcrum about Paints, Tempera, dry, red, blue, 20 cans 1 green, yellow, black, white, brown, r 2 oz. weights 1 of red, purple, turquoise, orange. 1 blue, 1) 1 per child green, yel- Assorted oionalinsips 1 Finger paint (can be made with wood, small starch and tempera paint) 2 cases Assorted liquid starch unnels 2 or 3 Brushes, long handle, sturdy, 11 3 ft. 1/8", 1/2", 1/4", 3/4". 18 or more (approximately) 2 or 3 2 or 3 Several (large) plastic 1

ngs are related to children's s. Painting, making dough, rovides sensory.and creative children as well as relieves

26 58 ;

Collage material: odds and ends of cellophane tinfoil, feathers, ribbons, lace, wallpaper, cloth, cotton, felt Var Clay boards (if top of table not used) - masonite 8 o Paste (can be made) 6 q Crayons (1 dozen box) 3/8" diameter 20 Easel paper, ream (newsprint) 8 Glazed shelf paper 16" x 22" 4 r Manila paper - 9" x 12" (1 ream) pkg. 16 12" x 18" (1 ream) pkg. 4 Construction paper (Color) 9" x 12" (100 sht. pkg) 14 12" x 18" (100 sht. pkg) 22 Finger paint paper (if used) 5 p Pipe cleaners (colored assorted sizes) 6 b Brown paper (Project roll 24") 3/3 Potter's clay (50 lb. can) 200 Tongue blades 1 bo Sponges (for cleaning up) 4 do Soap flakes (Ivory Snow or Flakes, Tide) 2 do Food cloring - red, blue, green, yellow 1 pi Paper punch 2 Plastic paint jars with covers 32 Plastic clay pail with cover 1 Plastic containers for finger paint 6 Plastic containers for paste 4 Scissors 6" pointed 12 Scissors (teacher) 1 Colored chalk (large) 2 gr Crayons 12 b Magic markers - red, green, blue, black, organe, purple, brown 4 of ^

s and ends of cellophane ribbons, lace, wallpaper, Variety table not used)- masonite 8 or 12 6 quarts 3/8" diameter 20 sprint) 8 x 22" 4 rolls " (1 ream) pkg. 16 " (1 ream) pkg. 4 lor) 9" x 12" (100 sht. pkg) 14 12" x 18" (100 sht. pkg) 22 1/3 used) 5 pkgs. assorted sizes) 6 boxes 11 24") 3/3 can) 200 lbs. 1 box (500) p) 4 dozen (2/3 case) or Flakes, Tide) 2 dozen boxes- large size e, green, yellow 1 pint of each color 2 covers 32 cover 1 finger paint 6 paste 4 12 1 2 gross 12 boxes een, blue, black, organe, 4 of each color,

27 60 .1

MISCELLANEOUS

Supplies: Quantity

Scotch tape, narrow 2 dozen rolls Masking tape 4 dozen rolls Stapler and staples 1 per room Plastic mending tape, 1/2" red, brown, blue, green 3 dozen of each color Shelf hooks 1 dozen cards (24) Kleenex 1 case Thumb tacks 6 boxes per room Rubber bands 6 boxes per room Tacks 3 pdgs. per room Brown paper bags 100 Paper clips 6 boxes, large; 6 boxes, Yard stick 1 per room Rulers 3 per room Tagboard, assorted colors 50 per room Yarn Sufficient FURNITURE AND OTHER EQUIPMENT (also included in InterestAreas

Equipment:

Basket, waste - round 4 Blanket, cotton, (for full day, one session, with cots for 20 children) 30 *Blender, Osterizer (for children's cooking experiences) 1 Bulletin Board 1 *Cabinet, storage, open shelving, 2 units each, 12" x 24" x 48", (for creative arts, quiet activities, woodwork, music, housekeeping areas) Where shelving is built in along one wall 3 units If not 5 units Cabinet, file, 2 drawer, locked 1 Cabinet, teacher's storage unless built in (for personal belong- Quantity

2 dozen rolls 4 dozen rolls 1 per room red, 3 dozen of each color 1 dozen cards (24) 1 case 6 boxes per room 6 boxes per room 3 pdgs. per room 100 6 boxes, large; 6 boxes, small 1 per room 3 per room 50 per room Sufficient

NT (also included in Interest'Areas and Curriculum Experiences)*

I day, for 20 30 chil- ces) 1 1 hely- x 24" ts, ork, as) in along 3 units 5 units 'locked 1 ,e unless belong-

28 C:2 ings, extra supplies) 1 OUTDOOR. AREAS (One out *Camera, Polaroid, including be used alternatively b wide lens attachment 1 dren.) *Chair, rocking, child (2 for housekeeping area, one for EQUIPMENT AND SUPPLIES library book area) 3 Chair, rocking, adult 1 For example, saddle, Chair, stacking, 12" 20 brush shelter, wagon, o *Chair, stacking, 18" 4 horses, etc., natural r Cots, aluminum stacking (if climbing full day, one session, 20 children, provide sheets also 22 CLIMBING AND BUILDING *Hot plate - 2 burner, electric skillet, toaster, over rotis- Eouipment: serie, refrigerator, small with ice cube maker, electric Barrels, Keg 10" x 14' (for children's cooking exper- Blocks, large, hollow iences in their room) 1 each with boards, set *Library unit (for book area) 1 *Projector, slide (if not available in school) 1 Rug, 15' x 12' (depending on size of classroom 1 *Storage shelves (for blocks) 48" x 38 1/4", divided into sections 3 Storage unit (lockers) 45" x 48" x 15" (to be placed in'corridor if possible, for children's clothing and treasures) 4 unit 5 *Table, 21" x 24" x 36" (2 for Boards, walking, heavy creative arts; 2 for quiet with cleats, 6' activities, science; 1 for Climber, junior arcade housekeeping areas) 5 Ladder, 4' x 13', alum * *Table, round, 30"-60" diame- Sawhorses, 24" high x ter, 21" high for library- aluminum or wood book area 1 Native rocks, logs, tr *Tables, 21" x 24" x 24", for Swings, of rubber tire food service, housekeeping area, other creative needs 2 Supplies:

1 1/2 yard length of nu f&. colors: black, red, orange washable cottc 4 29 L_

1 OUTDOOR. AREAS (One outdoor playground can luding be used alternatively by two groups of chil- 1 dren.) (2 for ne for EQUIPMENT AND SUPPLIES INDIGENOUS TO CULTURE 3 1 For example, saddle, sheep skins, hogan, 20 brush shelter, wagon, outdoor oven, stick 4 horses, etc., natural rocks, logs, trees for g (if climbing 20 eets also 22 CLIMBING AND BUILDING electric er rotis- Equipment: Quantity small electric Barrels, Keg 10" x 14" 8 ing exper- Blocks, large, hollow, wood, 1 each with boards, set 28 squares; k area) 1 16 double not avail- squares; 1 16 half ing on squares; 1 4 ramps blocks) 8 boards ed into 5/8" x 3 22"; 8 45" x 48" boards in'corridor 3/4" x ldren's 5 1/2" es) 4 unit 5 x 44" " (2 for Boards, walking, heavy duty quiet with cleats, 6' 6 1 for Climber, junior arcade 1 5 Ladder, 4' x 13', aluminum 5 diame- Sawhorses, 24" high x 24" wide, rary- aluminum or wood 8 Native rocks, logs, tree trunks Several

"9 for Swings, of rubber tires 3 or 4 eping needs 2 Supplies:

1 1/2 yard length of material of solid colors: black, red, blue, green, yellow, orange washable cotton

29 _ e,

Train signals HOUSEKEEP Caps - engineer, fireman, cowboy Lengths of rope lie Large tube (for gas) Dowel sticks for pieces of material Clothes Bells attached to wood Line Wheel (steering) Soap (c Ticket punch - paper for tickets Materia Dolls SAND PLAY Tubs an Waterpr Equipment: SCIENCE Sand pit, 15' x 15' Storage for sand toys

Supplies: Wooden Prisms Sand Magnets Interlocking trains Magnif Tug boats (flat bottom) Jars f Roofing boards, flat Small pieces wood, assorted Binocu shapes and sizes Blanke Sieves Books Strainers, heavy colored Musics plastic Bells, Colanders, heavy colored Tuning plastic Others Jello molds Muffin tins WATER PL Sugar scoops Pails and shovels Wooden bowls and spoons Butter molds (big) Length Painted cans Funnel Pots and pie pans Boats, Corks Wood Straws Cans w Large HOUSEKEEPING AND 1AUNDRY, reman, cowboy Supplies: eces of material Clothes pins ood Line Soap (cake) for tickets Material to wash, and to wrap dolls in Dolls Tubs and washboards Waterproof aprons

SCIENCE, QUIET ACTIVITIES, MUSIC

Equipment and Supplies:

Wooden box vith top Prisms Magnets, nails, screws, locks Magnifying glass tom) Jars for worms, flies, butterflies, etc. Small net to catch them with rted Binoculars Blanket Books lored Musical Instruments Bells, Big drum lored Tuning fork Others, improvised

WATER PLAY, EXPERIMENTAL

Supplies: Lengths of tubing or hose (different sizes) Funnels (different sizes) Boats, small (in box) Corks Wood Straws for blowing bubbles Cans with holes punched in bottom Large tubs ONE ILLUSTRATION OF PRINCIPLES, IN PLANNING USE OF SPACE AREA AND ARRANGEMENT OF EQUIPMENT AND SUPPLIES, INDOORS A. B.

C. D. E. F.

=1.1 E UIP R011.. I. 4 Is B. 1. sot* I. I. 2. C141.1 3. 4. C Wit. 10111111111111 5. C 19, MUM MI 1111 6.

7. FT 8.

9. 1;14Re 10. 01.011.1-. r74 11. 41, ..e 12.

13. 14. C 15.

16. FLOOR*PLAN 17. D 1/8"110" --18. Food s at ta

6 7 31 S, IN PLANNING USE OF SPACE AREAS AND SUPPLIES, INDOORS A. Creative Arts B. Science and Manipulative Equipment C. Language - Library, Music D. Blocks E. Woodwork F. Housekeeping Family and Community Life. Sro. .= EQUIPMENT C 1. Table, 36" x 24" x 21" 2. Table, 24" x 24" x 21" 1:743 3. Table, round with chairs 4. Chairs, 12" stacking 5. Chairs, 12" rocking 6. Open.shelving, 48" x 30" 48" x 30" x 12" (2 shelves high) 7. Easels, double 8. Rack for drying chil- c dren's paintings 9. Library display unit vAdom. 10. Open shelving, blocks, 48" x 42" x 12" (3 shelves high) 11. gc)I-c Woodwork bench 12. Dress up unit, full length mirror 13. Doll bed 14. Cradle 15. Sink (play) (or shelving 48" x 30" x 12") 16. Stove 17. Dish cabinet 18. Children's lockers

Food service family style at tables in Areas

_ ONE ILLUSTRATION OF PRINCIPLES IN PLANNING USE OF SPACE ARRAMMENT OF EQUIPMENT. OUTDOOR 1

Seal/. f4 a= n 32 PRINCIPLES IN PLANNING USE ENT OF EQUIPMENT, OUTDOOR 3(1. _ AREAS

A. Climbing, Sliding, Bal- ancing, Swinging B. Sand - Work - Play C. Block Building, House- keeping, Painting, Quiet Activities

EQUIPMENT

1. Swings (old tires) 2. Climber 3a. Storage boxes for boards, saw horses, wheel toys, ladders, accessories 3b. Storage boxes for hollow blocks, play boards, kegs, accessories 4. Sand box 5. Storage for sand toys 6. Structures indigenous to Indian community 7. Easels PLANS, SPECIFICATIONS AND IDEAS FOR CONSTRUCTIONOF EQUIPMENT AND SUPPLIES

Storage Boxes - Outdoor Equipment Climber, and Double Slide Sawhorses, Large Crates, large and steps Work bench - Carpentry- Sawhorse Jumping board Outdoor, double easel Indoor, double easel Outdoor sandbox with hinged top Sand toy cupboard Ironing Board, play Children's lockers Shelving for Equipment, short Shelving for Equipment, long Stuffed toys: rag doll, catepillar horse, pig, turtle, butterfly, head for stick horse. OUTDOOR STORAGE BOX

Goes in back tc

42 Mariana Jeasen, B. I. A. 72 34 OUTDOOR STORAGE BOX

Goes in back to hold door on this piece. e.

i) 411

1/4" floor flange (2)

1 1/4" x 3 nipple pipe

34 F"1 VINIIIMIMMellivinela

STORAGE FOR OUTDOOR EQUIPMENT

Storage Boxes - with locked fronts, 2 doors hinged on top* or could be hinged from side and top and bottom shelves.

Dimensions - (see photograph)

M4sErials Needed

,4 pc. 2 x 3 90 1/2" for top and bottom 4 pc. 2 x 3 42 3/4" for back 4 pc. 2 x 3 39 3/4" for top and bottom cross piece 2 pc. 2 x 3 43 3/4" for front 2 pc.. 3/4" exterior ply for sides, 39 3/4" x 43 3/4" 1 pc. 3/4" exterior ply for back, 42 3/4" x 94"

Bottom and top shelf 1 x 12 white pine or plywood also 12- 1 1/4 floor flagnes - 6 - 1 1/4" pipe nipples 1 pc. galvanized sheet metal or tar paper for top 42" x 96"

2 doors - 4 pcs. 1/2 ply from sheet 4' x 8' Sheet metal corner 2 x 2 for strength on back.

Hinges

Hole for screw eye lock

*Front hinged on top

35 "J.1.1.

CLIMBER AND DOUBLE SLIDE

Back Side

Designed by: Dorotny Levens, Director, Vassar College Laboratory Nursery Sc A roof or protective structure should be added in hot climateE

36 CLIMBER AND DOUBLE SLIDE

Back Side

Dana Earle

ector, Vassar College Laboratory Nursery School, Poughkeepsie, New York e structure should be added in hot climates. Platform Climber with Double Slide

Dimensions:

5'8" high - 6' x 6' overall.All uprights and base are dressed fir 4" x 4"s. The base is placed on a foundation of brick. The climber is finished wth a wood preservative and two coats of marine varnish. The metal rungs are painted with aluminum paint.

Lower Platform: Upper Platform:

l' 10" from the ground 2' from lower platfo 6' long, 3'2" wide Same length and widt Boards (Arkansas pine 1" x 4")

Two Lower Crawl Spaces without Rungs Galvanized Pipe Rung

17" x 17" x 17" 3/4" pipe 11" between all rung Back side rungs: 17" Two side rungs: 13-

Permanent Double Slide

Galvanized sheet iron slide bed 7'6" long 2'7" wide Metal sides: 6" high, 1-3/4" wide Slide attached to top platform 3'7" from ground

77 37 Platform Climber with Double Slide

overall. All uprights and r 4" x 4"s. The base is ion of brick. The with a wood preservative rine varnish. The metal ith aluminum paint.

Upper Platform:

2' from lower platform Same length and width as lower platform 1" x 4")

es without Rune s Galvanized Pipe Rungs

3/4" pipe 11" between all rungs Back side rungs: 17" long Two side rungs: 13-1/2" long'

n slide bed

h 1-3/4" wide p platform 3'7" from ground

37 LARGE CRATE AND STEPS

0 0

381.1

38 OWN.

LARGE CRATE AND STEPS

i I

38"

Vassar Collese Laboratory Nursery School, Poughkeepsie, NewYork 31 80 OUTDOOR EASEL

Plywood -(all weather)

Designed byt . Dorothy Levens, Director, Vassar College Laboratory Nursery School Pou OUTDOOR EASEL

Plywood -(all weather)

Vassar College Laboratory Nursery School, Poughkeepsie, New York

39 82 OUTDOOR SANDBOX WITH HINGED

83 40 OUTDOOR SANDBOX WITH HINGED TOP

--Galvanized pipe

thick

14"

1. set up on foundation of bricks

Director, Vassar College Laboratory Nursery School Poughkeepsie, New York

40 8 4 ftt,M;t1MmWsurapermow

SAND-TOY CUPBOARD

62"

21-112"

2" pipe Designed by: Dorothy Levens, Director, Vassar CollegeLaboratory Nursery School, P SAND-TOY CUPBOARD

62"

C:=2) Top may be a play stove 62"

21:71/21'

19"

1 2" pipe tor, Vassar College Laboratory Nursery. School, Poughkeepsie,New York

41 8 C. L.

LARGE SAWHORSES AND JUMPING BOARD Sawhorse Top: 4' long 9" wide .1-1/2"thick

Sawhorse: 31" high 26"wide base

Sawhorse Bars: 38" long 311 wide 1" thick

Sawhorse Uprights: 32" long 3" wide 1-1/2" thick

umping Board - Ash - or any well

12" long

18" wide (2 boards cleated togethe with 4 wooden cleats)

each board 9" wide, 1" thick

87 42 c.

-, LARGE SAWHORSES AND JUMPING BOARD 4' long 9" wide -1/2" thick

31" high 26" wide base

38" long 3" wide 1" thick

32" long 3" wide -1/2" thick

" thick

14" --.-

umping Board - Ash - or any well seasoned wood

18" wide (2boards cleated together with 4 woodencleats)

each board 9"wide, 1" thick 3-1/2" rector, Vassar College Laboratory Nursery'School, Poughkeepsie, New York

42 88 L

CARPENTRY SAWHORSE

18"

3-3/4"

6" Top extends 4" allowing room t( C -clamp and woo(

1-1/2" 3"

18"

\\k3-3/4"

6" Top extends 4" on each side allowing room to fasten C-clamp and wood to sawhorse.

1-1/2" 3"

ctor, Vassar College NurserySchool, Poughkeepsie, New York

43 INDOOR DOUBLE-EASEL

91 44 OMNI

INDOOR DOUBLE-EASEL

irector, Vassar College Laboratory Nursery School, Poughkeepsie, New York IRONING BOARD

45 C.

RONING BOARD

30" " wide

high

18"

Vassar College Laboratory Nursery School, POughkeepsieNew York CHILDREN'S LOCKERS

SID

11'2"

11'2" long 39" high 12" deep

11'2"

re Vassar College Laboratory Nursery School, Poughkeepsie, New York Designed by: Dorothy Levens, Director, Vassar College Laboratory Nursery School, Poughl tb

66"

r College Laboratory Nursery School, Poughkeepsie, New York

4 7 s 86-1/2"

32" 12"

48 86-1/2" a 1=11.4

32" 12"

irector, Vassar College Laboratory Nursery School, Poughkeepsie, New York Rag Doll half size Jrz Hattie Mae Brown, Choctaw c) CUT 2 CaterpillarScale half size 1/2" = 1 inch CUT 2 HORSE half size CUT 2 HORSE half size 3oloteAla JAW ma ftewei ale Hattie Mae Brown, Choctaw Pi/4Sics1.0 134

Se6le

4,05 51 ,14.4CS;,4 Seetts or "Los

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51 106 _ 5 2 103 L_ /

_ CZ) Mattie Mae Brown, Choctaw .1 4 7. .1.'.416tiatiit',..W

iff**4taied vftite Ain% tiorsinog

Hattie Mae Brown, Choctaw LOW BUDGET ITEMS

The following lists contain some materials that are inexpensive and ea good parent projects, toot

Large boxes, wooden or cardboard, soft drink Marbles crates, egg cartons, T.V. boxes Wigs Used pots and pans (can be sprayed with enam- Indian head dresses el for color) and other kitchen utensils Beans, rice, etc., Magazine pictures (mount on heavy paper or Large rocks (too 1 cardboard) and magazines for browsing upon and feeling Old clocks, scales, radios Stepping stones in Appliances: toaster, iron, waffle iron, etc.; ing upon and jump (take out electric unit or cut off end of Indoor plants: get cord) and let children Used rubber tires for rolling, jumping on, fore planting sitting in (inner-tubes also) Wind chimes: inexp Let children clean and scrub with soap first make from tin, je Old automobile or boat Series of long, low Large logs or trunk of fallen tree etc. (Wooden and/ Concrete pipe, 36" diameter Painters' buckets - Old sheets (easel aprons, doll-bed sheets, Unlabeled liquor bo capes) place on ledge wh Used toys of all kinds Rhythm instruments, Spools from thread Large animals or fi Shoe strings for beads riding made from Macaroni for stringing and art use horses Food coloring Box of "junk" for t Old eye glasses with lenses removed collage Rope, 2-5" in diameter securely fastened to Box of fabric sampl tree for swinging color Pieces of hose for gas station; oil can; gas "Small bottles," ga station labels, hats, tire pumps cologne, mouthwas Coffee tins with plastic lids (can be empty cologne bot sprayed or painted with enamel) "Lock box" woode Plastic soap containers (make funnels, latches and locks scoops, etc.) will open when al Collection of bolts and screws to fit together been opened. Pets: gold fish, a stray kitten, atortoise, Bean bags; easy and etc. Collection of disca slide camera Small metal boxes (band aids, such as sifters, 1 film) suring cups and s

113 5 5 LOW BUDGET ITEMS

contain some materials that are inexpensive and easily obtained. They're s, too!

or cardboard, soft drink Marbles s T.V. boxes Wigs (can be sprayed with enam- Indian head dresses and feathers other kitchen utensils Beans, rice, etc., for play house ount on heavy paper or Large rocks (too large to lift) for sitting azines for browsing upon and feeling radios Stepping stones in yard or garden for walk- iron, waffle iron, etc.; ing upon and jumping to unit or cut off end of Indoor plants: get cuttings from friends and let children watch roots develop be- r rolling, jumping on, fore planting tubes also) Wind chimes: inexliensive on the market, or nd scrub with soap first make from tin, jewelry, etc. at Series of long, low boxes for train, trucks, of fallen tree etc. (Wooden and/or cardboard) lameter Painters' buckets - plastic or cardboard rons, doll-bed sheets, Unlabeled liquor bottles for colored water, place on ledge where light shines ds Rhythm instruments, homemade Large animals or figures for climbing and ds riding made from paper mache and saw- ng and art use horses Box of "junk" for texture, for design and lenses removed collage er securely fastened to Box of fabric samples for texture, shape, color as station; oil can; gas "Small bottles," garlic, cinnamon, cloves, ts, tire pumps cologne, mouthwash, empty condiment boxes, stic lids (can be empty cologne bottles and powder boxes, etc. with enamel) "Lock box" -- wooden box with variety of ers (make funnels, latches and locks attached to door, door will open when all locks and latches have and screws to fit together been opened. stray kitten, a tortoise, Bean bags; easy and inexpensive to make Collection of discarded kitchen utensils and aids, slide camera such as sifters, dish pans, funnels, measuring cups and spoons, egg beaters, muf-

3 55 114 fin tins, spatulas, etc. SOME SOURC Dried gourds, large and small, for form and EQUIPME color; can be painted Country mailbox outside nursery Your Indian Communi Newspaper (variety of uses in art experiences) Brunswick Colorful wrapping paper, ribbons and bows Kalamazoo, Michigan Mirrors, variety of sizes and locations Telephone - 616-349 Discarded sink for outdoor water play Flannel boards foruse by teacher and children Childcraft Equipmee Punching bag made from old pair of jeans 155 East 23rd Stree Feathers, sheep wool, pieces of fur New York, New York Walking or jumping boards, easily made Telephone - 212-674 Canvas, for tent Aluminum foil pans Community Playthin0 Cardboard tubes from rolls of paper Rifton, New York 1 Catalogs (Sears, etc.) (Good for categorizing Telephone - 914-658 objects) Sample drapery, carpet, wallpaper books Creative Playthings Old holiday greeting cards Edinburg Road Silk scarves Cranbury, New Jerse Flour, corn meal, grains, etc., to sift, Telephone - 609-448 measure and feel. (Don't ever throw away or cereals with weevils; send it to school!) 5757 West Century E Buttons; sort for size and color; string on Los Angeles, Califc heavy thread Zippers, snaps, hooks, tops of old tennis Greene Wood Produci shoes; mount fabrics on board for manipu- 47-07 Vernon Bouley lation by children Long Island, New Ye Suspenders Telephone - 212-STE Wood scraps for building Sawdust Zia School and Offi Clothes pins Second Street Empty telephone cable spools (outdoor tables) Albuquerque, New Me Telephone wire (colorful!) Old furniture: paint with gay colors and use Milton-Bradley Co.1 for work areas and storage Springfield, Mass. 3 gallon ice cream containers Ceramic tiles (and pieces of tile) from tile Hardware, Stationet shop Stores Scrap paper from printers (all colors and

sizes) Much is available t Paint color swatches from paint store if you can arrange OEM

SOME SOURCES FOR PURCHASE OF ;mall, for form and EQUIPMENT AND SUPPLIES tursery Tour Indian Community ts in art ezperi- B runswick ribbons and bows Kalamazoo, Michigan ; and locations Telephone - 616-349-1521 sr water play teacher and children Childcraft Equipment Co., Inc. Id pair of juts 155 East 23rd Street Ices of fur N ew Fork, New Fork 10010 se easily made Telephons - 212-674-4736

Community Playthings

1.1s of paper Rifton, New Fork12471 ;ood for categorising Telephone - 914-655-6561 eallpaper books Creative Playthings is E dinburg Road Cranbury, New Jersey08512 etc., to sift, Telephone - 609-441-2221 't eier throw away OT send it to school!) 5757 West Century Boulevard sd.color; string on Los Angelo's, California 90045 mpg of old tennis Greene Wood Products m board for manipu- 47-07 Vernon Boulevard Long Island, New Fork11101 Telephone - 212-5T6-5699

Zia School end Office Supply Second Street mole (outdoor tables) Albuquerque, New Mexico :) Lk gay colors and use Milton-Bradley Co. rage Springfield, Mass. 01101 iners s of tile) from tile Hardware, Stationery, 5 cents 6 10 cents Stores s (all colors and Much is available through army surplus depots paint store if you can arrange to get it. L I.

OM.

-";

SOME SOURCES FOR SECURING "BEAUTIFUL JUNK"

Your Environuent

Millwork and Lumber companies, grocery stores Telephone company, soft-drink companies Ice cream stores, gas stations and garages Wallpaper stores, carpet shops, tile stores Boat Rentals and Marinas, moving companies Print shops, fabric dspartnents, home.

1V7 5 7 L

CURING "BEAUTIFUL JUNK"

6,mpanies, grocary stores at-drink companies stations and garages - rpet shops, tile stores Lnas, moving companies Ipartments, hosts.

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122' LANGUAGE AND CONCEPT DEVELOPMENT THROUGH CU1

The new kindergarten classrooms offer an exci- A. Childi ting challenge in bilingual education to the consisting teacher. Though the use of native Indian lan- speakers s guages varies from community to community, in their y basically a modern'lindergarten for Indian children is centered upon two languages. There 1. The is often much disagreement among experts as to nication 4 the most effective ways of introducing a sec- of materiA ond language to a young child while strength- Indian chi ening the use and full development of his materials native tongue. But all specialists stress tongue. I the crucial years from 4-7 as basic to the able from development of communicative competence in on Indian' the adult. The major overall goals in this in the Apt context are as follows: 2. The 1. The development of the mother tongue tive langt for the purposes of communication, learning, ing to cot problem-solving and fantasy. this proco the childl 2. Selective introduction and/or develop- needs and ment of existing skills in the national len- of vision guage. An individualized approach is recommended. 3. The should be Language plays a crucial role in communica- developmel Oion as well as in the development of learn- uage. We ing and thought processes. Children who are ences ins shifted from one language to another without child. ( the opportunity to effectively learn the use Activitie of language for varied functional aims, often Amain "illiterate in two languages." To 4. The avoid such a hazard, teachers and aides are classroom

urged to become familiar with the use of len- with the i guage by the Indian community and with the and thus, resources currently being developed among dif- Cooperati ferent Indian tribes. (For instance, the ac- English-8 quisition of literacy skills in Navajo by an sence. increasing number of aides and teachers at the Navajo Community College is one such op- B. Child postunity.) should ha AGE AND CONCEPT DEVELOPMENT THROUGH CURRICULUM EXPERIENCES

lassrooms offer an exci- A. Children living in isolated communities ngual education to the consisting of predominantly non-English se of native /ndian lan- speakers should have a curriculum primarily munity to community, in their native language. dergarten for Indian pon two languages. There 1. The use of the mother tongue for commu- ment among experts as to nication and learning implies the preparation s of introducing a sec- of materials in the native language as well. g child while strength- Indian children appreciate deeply the few development of his materials which are available in their, native 1 specialists stress tongue. (Lists of these materials are avail- 4-7 as basic to the able from the BIA and the American Association cative competence in on Indian Affairs; see also the bibliography overall goals in this in the Appendix.)

2. The teacher who does not speak the na- of the mother tongue tive language has the difficult job of learn- mmunication, learning, ing to communicate non-verbally. Through ntasy. this process, however, she learns to accept the children's own ways of conveying their uction and/or develop- needs add feelings to her by the languages ls in the national len- of vision, motion and touch. ized approach is recom- 3. The introduction of the English language should be based upon the level of language ial role in communica- development of each child in his native lang- e development of learn- uage. We prefer language development experi- See.. Children who are ences instead of ESL for the kindergarten uage to another without child. (See specific suggestions in Suggested fectively learn the use Activities to Increase Language Power.) d functional aims, often two languages." To 4. The Indian teacher or aide in these teachers and aides are classrooms ii the one who can communicate iar with the use of lan- with the children in their native language ommunity and with the and thus, becomes the pivotal individual. eing developed among dif- Cooperative planning between the Indian and (For instance, the ac- English-speaking staff members is of the es- skills in Navajo by an sence. aides and teachers at College is one such op- B. Children livina.in mixed communities should have a curriculum in both languages.

58 1. The development of the mother tongue for a child-ce all children who come to class speaking it, occupation and the availability of experiences in the In- dian language for children who have limited 3. Oppo knowledge of it. uage for 1 specific s 2. The sequential introduction of the Eng- to Increas lish language for all children based upon an approach of individualized instruction. (See The develo specific suggestions in Suggested Activities as a unite to Increase Language Power.) The role of ing relian child-to-child interaction is particularly communicat important in a heterogeneous classroom; there- tures, dra fore, many opportunities for this kind of planning o activity should be provided. at differe following 3. The concern expressed by many teachers relevant t for shaping the Indian child's grammar and language a pronunciation in the direction of Standard second lan English is understandable. Our approach, from the bi however, suggests the importance of modeling needs a pa (i.e., exposure to clear, child-directed, of words; t interesting language in stories, dramatic cause of t play, songs and conversation) instead of for- which he mal exercises or the correction of "grammati- community. cal and pronunciation errors." The four as C. Children livina predominantly in English- in a kinder speaking communities with a past history of sound rodu Indian languages having been spoken. and sematic development 1. The relationship between the cultural and linguistic aspects of the program in this Listenina: kind of community is particularly important. . tening skil The exposure of children to traditional songs, help them f music, and older members of the community who attention t still speak the language is recommended. in rural en criminate a 2. The development of skills in the English to interpre language from a functional point of view (i. basis from e., children learn to recognize that through distinction the use of language they can affect t.heir en- dren tend t vironment in a powerful way.). We recommend rather than _ e mother tongue for a child-centered approach instead of a pre- ass speaking it, occupation with politeness and correct usage. eriences in the In- who havflimited 3. Opportunities to use the child's language for learning and problem-solving. (See specific suggestions in Suggested Activities uction of the Eng- to Increase Language Development.) ren based upon an I instruction. (See The development of language can be thought of Rested Activities as a unitary process, as the child's increas- ) The role of ing reliance upon words, in addition to his is particularly communication by means of motion, touch, ges- s classroom; there- tures, drawings and dance. However, in the this kind of planning of curriculum it is helpful to look at different components of languages. The following listing of aspects of language is by many teachers relevant to development of the child's native d's grammar and language as well as to his acquisition of a ion of Standard second language. In all instances, the child Our approach, from the bilingual and bicultural environment tance of modeling needs a particular sensitivity to the medium hild-directed, of words; this sensitivity is required be- ries, dramatic cause of the many conflicting demands with n) instead of for- which he is confronted in school and in his tion of "grammati- community. s." The four aspects of language to be included antl in En lish- in a kindergarten program are: listening., past history of sound production, the development of fluency, n spoken. and sematic development in the context of the development of language for thought. een the cultural he program in this Listening: The objective in developing lis- ularly important. tening skills in bilingual children is to traditional songs, help them focus on and sustain a tenacious the community who attention to sounds. Many children raised recommended. in rural environments have learned to dis- criminate among certain sounds of nature and ills in the English to interpret them. This is an important point of view (i. basis from which to move to fine auditory nize that through distinctions in words. For instance, chil- n affect their en- dren tend to pay more attention to beginning .).We recommend rather than to the end of words; listening

5 9 games using natural and musical sounds can Such a chec help them focus their attention on different teachers f segments of continued patterns of sound. to correct practice. In addition, the matching of sound to sight develop a s is a critical skill being developed in these the speech early years. The sensory integration of vis- servation n ual and aural patterns has been found to con- stress cer stitute an important prerequisite to reading. and most i Matching games of sounds and pictures can what the c strengthen listening and sensory integration. ing.

Sound roduction: When learning to speak The object children constantly shift from listening to in sound p speaking; basic to the process of speech is children h a curiosity about the way sounds are made. the speech One of the objectives of a kindergarten language program is to develop in Indian children The develo an ease in imitating sounds; the use of in- ghetto and struments is one major avenue for accomplish- with the " ing this aim. children c where the Increasingly, psychologists and linguists be- age are'di lieve that much early learning consists in tant to gi the development of generalizations. For in- to hear an stance, the difference between low and high age. I wo sounds can be shown by the tightness of a and librar wire or string, similar to the tightness or garten cla laxness of muscles during sound production. up areas. Languages differ in this respect; in Navajo, child's na for example, shoulder muscles as well as able (Part sounds, while in English shoulder muscles are all childr seldom used. Teaching-learning games of home.) If sound production (as in the production of the an Indian th sound) can be developed with the help of sources su feathers and mirrors, giving the child an op- community portunity to watch the impact of streams of his native air, or to observe the placing of the tongue between the lips when producing a sound. The great bigger th Teachers may wish to draw up a checklist ol the less substitutions and errors ot omission charac- are not b teristic of the children with whom they work. exchange

12,7 60 lnd musical sounds can Such a checklist would serve to discourage attention on different teachers from the often unconscious tendency patterns of sound. to correct children's speech - a harmful practice. Instead, by helping the teachers hing of sound to sight develop a sensitivity to the regularties in eing developed in these the speech of their children, this close ob- sory integration of vis- servation may lead to a knowledge of how to s has been found to con- stress certain sounds in their own speech, prerequisite to reading. and most importantly to understand more of uncle: and pictures can what the children in their classes are say- and sensory integration. ing. hen learning to speak The objective, then, of developing a program shift from listening to in sound production is to dramatize to the he process of .speech is children how sounds are made, not to correct c way soundsare made. the speech of kindergarten students. of a kindergarten lang- evelop in Indian children The development of fluency: Many teachers in sounds; the use of in- ghetto and reservation schools are concerned or avenue for accomplish- with the "problem of the silent child." Such children can be found in many communities where the home language and the school langu- logists and linguists be- age are'different. It is particularly impor- y learning consists in tant to give the shy, quiet child a chance eneralizations. For in- to hear and communicate in his native langu- ce between low and high age. I would like to suggest that language by the tightness of a and library corners be set up in the kinder- lar to the tightness or garten classrooms, similar to block and dress- uring sound production. up areas. In these areas, materials in the this respect; in Navajo, child's native language would be made avail- r muscles as well as able (Particularly in classrooms where not 0.ish shoulder muscles are all children come from a non-English speaking Ins-learning games of home.) If only a minority of children speak

1 in the production of the an Indian language, the availability of re- eloped with the help of sources such as taped stories would help 1, giving the child an op- community aides in working with the child in he impact of streams of his native language. lhe placing of the tongue in producing a sound. The greater the leap from home to school, the bigger the geographic and emotional distance, ) draw up a checklist of the less likely the children (even if they .rors of omission charac- are not bilingual) will enter into verbal .dren with whom they work. exchange with their teachers. Therefore, teachers need to know how to develop the posts) lend thems skills of responding to the non-verbal efforts these kinds of la at communication on the part of young children. tic play does not for the whole cla The goal of verbal fluency is to add to the particularly inte child's non-verbal ways, skills which will en- ivity can be invi able him to convey to others what he wants props; others may and how he feels and also allow him to re- In dramatic play shape and re-experience his own experiences re-shape their ex which may become less painful, or more poig- ic idiom, which m nant, when savored once more by means of verbal language, words. Novelty of experience does not usually lingual dialogue. lead to verbal expression on the part of young children. It is for this reason that the (c) Stor re t emergence of verbalizations accompanying ac- can be trained to tion, ritual or familiar play is of such im- language to child portance. front of them is a shortage of mat Specific activities for the development of can read in their fluency in the child's dominant language (i. method of transla e., the language which he uses spontaneously tute. For story for communication) include "meal-talk," would like to rec story re-telling and dramatic play. tiple sets of ill children. One se (a) Meal-talk. The physical proximity of be mounted so tha teachers and children at meal-time allows for while the stories casual, but at times repetitive, conversation. and once they re- Some teachers use this setting for conceptual (For further deta training as well: talking about solid and age stimulation, liquid foods, different colors, etc. Ques- and Berney, T., ", tions such as, "Who is sitting with us to- Sequential Speech day?" "Who is wearing a red sweater today?" pear in Levin, H. allow for the repeated use of a sentence frame Basic Books, Inc. while changing individual words. This type the opportunity t of verbal interaction in the.child's native groups, pairs, or language can easily be transferred, at a later can monitor the c stage, to learning experiences in a second during the kinder language. The cameras whiCh (b) Dramatic play. The imaginative teach- the kindergarten t er can capitalize on children's experiences the opportunity to for dramatic reenactment. Settings that chil- ences around which dren are familiar with (stores or trading ies can be built.

129 61 )w how to develop the posts) lend themselves particularly well to , to the non-verbal efforts these kinds of language experiences. Drama- the part of young children. tic play does not have to become a spectacle for the whole classroom; children who seem Auency is to add to the particularly interested ifl this kind of act- ays, skills which will en- ivity can be invited first to play with the .0 others what he wants props; others may or may not follow suit. 1 also allow him to re- In dramatic play children have a chance to nce his own experiences re-shape their experiences into their symbol- 's painful, or more poig- ic idiom, which may consist of verbal or non- )nce more by means of verbal language, and even, at times, of bi- x erience does not usually lingual dialogue. ssion on the part of young this reason that the (c) Story re-telling. Teachers and aides zations accompanying ac- can be trained to read stories in an Indian liar play is of such im- language to children, though the book in front of them is in English. While there is a shortage of materials (and individuals who for the development of can read in their native Indian tongue) this s dominant language (i. method of translation is an adequate substi- ch he uses spontaneously tute. For story re-telling activities, we nclude "meal-talk," would like to recommend the purchase of mul- dramatic play. tiple sets of illustrated books for young children. One set of illustrations should he physical proximity of be mounted so that children can handle these n at meal-time allows for while the stories are being read to them, repetitive, conversation. and once they re-tell the story by themselves. is setting for conceptual (For further details on this method of langu- alking about solid and age stimulation, see John, V., Horner, V., ent colors, etc. Ques- and Berney, T., "Story-Retelling: A Study of is sitting with us to- Sequential Speech in Young Children," to ap- ng a red sweater today?" pear in Levin, H., Basic Studies in Reading, ed use of a sentence frame Basic Books, Inc., 1970.) In giving children idual words. This type the opportunity to re-tell stories in small n in the.child's native groups, pairs, or individually, the teacher be transferred, at a later can monitor the child's growth in language xperiences in a second during the kindergarten year.

The cameras which have been made available to The imaginative teach- the kindergarten teachers should give them children's experiences the opportunity to photograph those experiment. Settings that chil- ences around which group and individual stor- th (stores or trading ies can be built. In classes where some

0 61 130 children speak an Indian language and others ties and ignoring speak English, the stories can be recorded bi- objects, (for exam lingually. ly rusted, are stl

Sematic development: The most significant as- The use of lotto a pect of language acquisition is the learning produced by the te of word meanings. One way to think of this turally relevant m process is to conceptualize a gradual shift tent setting for t in the child's use of single labels to words meaning and proble signifying categories of objects, actions and Indian children. ( attributes. In other words, while at first children learn the names of certain favored objects, as they grow older their language reflects their recognition of commonalities of features among a variety of objects and events. They learn to generalize through and with words, and also to become more precisely specific. These very same psychological processes -- generalization and discrimination -- are basic to problem-solving.

Children learn to use language in problem- solving at an accelerated pace during the ages of 4-7; children who are exposed to conflicting language pressures have a particularly difficult time in developing this function of language.

It is for this reason that an incrensing number of educators and psychologists urge that the mother tongue should be the language of instruction for young children.

Teachers who do not speak the native language can prepare certain games, with the help of their aides, aimed at sematic development and the use of language for problem-solving. One of the most difficult concepts for ycung children to acquire is that of "same." When are two animals or;colors or utensils the same? Pantomine and visual demonstration, as well as the use of language, help to strengthen the skills of recognizing essential similari-

121 62 n language and others ties and ignoring irrelevant variations among ies can be recorded bi- objects, (for example, two dimes, one slight- ly rusted, are still, functionally, the same.)

Me most significant as- The use of lotto and sorting games, often sition is the learning produced by the teacher and aide with cul- way to think of this turally relevant materials, offer an impor- alize a gradual shift tant setting for the development of word single labels to words meaning and problem-solving skills in young of objects, actions and Indian children. (See Games to Make.) words, while at first es of certain favored by Dr. Vera P. John older their language re- on of commonalities .of ty of objects and events. ze through and with 1ome more precisely spec- psychological process- nd discrimination -- olving. language in problem- ted pace during the who are exposed to con- sures have a particu- n developing this func- that an increising num- sychologists urge that ld be the language of children. eak the native language mes, with the help of sematic development and r problem-solving. One concepts for young chil- it of "same." When are or utensils the same? iemonstration, as well to help to strengthen sing essential similari- SUGGESTED ACTIVITIES TO INCREASE LANGUAGE POW

Increasing skills in English language usage and comprehension will need classroom experience. Alghough no formal oeriod is recommended, the op simple games, sing the songs, and practice the language must be planned groups at work/play, on field trips, and during other parts of the dail) to learn and use the materials below.

Teacher-planning is most important in building a sequence of experience ability to produce English sounds, whether the children already use Eng whether they are making the transition from another language. One need one-word activities (Phase I), labeling, naming, locating on command, a (Phase II), using words in a phrase and producing sounds that are made walking, etc., to final (Phase III) in which children repeat and produc frame or full sentence. Phase I - Sound Game

Set out three to five sound-making objects; example: bell, drum, pan two blocks. Ask children to close eyes and listen while another child chooses one sound. Then, everyone guesses.

Phase I - III

Get magazines, Sear;s cataloges, etc., and let children cut, or tear a groupings - label in native language and English - furniture, cars, cl foods, etc.

In Phase II encourage sounds made by cars, etc.

In Phase III try to get frames:

These are All of these are This is not a

It's a

Phase I and II - Pantomime guessing

Child does: hammering, weaving, climbing, riding, crawling, etc. Teacher and children supply name for action. UGGESTED ACTIVITIES TO INCREASE LANGUAGE POWER h language usage and comprehension will need much practice and actual ough no formal period is recommended, the opportunity to play these s, and practice the language must be planned by the teacher. Small ld trips, and during other parts of the daily program are encouraged als below. portant in building a sequence of experiences to develop meaning and sounds, whether the children already use English extensively, or transition from another language. One needs to start with simple, I), labeling, naming, locating on command, and building to phrasing a phrase and producing sounds that are made by animals, cars, horses, ase III) in which children repeat and produce words in context of a

-making objects; Axample: bell, drum, pan with spoon, hammer,

and listen while another child chooses one of these to make a

aloges, etc., and let children cut, or tear and paste object e language and English - furniture, cars, clothes, plants,

ds made by cars, etc.

rames:

All of these are This is not a

uessinx

eying, climbing, riding, crawling, etc. y name for action.

63 Sound guessing

Child does things that make sounds in room: close book, clo lhands, jump, etc. Others close eyes and guess.

Phase II - Teacher singing descriptions

Phase III - Children singing descriptions

Here's a simple melody whose words can teach structure o thing can be panned off as a rhythm,

I can walk and I am walking

Walk walk walking is good fun

I can walk and I am walking

Walk with me oh please do come

I can jump, run, hop, sing, lift (pretend something heavy) whirl, etc.

Note: The following consonants or consonantal clusters incorp no Navajo: f as in fun ng as in sing r as in run

Phase II - III - Horse hoof clap

Ask children how the horse hoofs sound in clapping hands. Formalize what child has given by strengthening, accenting This is the way Is horse rides clap clappet Slow? This is the way Fast? This is the way

.1 1 5 64 '1

make sounds in room: close book, close door, drop object, clap uess. g descriptions

ing descriptions y whose words can teach structure of English verb, and the whole ff as a rhythm.

alking

good fun

alking

do come

sing, lift (pretend something heavy), tip-toe, wiggle, glide, sonants or consonantal clusters :tncorporated into the above have f as in fun g as in sing r as in run oof clay orse hoofs sound in clapping hands. as given by strengthening, accenting rhythm and then all repeat: 's horse rides clap clappety,clappety., etc. ay 'ay Phase III - Lobby Loo - To teach parts of the body and also first

I put my first hand in I put my secon I put my first hand out I put my first * I give that hand a shake, shake, shake I put my secon And turn myself about I put my whole etc. Oh, here we go Lobby Loot etc.

* That may be difficult - show how to make the th sound

Get a big doll or pretend one child or teacher is a doll. Where are dolly's eyes? One or two children show on dolly. Then on themselves, "Here are my eyes."

In hand and fingers, nd and erz may require attention. At first (not on same day) from singulars, i.e., eyes, ears, teeth, feet, from nose, mouth so as not to conflict verbs is and are.

Phase III

In discussing children's pictures use some old ones (two weeks ag will then be past tense. Remember when you sent, did, saw, playe child to verbalize past tense in this way.

Phase III

Four children holding signs (picture) stand in four parts of the can .be store, rodeo, school, bus, hogan, etc. Each child says wh

"I want to go to the . Then he goes. This can be done in tongue. Or, using some children as "drivers" (of bus, pick-up, c stop and pick up the children who say, "Take me to the

Example: Driver: Where are you going? Passenger: I want to go to the Driver: O.K. Get in. Phase III- Rodeo - Dramatic Play

Children take turns being: * Announcers (In Navajo or English) * Ladies and Gettlemen Riders You will see--

10 7 65 each parts of the body and also first and second. (ordinals)

I put my second hand in I put my first foot in shake, shake I put my second foot in I put my whole self in eta. etc. ow how to make the th sound one child or teacher is a doll. ne or two children show on dolly. Then all say and show my eyes." d may require attention. At first do plurals separate gulars, i.e., eyes, ears, teeth, feet, legs, etc., separate to conflict verbs is and are.

ictures use some old ones (two weeks ago). The discussion Remember when you sent, did, saw, played, etc., encourage nse in this way.

s (picture) stand in four parts of the room (yard). Signs 1 bus, hogan, etc. Each child says where he wants to go. Then he goes. This can be done in English or mother ildren as "drivers" (of bus, pick-up, car, horse), the drivers ren who say, "Take me to the

are you going? want to go to the Get in.

or English) * Ladies and Cattlemen ** Get your You will see-- Ice cold

65 , 0 Broncos Next we have-- Calves The prize goes to-- Singers or other entertainers ** Refreshment sellers f The degree of dialogue possible depends on ability of particular g expect the play to become more verbal'and more organized as it goe

Phase III - Sample Concept Lesson. Teaching little - bi& - bigger (

Two teachers: One is commentator and one is the blower. Demonstr small balloon and begins to blow as the other describes, "It's lit little. It's getting bigger and bigger. It's so big, etc., until Second time children join with commenting teacher in "blow by blow Follow-up: Find things in room - big - little. Who is bigger tha

Sunday - Domingo

Monday Domingo Buska'ni (Day after Sunday)

Tuesday Mali ji Na'anish (Two days work)

Wednesday - Tagu ji Nda'anish (Three days work)

Thursday - Di ji Nda'anish (Four days work)

Friday Ashdla aji N'aanish (Five days work)

Saturday - Yiska' Domingo (Little Sunday or day before Sund

These can be recited in phase III, one a day, holding up fingers 1 i.e., "Thursday is Di ji Nda'anish Four days work" (Hold up fing

Pictures of rugs can be used to: Evoke pride in Navajo or other Indian craft. Enjoy beautiful patterns. Learn colors, red, orange, brown, blue, green. (May require prac Learn such terms as: line, square, stripe, diamond, zig-zag, cro top, bottom, sides. Practice counting: stripes, diamonds, etc.

See slides, too, of patterns on pottery, rugs,,baskets, and other a

1219 66 Next we have-- Right here-- The prize goes to-- (How much does it ners cost?) It costs 15 cents, etc.

le depends on ability of particular group. One would e verbal and more organized as it goes along.

on. Teaching little - bi& - bigger (final g and gr worked on)

ator and one is the blower. Demonstrate: One shoWs a low as the other describes, "It's little, it's still and bigger. It's so big, etc., until it bursts." h commenting teacher in "blow by blow" description. om - big - little. WhO is bigger than -- ?

Ini (Day after Sunday)

nish (Two days work)

anish (Three days work)

ish (Four days work)

aanish (Five days work)

g (Little Sunday or day before Sunday)

III, one a day, holding up fingers 1 - 5 Mon. - Fri. nigh Four days work" (Hold up fingers) o: er Indian craft. rown, blue, green. (May require practice) square, stripe, diamond, zig-zag cross, within, around,

diamonds, etc.

pottery, rugs, baskets, and other articles. STORIES AND LANGUAGE EXPERIENCES

Many of the stories of the Indian people deal which deal wit with the beginning of things: how the world the rain and t was created, the sun and moon and stars, the the crops. An earth and its features -- mountains, lakes, and share many rivers, canyons, plains. True, the puzzle of is clearly no how these things came to be as absorbed all them. In this the peoples of the world, from time immemori- ticular appeal al. Children today, whether Indian or not, the distinctio muse over these same questions. ing an animal imagination, t As he went to bed one evening, a four year from one world old boy revealed the preoccupations of his he is not upse mind, and recalled the events of his day, by animate object asking: and the like. can be alive. Why does hair stick to your head?Why does little and help wood stay together? Why does the card table stronger force stand up? Why do jail bars stay together? for the others. Why does wallpaper stick? Why are eggs good for you? Why do lights turn on? Why is it For these reaso sometimes hot, cold, warm? Why are cakes for larly suited to birthdays? Why is a nickle 5 cents? Why do direct quality pencils have blades all through them? Why which takes no does fur stay on dogs?Why are riddles hard cal time and se and easy? Why don't people have tails? Why tale teller to do birds fly? Why is money treasure? Why do depending on th cowboys go after money? Why is there such a characters to a thing as people? predictably. C of easy movemen Some of these questions are reflections of not in any sens the times and setting of one child. Some are ime sequence o universal in content. Stories et fact and not need to be fantasy will appeal to all young children as fied beginning they build a picture of themselves and the wise readily di world. the tale lies i problem that ne Indian legends tell of the way the animals tion for phenom became what they are: How the spider got its ution of the wh red spot, why bears are black, why the skunk or -- sometimes smells good most of the time, how the pony ter who has becc was made from mud. Likewise, there are tales NGUAGE EXPERIENCES of the Indian people deal which deal with the fertility of the soil, f things: how the world the rain and the sunshine, and the growth of and moon and stars, the the crops. Animals and people talk together es -- mountains, lakes, and share many of the same problems. There ins. True, the puzzle of is clearly no bar to communication between e to be as absorbed all them. In this way, the stories have a par- orld, from time immemori- ticular appeal to young children, to whom whether Indian or not, the distinction between being human and be- questions. ing an animal is not any barrier. In his imagination, the young child moves easily e evening, a four year from one world to another. Frequently, also, preoccupations of his he is not upset about personification of in- he events of his day, by animate objects -- trees, flowers, clouds, and the like. As long as things move, they can be alive. In some of the stories the to your head? Why does little and helpless character will outwit a Why does the card table stronger force, or solve a problem too big il bars stay together? for the others. tick? Why are eggs good hts turn on? Why is it For these reasons, Indian tales are particu- warm? Why are cakes for larly suited to young children. There is a nickle 5 cents? Why do direct quality about the traditional stories all through them? Why which takes no account of strict chronologi- s? Why are riddles hard cal time and sequence. It is easy for the people have tails? Why tale teller to move about in space and time, s money treasure? Why do depending on the needs of the story, and for ey? Why is there such a characters to appear and disappear rather un- predictably. Children do not mind this kind of easy movement suited to the story, and are ons are reflections of not in any sense bound by adult notions of g of one child. Some are time sequence or causality. The plot does Stories of fact and not need to be elaborate.A clearly identi- to all young children as fied beginning and end or conclusion are like- of themselves and the wise readily dispensed with. The relish of the tale lies in its direct dealing with a problem that needs to be solved, an explana- f the way the animals tion for phenomena that are puzzling, a sol- How the spider got its ution of the whys or wherefores of existence, re black, why the skunk or -- sometimes -- a good joke on acharac- the time, how the pony ter who has become too pompous or arrogant. ikewise, there are tales

67 142 )

Each of the many Indian tribes has its own ture and v particular explanation for things. The Nava- Indian pro jo have a story about Spider Woman who in- speaks of structs Navajo women to weave on a loom which in the ori Spider Man told them how to make. The Pima auditory, tell how the rattlesnake, once the most beau- rustling o tiful but defenseless of snakes, received his rain strik fangs -- two powerful rays from the Sun God. ing of hig The Eskimos account for the beginning of fish the soothi and sea animals. In addition, there are be- one transl loved tales which treat of real events some- to preserv time in the past, travels or experiences of original w the tribe. ans:

Because of the universal themes which under- When the d lie much of the legend and lore of the Indian low rumble people, their stories can be used by other lodge, the tribes with equal understanding and apprecia- n't it? tion. It may be good for Indian children to begin to know something of the stories of and their Indian brothers of other regions and tribes, and to appreciate the differences of You hear t living associated with woodland, plain, des- of a sudde ert and tundra. gone off t

Stories can be read to children at many times Since so during the day. The teacher who has a tale thologies or two in her memory can hold children during color and restless periods of waiting for a bus, before sible for lunch, or keep them resting in the shade after into thei a long walk. Of equal importance is the need ate what to encourage children to tell their own stor- Indian st ies, to construct events of the day in story spellboun form, to fantasize about the future and to make up their own explanations for things. The rich oral tradition of the Indian people *American depends upon the imagery and skills of the logy, Edi story tellers of this generation. Capricorn as The Wi The language of each Indian tribe has its own special flavor and meanings, much of which is lost in the translation into English struc- its own tura and vocabulary. In her anthology of The Nava- Indian prose and poetry, Margot Astrov* who in- speaks of the vivid and sensual descriptions loom which in the original texts which include visual, The Pima auditory, even kinaesthetic qualities: the most beau- rustling of leaves, the monotonous patter of eceived his rain striking against the teepee, the boom- e Sun God. ing of high winds, the rippling of a brook, ing of fish the soothing coolness of shade. She cites re are be- one translator, Robert H. Lowie, who was able ents some- to preserve something of the poetry of the iences of original work of the Crow and Hidatsa Indi- ans: = ich under- When the day is cloudy, the thunder makes a the Indian low rumble and the rain patters against the by other lodge, then it's fine and nice to sleep, is- d apprecia- n't it? hildren to ries of and again, ions and erences of You hear the wind blowing, blowing, then all lain, des- of a sudden it dies down just as if it had' gone off to sleep.

many times Since so many of the tales preserved in an- as a tale thologies have been stripped of much of this dren during color and descriptive flavor, it may be pos- bus, before sible for those who are using them to reach shade after into their own feelings and attemptto recre- is the need ate what must have been added by the original own stor- Indian storyteller as he held his audience y in story spellbound. e and to things. ian people *American Indian Prose and Poetry. An Antho- s of the logy, Edited by Margot Astrov. New York: Capricorn Books. 1962. Originally published as The Winged Serpent, 1946 (Page 11.) has its own of which is sh struc- .7.,1".*sr,-

The Teacher's objectives, through the use of Eagle flew down the m written and spoken story materials, may in- Skunk. He was going clude the aims of getting children, If he saw someone, he To enjoy the stories of their own heritage. smell on him. Porcup To listen with attention of growing under- tle smelled bad. Dee standing. smelled bad, too. Ea To think logically and critically (in terms He flew quietly, but of their own experience). Eagle smelled bad. H To begin to appreciate other times, other mountain. He sat in lands, other people. To observe and recall events. To use words to express ideas, feelings The birds said, "Canar and relationships. you. You are the one- To begin to hear speech rhythms and con- smell." Canary too to flew down in the valle struction models and to reproduce these in their own conversations. much noise. He almost heard him. Now Canary A few Indian legends are included, below, to tree. suggest the flavor and form. In many instan- Quail said, "There is ces, the stories lend themselves to dramati- He is the night-hunte zation and role playing. Owl flew down. He sa WHY SKUNK SMELLS PRETTY GOOD MOST OF THE TIME a bush. Skunk had bee .A Ute Tale Now he was tired. Owl was quiet as a shadow. The birds held a council. Mocking bird said, around Skunk's bad sme "That Skunk, what are we going to do about him? He is like a little boy with a bow and Skunk is a good neighb arrow. He shoots this way, and that way." pretty good most of th

Crow said, "It smells too bad around here. THE SPIDER My babies do not smell like crow babies. They Cheroke smell like skunk babies." In the olden days the Blue Jay said, "I have a plan. One of us Many suffered from the must go down into the valley and tie a string that in some mysteriou around that bad smell." with mystical power po ed it closely and refu The birds said, "Eagle, you can fly best. one coal. She lived a You are the one to go down into the valley, you are the one to tie a string around A meeting was called a Skunk's bad smell." teered to cross the ri the fire. First the b

:1.45 69 0

through the use of Eagle flew down the mountain. There was materials, may in- Skunk. He was going around like a bad boy. g children, If he saw someone, he would throw that bad f their own heritage. smell on him. Porcupine smelled bad. Tur- on of growing under- tle smelled bad. Deer smelled bad. Frog smelled bad, too. Eagle flew close to Skunk. critically (in terms He flew quietly, but Skunk heard him. Now nce). Eagle smelled bad. He flew back upon the other times, other mountain. He sat in a tree by himself. events. s ideas, feelings The birds said, "Canary, Skunk cannot hear you. You are the one to tie up Skunk's bad smell." Canary too took the string. h rhythms and con- He flew down in the valley. to reproduce these He didn't make ations. much noise. He almost did it. But Skunk heard him. Now Canary sat alone in another included, below, to tree. orm. In many instan- Quail said, "There is one who can do this. emselves to dramati- He is the night-hunter. His name is Owl."

Owl flew down. He saw Skunk sleeping under GOOD MOST OF THE TIME a bush. Skunk had been a bad boy all day. ale Now he was tired. Owl made no noise. He was quiet as a shadow. He tied the string Mocking bird said, around Skunk's bad smell. going to do about e boy with a bow and Skunk is a good neighbor now. He smells ay, and that way." pretty good most of the time. o bad around here. THE SPIDER AND THE FIRE ike crow babies. They Cherokee Legend

In the olden days the people had no fire. plan. One of us Many suffered from the cold. It was learned lley and tie a string that in some mysterious manner an old woman with mystical power possessed fire but guard- ed it closely and refused to part with even you can fly best. one coal. She lived across the river. wn into the valley, string around A meeting was called at which many volunteered to cross the river and try to obtain the fire. First the bear tried. His coat

69 14:6 was burned black and he was forced to swim the Each of the an river to safety. Ever since, we have had the a chance to s black bear. and Mink, who what they bel Next, the crows tried. They, too, were burn- opinion was so ed black and forced to return without the a wise man. fire. Ever since, we have had black crows. For a long ti Then several.birds in a body attempted the direction in great feat. All were burned black and re- Should they f turned without success. These we call black down? All but birds. Others tried, but each returned with of all rivers only a blackened coat. and the other rivers should At last, the spider volunteered. o one said, and the thought that he could succeed. Tying a small back. pot on his back, the spider spun a web across the river to serve as a bridge on his return. "What do you t Then, crossing slowly and carefully, he, be- up to Eagle. cause of his size, eluded the guard and obtained a small coal which he put into the pot. "I agree with rivers go bot As he crossed the stream on his return trip, to come will the spider felt the little pot grow hotter, be hard to go but he staunchly continued on his way. Fin- hard to go do ally, he arrived safely home with his preci- ous cargo. But when the pot was removed from "I don't agre the spider's back, it was discovered that he the rivers tu was not only burned black, but also had a will have no bright red spot where the little pot had as far as the rested on his back. Ever since, we have had right back ag the black spider with the red spotted back. And how will think that al WHY RIVERS FLOW BUT ONE WAY Puget Sound "Raven is rig will have a v Long ago, before the world changed, all the if the rivers animal people came together for a bit meeting. Eagle was the headman of the gathering. "T think the He lived up high, in the top of a tall tree. repeated Rave Whenever the people wanted to decide anything the bends in important, they called up to him as he sat in tle eddies. the tree, and he gave them his opinion. slower. The

70 ! was forced to swim the Each of the animal people at the meeting had since, we have had the a chance to say what he thought.Even Raven and Mink, who were slaves, told the others what they believed should be done. Raven's They, too, were burn- opinion was so good that he became known as return without the a wise man. lave had black crows. For a long time the people argued about the i body attempted the direction in which the rivers should flow. mimed black and re- Should they flow up or down, or both up and

, These we call black down? All but Raven thought that one side mit each returned with of all rivers should run up the mountains and the other side should run down. All the rivers should go up as far as the falls, they lunteered. No one said, and then should turn around and come succeed. Tying r small back. pider spun a web across a bridge on his return. "What do you think of our plan?" they called and carefully, he, be- up to Eagle. ded the guard and ob- ich he put into the pot. "I agree with you," answered Eagle. "If the rivers go both ways, the new people who are am on his return trip, to come will have an easy time. It will not ttle pot grow hotter, be hard to go upstream, and it will not be hued on his way. Fin- hard to go downstream. What does Raven think?" y home with his preci- he pot was removed from "I don't agree with you," replied Raven. "If was discovered that he the rivers turn round at the falls, salmon ack, but also had a will have no chance to stop. They will go up the little pot had as far as the falls, and then they will come ver since, we have had right back again. Where will they spawn? the red spotted back. And how will the new people catch them? I think that all rivers should flow one way." W BUT ONE WAY ound "Raven is right," agreed Mink. "The people will have a very hard time catching salmon orld changed, all the if the rivers run both ways." ether for a bit meet- adman of the gathering. "I think the rivers should go but one way," he top of a tall tree. re'peated Raven. "And I think that at all nted to decide anything the bends in the streams there should be lit- up to him as he sat in tle eddies. They will make the salmon go them his opinion. slower. The people can fish there, too."

70 1 51 "Raven's reasons seem very good," said Eagle line. He could no in the tree. This is how the tu "Raven's reasons seem very good," repeated each of his four f the people on the ground. So they followed hide in the deep g his plan. tle from the preyi top and then hide That is why all rivers now run but one way. on the next hill w That is why salmon go all the way up their thing each time. home river to spawn. this was not the t that he saw going -- from Indian Le$ends of the Pacific Northwest. Ella E. This is a story th Clark. University of Cali gatherings. fornia Press. Berkeley, Calif. 1958.

AN OLD STORY HOW THE R Blackfoot

One day a rabbit was bragging that he could Many years ago the out run everything on the flat where he lived. food because there A turtle heard him and challenged him to a sent for Napi, crea race. The rabbit just laughed, but set a Napi arrived the Ch date for the race. hardships. Napi sa the trouble the nex The turtle got his friends together and told them about the race and how they could help Early the next day him win. The day of the race arrived and the started out to see race course was to be over four hills. When be found. They tra they started the rabbit was in the lead, soon out finding a trace he looked up and to his surprise he saw, the turtle just going over the top of the first One day they came t hill, as he topped the first hill he saw the deer and elk, but b turtle going over the second hill, the rabbit the animals out, a turned on more speed but as he topped the from a lodge on a h second hill the turtle was disappearing over changed himself int the third hill. He used his very fastest into a stick. They speed but when he got to the top of the child into the fore third hill the turtle was going over the atick and thoug fourth. He was now going at his top speed stick to dig roots, when he reached the top of the fourth hill the dog and his mott only to see the turtle crossing the finish eem very good," said Eagle line. He could not figure this out.

This is how the turtle won the race: He got eem very good," repeated each of his four friends to get on a hill and ground. So they followed hide in the deep grass and watch, as the turtle from the previous hill would go over the top and then hide in the grass, the turtle vers now run but one way. on the next hill would start and do the same go all the way up their thing each time. The rabbit did not know n. this was not the turtle that challenged him that he saw going over each hill. Indian Leaends of the ific Northwest. Ella S. This is a story the old en like to tell at rk. University of Cali- gatherings. nia ',Tess. Berkeley, lit. 1958. ---Donna Fisher

OLD STORY HOW THE RAVEN GOT HIS COLOR ackfoot Blackfoot

bragging that he could Many years ago the Blackfeet were short of on the flat where he lived. food because there was no game. The Chief and challenged him to a sent for Napi, creator of all things. After ust laughed, but set a Napi arrived the Chief told him of their hardships. Napi said that he would look for the trOuble the next orning. friends together and told and how they could help Early the next day Napi and the Chief's son f the race arrived and the started out to see why there was no game to be over four hills. When be found. They traveled for any days with- bbit was in the lead, soon out finding a trace of game. his surprise he saw the

ver the top of the first One day they came to a cave full of buffalo, , the first hill he saw the deer and elk, but before they could drive he second hill, the rabbit the animals out, woman and child came d but as he topped the from a lodge on a hill over the cave. Napi tle was disappearing over changed himself into a dog and his companion used his very fastest into a stick. They followed the woman and ot to the top of the child into the forest. The woman noticed le was going over the the stick and thought it would be a good going at his top speed stick to dig roots, the boy asked to keep top of the fourth hill the dog and his mother said "Yes." tle crossing the finish

14:9 71 150 Later, they all went to their lodge but when would pac they arrived there, the woman's husband said food and they would have to get rid of the dog and the men would stick as they were evil looking. polish th horns. That night the dog and stick went to the cave, Napi changed them back to their original form - The next to chase the game out of the cave. Then Napi eat break changed himself and the boy back to the shape They woul of a dog and a .stick. The man in the lodge generally heard the dog barking and came to see what send scou was happening. He was going to kill the dog herds, s and break the stick. The stick rolled up in the hair of a buffalo and escaped. The dog My grand got away also. The dog chased the buffalo his firs toward the village of the Blackfeet. Napi This was changed himself and the boy to their human hunt. forms. Then they went to the village to inform the people of the game. The men of the "Some of tribe went down to the river near the buffa- that the lo trap. They dec returned They tried to chase the buffalo into the trap, morning but the old man on the hill had changed him- they cam self into a big white bird, and scared the herd had buffalo away. fight fo with the The Blackfeet tried again and again to drive miles ki the buffalo into the trap but couldn't suc- had thei ceed. Napi caught the bird and tied it to a dressing stick over a smudgefire and left him there, until he begged for mercy. That is supposed "On the to be the way the raven got its color that wer said tha ---Donald Fisher said tha did not A CREE BUFFALO HUNT "When.t My grandmother told me a story about the way and dan the erees hunted buffalo. She said that they would start getting ready the day before the hunt was to start. The men would tell the women what they wanted taken, and the women

12 ent to their lodge but when would pack it. They also would take the e l the woman's husband said food and utensils that would be needed. The o get rid of the dog and the men would sharpen their knives, clean and e evil looking. polish their guns, and load their powder horns. g and stick went to the cave, back to their original form The next morning they would get up early and out of the cave. Then Napi eat breakfast before starting on the hunt. nd the boy back to the shape They would head for the plains where they ick. The man in the lodge generally had the best hunting. They would king and came to see what send scouts ahead to locate the buffalo e was going to kill thedog herds, sometimes this would take many days. ck. The stick rolled up in falo and escaped. The dog My grandmother said that her father went on he dog chased the buffalo his first hunt when he was only sixteen. e of the Blackfeet. Napi This was the story he told about his first nd the boy to their human hunt. went to the village to in- f the game. The men of the "Some of the scouts returned with the story o the river near the buffa- that there was a herd just a few miles away. They decided to wait until all the scouts returned so they made camp. Early the next se the buffalo into the trap, morning they started toward the herd. First n the hill had changed him- they came upon two bulls fighting, as the hite bird, and scared the herd had moved on they decided to watch the fight for awhile. They finally caught up with the herd and chased them for several ed again and again to drive miles killing what they needed. At last they the trap but couldn't suc- had their limit so they started skinning and t the bird and tied it to a dressing them out. Then they dried the meat. gefire and left him there, or mercy. That is supposed "On the return trip home they passed the bulls raven got its color that were fighting but both were dead. Some said that they fought till both died; others ---Donald Fisher said that someone shot them. The hunters did not investigate. E BUFFALO HUNT

"When they reached camp they had a big feast A 31.cl me a story about the way and dance to celebrate the successful hunt." Ibuffalo. She said that they ing ready the day before the ---Daniel Boggs t. The men would tell the wanted taken, and the women 152, 1 72 COLLECTIONS OF LEGENDS AND AUTHENTIC IND

The stories collected and edited may need some adaptation forus

Blackerby, A. Tale of An Alaskan Whale. Binfords Press

Clark, Ella E. Indian Legends of the Pacific Northwest.Berkeley California Press. 1958

Coffin, Tristram P. Indian Tales of North America. Philadelphia: Society, Ind. 1961

Coleman, Sr. B., et al. Ojibwa Myths and Legends. Ross

Harris, Christie. Once Upon a Time. New York: Atheneum Pub. 19 of the North Pacific Indians.

Hayes, William D. Indian Tales of the Desert People. New York:

Hazeltine, Alice I. (comp.) Red Man, White Man. New York: Loth Shepard. 1957

Jacobs, J. Indian Folk and Fairy Tales. New York: Putnam

Marriott, Alice. Saynday's People: The Kiowa Indians and the Stor Lincoln: University of Nebraska Press. 1963

Marriott, Alice and Carol K. Rachlin. American Indian Mythology. Crowell. 1968

Martin, F. Nine Tales of Raven. Harper

Pine, T.S. and J. Levine. The Eskimos Knew. McGraw

Phillips, S. W. Indian Campfire Tales. New York: Platt and Munk.

Reichard, Gladys A. Spider Woman. New York: Macmillan. 1934

Rushmore, Helen. The Dancing Horses of Acoma. World Publ. 1963

Shaw, A. M. Pima Indian Legends. Tucson: University of Arizona P `N

COLLECTIONS OF LEGENDS AND AUTHENTIC INDIAN TALES ind edited may need some adaptation for use withyoung children. Alaskan Whale. Binfords Press

sends of the Pacific Northwest. Berkeley: University of

an Tales of North America. Philadelphia: American Folklore

Ojibwa Myths and Legends. Ross

pon a Time. New York: Atheneum Pub. 1963 Five old tales dians.

Tales of the Desert People. New York: David McKay. 1957

p.) Red Man, White Man. New York: Lothrop, Lee and

nd Fairy Tales. New York: Putnam

s People: The Kiowa Indians and the Story They Tell. Nebraska Press. 1963

K. Rachlin. American Indian Mythology. New York:

Raven. Harper

The Eskimos Knew. McGraw

pmpfire Tales. New York: Platt and Munk. 1963

er Woman. New York: Macmillan. 1934

cing Horses of Acoma. World Publ. 1963

Legends. Tucson: University of Arizona Press. 1968

73 -1154 STORIES ABOUT INDIAN CHILDREN AND THEIR LIVES

*Suitable for use with children ages six and younger

*Books About American Indians. Sonie Bleeker. New York: Morrow

Apache Indians Aztec Cherokee Chippewa Indians Crow Indians Delaware Indians Eskimo Horsemen of the Plains: The Nez Perce Indians Horsemen of the Western Plateaus Indians Of the Longhouse Mission Indians of California Navajo Pueblo Indians Sea Hunters Seminole Indians Sioux Indians

*Cherokee Animal Tales. Robert Frankenberg. Holiday. 1968

*Cliff Dwellers of Walnut Canyon. Carroll L. Fenton. Day. 1960

*Desert People. Ann Nolan Clark. Viking. 1962

In My Mother's House. Ann Nolan Clark. Viking. 1943

*Indian and His Pueblo. Louise and Richard Floethe. New York: Scribners. 1960

*Indian Children of America. Margaret C. Farquhar. New York: Holt

Indian Sign Language. Robert Hofsinde. New York: Wm. Morrow. 1956

*Indian Two Feet and His Eagle Feather. M. Friskey. Childrens.

*Indian Two Feet and His Horse. M. Friskey. Childrens. Indians of the America's Series. Melmont

American Indian as Farmer Apaches Cherokees Children of the Seed Gatherers Dakotas Day in Oraibi Day with Honau Day with Poli Delawares Dog Team for Ongluk Hopi Indian Butterfly Dance Iroqouis Little Indian Basket Maker Little Indian Pottery Maker Moolack: Young Salmon Fisherman Navajo Land: Yesterday and Today Nika Illahee Seminoles Something for the Medicine Man Tohi: A Chumash Indian Boy

*Little Elk Hunts Buffalo. Jessie B. McGraw. New York: Nelson. 1961

Little Navajo Bluebird. Ann Nolan Clark. Viking.

*Little Sioux Girl. Lois Lenski. Philadelphia: Lippincott. 1958

*The North American Indians. Ernest Berke. New York: Doubleday. 1963

Ootook, Young Eskimo Girl. L. Harrington. Hale

Panuck. The Eskimo Sled Dog. Frederick Machetanz. New York: Scribners. 1939

*Picture-Skin Story. Alex W. Bender III. New York: Holiday House. 1957 *True Book of Little Eskimos. D. A. Copeland

*True Book of Indians. T. Martini. Childrens ^

CHILDREN'S BOOKS OF GENERAL INTEREST WHICH HAVE SPECIAL VALUE FOR INDIAN CHILDREN

A Pocket Full of Crickets. Rebecca Caudill. Holt. 1964

A Snowy Day. Ezra Jack Keats. Viking. 1962

All About Animals and Their Young. R. M. McClung. Random House

All Kinds of Seals. B. Kohn. Random

Animal Folk Tales of America. T. Parazzo, Doubleday

Animal Mothers and Babies. R. Foran. Warne

Animals of the Artie. G. Vevers. McGraw

Animal Stories to Read Aloud. Wonder. 1959

Animals at Home Series. M. Koenig. Grossett and Dunlop Beaver - Bee - Mouse - Penguin - Stork - Whale knimals Round the Year. G. 0. Blough. Harper-Row

Animal Tracks and Hunter Signs. E. T. Seton. Doubleday

Brighty of the Grand Canyon. M. Henry. Rand

The First Snowflake. M. A. and E. W. Gibson. Allied Florida

The Fox Went Out On a Chilly Night. Peter Spier. Doubleday. 1961

Here Come the Whales. A. E. Goudey. Scribner Also: Here Come the Beavers, Deer, Dolphins, Raccoons

Hide and Seek Frog. A. R. Tresselt. Lothrop

The Mighty Bears. R. M. McClung. Random

Mighty Hunter. B. and E. Hader. Macmillan

Oley the Sea Monster. M. H. Ets. Viking .0 n.

Red Fox and His Canoe. N. Benchley. Harper and Row

Red Mittens. L. Bannon. Houghton Mifflin

Reindeer Trail. B. and E. Hader. Macmillan

Remarkable Chameleon. Lilo Hess. Scribners. 1968

Time for Wonder. M. F. Taylor. United Church

Tracks and Trailcraft. E. Yaeger. Macmillan

Tracks in the Snow. R. Tbdd. Dover

Whales Go By. F. Phleger. Beginner Press

1 A SELECTED LIST OF RECOMMENDED BOOKS FOR Cap CHILDREN, AGES 3-5 WHO MAY HAVE HAD LITTLE PREVIOUS OPPORTUNITY TO SEE AND ENJOY BOOKS

Compiled by Dorothy J. Anderson Chil4ren's Services Division American Library Association

The ABC, written and illustrated by Bruno Munari. World, 1960. $3.50 This is a clearly drawn ABC book with whim- A sical touches by the artist.

Bedtime For Frances, by Russell Hoban; illustrated by Garth Williams. Harper, 1960. $2.75. Frances, the badger, could be a child -- the way she thinks up reasons for not going to sleep. Like a child, she's not pleased with the thought of a spanking and so does Th go to sleep after many interruptions.

The Biggest Bear, by Lynd Ward. Houghton Mifflin, 1953. $3.25. Johnny solves the problem of a bear cub that becomes bigger and bigger.

Blueberries for Sal, by Robert McCloskey. Viking, 1948. $3.00. Little Sal and her mother and Little Bear and his mother get all mixed up when they set out to pick blueberries.

The Camel Who Took a Walk, by Jack Tworkov. Dutton, 1951. $2.95 A beautiful camel unwittingly outsmarts a tiger, a monkey, and other forest creatures who lie in wait for her. Pleasant, lilting language and a surprise ending.

im,cy 78: ECOMMENDED BOOKS FOR Caps for Sale, written and illustrated by -5 WHO MAY HAVE Esphyr Slobodkina. W. R. Scott, 1947. IOUS OPPORTUNITY $2.75 ENJOY BOOKS While a tired peddler slept, a group of mischievous monkeys took all of the caps thy J. Anderson from his pack. The peddler's efforts to ices Division get the caps returned amuse children and y Association make this a good story to act out. The Circus Baby, written and illustrated by ustrated by Bruno Munari. Maud and Miska Petersham. Macmillan, 1950. 0 $3.00 drawn ABC book with whim- A circus elephant spends a great deal of he artist. time watching the clown family. One day she decides her baby elephant must learn by Russell Hoban; illus- to eat properly--with high chair, bib, lliams. Harper, 1960. dishes, and silver. The result is disas- trous. The pictures will please small r, could be a child -- children who may remember having had some up reasons for not going of the same difficulties. child, she's not pleased f a spanking and so does The Country Bunny and The Little Gold Shoes, many interruptions. by Du Bose Heyward; illustrated by Marjor- ie Flack. Houghton. $3.25. Lynd Ward. Houghton Delightful pictures in the delicate soft .25. colors of Spring show how the Country Bun- problem of a bear cub ny was chosen to be one of the Easter Bun- r and bigger. nies.

, by Robert McCloskey. Crow Boy, by Taro Yashima. Viking, 1955. .00. $2.75. r mother and Little Bear Pictures in rich colors illustrate a story t all mixed up when they about a wise teacher and a lonely boy. lueberries. Curious George, written and illustrated by a Walk, by Jack Tworkov. Hans A. Fey. Houghton, 1941. $3.25. .95 Curiosity brings about the capture of unwittingly outsmarts George, a little jungle monkey, and later

, and other forest crea- brings him some exciting adventures on his wait for her. Pleasant, boat ride to America and on his arrival in and a surprise ending. New York City when he gets loose.

78 The Day We Saw the Sun Come Up, by Alice In A Pumpkin Shell: Goudey; illustrated by Adrienne Adams. illustrated by Jo Scribner. $3.25. court, 1960. $2. Two children watch day come and go. Simple Mother Goose rhym explanations of sun and earth. Delicate chosen for each 1 pastel drawings. Inch by Inch, writt The Five Chinese Brothers, by Claire H. Bish- Lionni. Obolensk op; illustrated by Kurt Wiese. Coward- An inchworm saves McCann, 1938. $2.50. robin by proving Amusing folk tale of five unusual Chinese surer. Beautiful brothers is told in brief text and bold pictures. pictures. The humor and pattern of the story make it ideal for storytelling or lap Katy No-Pocket, by reading. by H. A. Rey. Ho Katy Kangaroo did Grandfather and I, by Helen E. Buckley. which to cart her Lothrop, 1959. $2.95. other animals how A boy's delight in walking with his grand- babies. father. Lilting, repetition.\ The Little House, w The Happy Lion, by Louise Patio; illustrated by Virginia Lee B by Roger Duvoisin. Whittlesey (Now McGraw- $3.00. Hill), 1954. $2.75. Panoramic picture The Happy Lion lived in a zoo in France. the changing seas z All the people who visited the zoo were his as the city moves friends until he got out of the cage and house. Its move tried to return their visits. Rollicking pletes a satisfyi nonsense with distinguished pictures. More adventures follow in later books. Little Toot, writte die Gramatky. Pu Harry The Dirty Dog, by Gene Zion. Harper, The gay story of 1956. $3.25. that finally assu Harry hates to be clean and hides the brush The original draw the children use to bathe him. most appealing.

Horton Hatches the Egg, by Dr. Seuss. Random Make Way for Duckli 1940. $2.95. trated by Robert Story in verse of Horton who hatches the $3.50. egg of Mayzie, a very lazy bird. The popular and a taken by Mrs. Mall when they move fro land in the Charle

161 79 ome Up, by Alice In A Pumpkin Shell: A Mother Goose ABC, Adrienne Adams. illustrated by Joan Walsh Anglund. Har- court, 1960. $2.95. come and go. Sinple Mother Goose rhymes have been carefully d earth. Delicate chosen for each letter of the alphabet.

Inch by Inch, written and illustrated by Leo by Claire H. Bigh- Lionni. Obolensky, 1960. $3.50. t Wiese. Coward- An inchworm saves himself from a hungry robin by proving his usefulness as a mea- ive unusual Chinese surer. Beautifully colored imaginative ief text and bold pictures. nd pattern of the storytelling or lap Katy No-Pocket, by Bony Payne; illustrated by N. A. Rey. Houghton. $3.00. Katy Kangaroo didn't have a pocket in len E. Buckley. which to cart her son Freddy so she asked other animals how they carried their king with his grand- babies. titian. The Little Nouse, written by and illustrated Patio; illustrated by Virginia Lee Burton. Houghton, 1942. ittlesey (Now McGraw- $3.00. Panoramic pictures full of detail trace a zoo in France. the changing seasons and the changing scene ited the zoo were his as the city moves in around the little t of the cage and house. Its novo back to the country coil:- isits. Rollicking plates a satisfying experience. shed pictures. More ter books. Little Toot, written and illustrated by Har- die Oranatky. Putnam, 1939. $3.50. e n. Zion. Harper, The gay story of a lighthearted tugboat that finally assumed his responsibility. and hides the brush The original drawings by the author are he him. most appealing.

y Dr. Seuss. Random Make Way for Ducklings, written and illustrated by Robert McCloskey. Viking, 1941. n who hatches the $3.50. any bird. The popular and amusing story of the trip taken by Mrs. Mallard and her ducklings when they move from their home on an island in the Charles River to a new loca-

79 162 tion in the Boston Public Gardens, snarling Policeman Small, wr traffic as they travel along the busy, nar- Lois Lenski. Wal row streets. A Caldecott Medal Award. Everyday experien traffic detail ar Mike Mulligan and His Steam Shovel, by Virgin- with picture oppo ia Burton. Houghton, 1939. $3.25. Mike Mulligan remains faithful to his steam Rain Drop Splash, b shovel, Mary Anne, against the threat of trated by Leonard the new gas and Diesel engines. $2.75 The cadence of fa Millions of Cats, written and illustrated by the brief text te Wanda Gag. Coward-McCann, 1928. $2.50. rainy day. The r When the very old man goes out to look for the shiny leaves, a kitten, he comes home with millions and nose, splashed fr billions and trillions of cats. He and the Full-page picture very old woman can't decide which one to men the text. keep, but the cats settle that problem in their own way. The Red Carpet, by 1948. $3.75. Mother Goose: Seventy-Seven Verses With Pic- Rollicking verse Tures by Tasha Tudor. Walck, 1944. $3.25. through town on a Lovely delicate pictures in pastel shades illustrate a Mother Goose with an unusual The Snowy Day, writ format. Especially appealing to little Ezra Jack Keats. girls. Footprints in the travels during a Pelle's New Suit, written and illustrated by outdoors. A Cal Elsa Beskow. Harper, 1929. $2.50. Pelle, a Swedish farm boy, earns his new The Story About Pi suit and follows each step in the process lustrated by Kur of its making. The book is memorable for $1.75. its fresh, colorful pictures of rural Swe- The story of a C den. houseboat. To e coming up the ga Play With Me, written and illustrated by one evening. Af Marie Hall Ets. Viking, 1955. $2.75. cooking pot, Pin Appealing drawings illustrate the story of with a spanking, a little girl looking for and finding a playmate among the meadow creatures when The Story of Babar she learns to sit quietly. by Jean de Brunh French by Merle $1.95. Babar is a young 163 80 Gardens, snarling Policeman Small, written and illustrated by ong the busy, nar- Lois Lenski. Walck, 1962. $2.25. Medal Award. Everyday experiences of a policeman on traffic detail are told in simple text, Shovel, by Virgin- with picture opposite. 9. $3.25. thful to his steam Rain Drop Splash, by Alvin Tresselt; illus- t the threat of trated by Leonard Weisgard. Lothrop, 1946. gines. $2.75 The cadence of falling rain is caught in nd illustrated by the brief text telling what happened on a , 1928. $2.50. rainy day. The raindrops "dripped from s out to look for the shiny leaves, dropped from a rabbit's ith millions and nose, splashed from a brown bear's tail." cats. He and the Full-page pictures in muted colors comple- de which one to men the text. that problem in The Red Carpet, by Rex Parkin.Macmillan, 1948. $3.75. n Verses With Pic- Rollicking verse follows the red carpet ack, 1944. $3.25. through town on a mad and fun-filled chase. in pastel shades with an unusual The Snowy Day, written and illustrated by Lling to little Ezra Jack Keats. Viking, 1962. $3.00. Footprints in the snow mark small Peter's travels during a wonderful fun-filled day aid illustrated by outdoors. A Caldecott Medal Award. 9. $2.50. '1 earns his new The Story About Ping, by Marjorie Flack; il- p in the process lustrated by Kurt Wiese. Viking, 1933. is memorable for $1.75. res of rural Swe- The story of a Chinese duck who lives on a houseboat. To escape being spanked for coming up the gangplank last, he hides out .11ustrated by one evening. After he nearly ends up in a 1955. $2.75. cooking pot, Ping decides that home, even rate the story of with a spanking, is highly desirable. and finding a ; creatures when The Story of Babar, written and illustrated 7. by Jean de Brunhoff; translated from the French by Merle S. Haas. Random, 1933. $1.95. Babar is a young elephant who left the jun-

80 164 gle to live in Paris. When he goes back to Unreluctant Y his home, he is proclaimed king of the ele- Lilian Smit phants. There is a tongue-in-cheek matter- of-factness which appeals to children. The Following is a childlike, yet sophisticated, pictures are above books: good for hours of looking. American Libr The Tale of Peter Rabbit, written and illus- Huron Street, trated by Beatrix Potter. Warne, 1903. $1.25. Coward-McCann The immortal story of Peter Rabbit and his New York, New misadventures in Mr. McGregor's garden is still a favorite book for little children. E. P. Dutton They can soon "read" it just looking at South, New Yo the pictures. Harcourt, Brac Where the Wild Things Are, Maurice Sendak. Caldwell Avenu Harper, 1964. $3.50. Max, sent to bed for acting wildly, be- Harper & Row, comes monarch of a fantastic animal world. York, New York

White Snow, Bright Snow, by Alvin Tresselt; Horn Book, Inc illustrated by Roger Duvoisin. Lothrop, Boston, Massac $2.95. The first snowfall brings work for the Houghton Miffl farmer, postman and policeman, but wonder Boston, Massac and delight for the boys and girls. Lothrop, Lee & The above titles and book notes were selected Fourth Avenue, from the following sources:

Let's Read Together - American Library Association "Caldecott Medal Books" - American Library Picture Books - Assn. Philadelphia Free Library

Books for Adults on Children's Reading

Bequest of Wings Annis Duff (Viking) Books. Children and Men Paul Hazard (HOrn Book) eilA.

Paris. When he goes back to Unreluctant Years proclaimed king of the ele- Lilian Smith (ALA) is a tongue-in-cheek matter- ch appeals to children. The Following is a list of publishers of the sophisticated, pictures are above books: of looking. American Library Association, 50 East Rabbit, written and illus- Huron Street, Chicago, Illinois 60611. ix Potter. Warne, 1903. Coward-McCann, Inc., 200 Madison Ave., ory of Peter Rabbit and his New York, New York. n Mr. McGregor's garden is e book for little children. E. P. Dutton & Co., Inc., 300 Park Ave. read" it just looking at South, New York, New York.

Harcourt, Brace & World, Inc., 7555 ings Are, Maurice Sendak. Caldwell Avenue, Chicligo, Illinois. $3.50. d for acting wildly, be- Harper & Row, 49 East 33 Street, New f a fantastic animal world. York, New York. t Snow, by Alvin Tresselt; Horn Book, Inc., 585 Boylston Street, Roger Duvoisin. Lothrop, Boston, Massachusetts. all brings work for the Houghton Mifflin Company, 2 Park Street, and policeman, but wonder Boston, Massachusetts. the boys and girls. Lothrop, Lee & Shepard Co., Inc., 419 and book notes were selected Fourth Avenue, New York, New York. g sources:

her - American Library Association Books" - American Library Assn. Library

Children's Reading,

'king) and Men Orn Book)

81 16 ° 1 r-; THE DEVELOPMENT OFSOCIAL SCIENCE C

Encroachment on our environment is destroying DISCOVERY 0 our natural resources. Neglect of the cul- SCHOOL AND tures of the American Indian is destroying his heritages, and his tribal patterns. In The social 1 non-Indian schools, children frequently study grows out o "the Indians."For the child growing up in his neighbo the context of the reservation, it becomes two worlds the task of the school to help him develop are also dra options for his future life. He must be in the scien helped to develop a healthy self-concept that fit the kind respects, admires and carries forth his cul- ity to under ture. Parents and grandparents help shape the child's view of himself and of the world Together the around him. They further his sense of be- the social s longing to a family, group, tribe or commun- experiences ity. staff a chil

There must be channels of communication be- How to mak tween the home and school, with the family Ways of ge welcome in the school environment. Before chology) arriving at school, the Indian child has To share a come to know his community through active the clas exploration. He should be offered the same The cultur chance to explore the school community. School helps the child enter the world of In discovery work. It provides takks for him, aiding him can help him in their performance, and generally helping him to see his role in the classroom. By ex- Realize th panding the confines of the classroom jobs, in his hom to school jobs, and then to the roles played him aware in the community, the child begins to value the work performed by others. Excursions and Realize th trips into the community to watch people at make to hi work expand the boundaries of the classroom, while invitations to the community members to Become awa enter the classroom and perhaps to share the atmosp their skills, makes the school part of the behavior o larger community and the community part of the school. Experiences come could b THE DEVELOPMENT OF SOCIAL SCIENCE CONCEPTS avironment is destroying DISCOVERY OF SELF IN RELATION TO FAMILY, Neglect of the cul- SCHOOL AND COMMUNITY Indian is destroying s tribal patterns. In The social living program for Indian children hildren frequently study grows out of the various aspects of his home, he child growing up in his neighborhood, and the school life of the servation, it becomes two worlds in which he lives. Basic concepts 1 to help him develop are also drawn from the various disciplines e life. He must be in the sciences and they are translated to ealthy self-concept that fit the kindergarten child's level of abil- carries forth his cul- ity, to understand. andparents help shape imself and of the world Together these form the specific goals of pher his sense of be- the social studies program. Through the many group, tribe or commun- experiences arranged by the kindergarten staff a child learns: s of communication be- How to make decisions (Sociology) hool, with the family Ways of getting along with others (Psy- environment. Before chology) he Indian child has To share and use available materials of unity through active the classroom (Economics) ld be offered the same The culture and history of his tribe. school xommunity. d enter the world of In discovery of self the kindergarten staff sks for him, aiding him can help him to: and generally helping the classroom. By ex- Realize that he holds an important place of the classroom jobs, in his home and his school group, make hen to the roles played him aware that he is important. child begins to value others. Excursions and Realize that he has a contribution to Ity to watch people at make to his family and to his classmates. aries of the classroom, the community members to Become aware that his behavior affects nd perhaps to share the atmosphere of the classroom and the he school part of the behavior of the others. the community part of Experiences through which realization can come could be to:

167 82 1Pq Make it possible for the child to have Other prearranged meaningful tasks to perform in the school to the children's setting-preparing food, setting the tablet parents work, the preparing classroom materials, helping to tion, laundry, su clean up. trip to the healt tive services nea Help the child appreciate the importance clinic hours, giv of his presence as a member of the group; explore and talk of the way he carries out his responsibility (call the child by name), let him com- In planning trips plete selected tasks in his own way at his artifacts for cla own pace; display his work in prominent alert to cultural places. Keeping up relati Reinforce positive behavior through talk- shared experience ing with him and including him in activi- vide for a contin ties; communicating with him through ges- growth - Headstart ture, a pat, a smile. The kindergarten s Accept the child and accept his contribu- opportunities to tions. clarify his think housekeeping area Give the child opportunities to have full try, library and 1 access to materials and equipment in the arts and music. classroom so that he may choose activities according to his own interests and have ex- Replicate celebrat periences with other children in leading their families are and following in the play activities: cal custom and cha housekeeping area, blocks, carpentry, library and language area, dramatic play, etc. THE WORLD OF WORK

To help the child see himself in relation to In looking at the home and school the kindergarten staff can: may have as her ob

Arrange for short trips for small groups of Understand that children through and around the school, jobs. visiting the kitchen, the boiler plant, the Understand that nurse's office, the principal's office, and different skills other classrooms; observing use of the Understand that typewriter, the intercom system, filing another through cabinets, the adding machine, the telephone, buting to the co the heating equipment, the scale for weigh- Bring into focus ing, etc. bers of the corm

189 83 for the child to have Other prearranged trips could include those to perform in the school to the children's homes, to places where g food, setting the tablet parents work, the trading post, filling sta- oom materials, helping to tion, laundry, supermarket, post office. A trip to the health station or other supportive services near the school, if made after ppreciate the importance clinic hours, gives the children a chance to as a member of the group; explore and talk with the personnel. rries out his responsibil- ild by name), let him com- In planning trips to visit ruins and gather asks in his own way at his artifacts for classroom, teachers should be y his work in prominent alert to cultural taboos.

Keeping up relationships through./ visits and ve behavior through talk- shared experiences with Headstart, can pro- including him in activi- vide for a continuum in relationships and ing with him through ges- growth - Headstart through first grade. mile. The kindergarten staff can give the child and accept his contribu- opportunities to reconstruct experiences and clarify his thinking through activities in housekeeping area, blocks (mapping), carpen- pportunities to have full try, library and language area, creative als and equipment in the arts and music. t he may choose activities own interests and have ex- Replicate celebrations in which children and ther children in leading their families are involved according to lo- the play activities: cal custom and character. a blocks, carpentry, li- ge area, dramatic play, etc. THE WORLD OF WORK

see himself in relation to In looking at the world of work, the teacher kindergarten staff can: may have as her objectives to help the child:

t trips for small groups of Understand that there are many kinds of and around the school, jobs. chen, the boiler plant, the Understand that different jobs require he principal's office, and different skills. observing use of the Understand that people often help one ntercom system, filing another through their jobs, thus contri- ing machine, the telephone, buting to the community. ment, the scale for weigh- Bring into focus his experiences with members of the community.

169 83 N Observe and understand the roles played by Oil drillin others. Find suitable models of identification. Road constr Value the world of work. Value jobs performed by others. Manufacturi ta), Cann Many facets of work can be looked at. Both Indian and non-Indians should be studied. Carpenters: The fireman, policeman, sheriff, teacher, doc- Sioux (No tor, nurse, garbage man, religious leader, teacher's aide, social worker, plumber, ser- The field of vice station man, cooks, mechanic, factory an child shou worker, grocer, artist, medicine man, are ing for membe helpers that exist in one form or another in what occupati most communities; they may be Indian or Anglo. tions provide Today the American Indian is employed at a the world of large variety of jobs. The following are just values to it. a few of the many occupations existing, and mitted the ri an example of the tribe known for it. tribal cultur of the tribe, Farmers: Cherokees (North Carolina), he has made Blackfeet (Montana), Sioux (North Dakota). When one look Herders: Navajo (Arizona), Hopi (Arizona) pations, it i performed by Forestry: Cherokee (North Carolina), Sem- are familiar inole (Florida), Utes (Utah). and the Puebl cription of a Sawmill: Navajo (New Mexico), Chippewa (Great Lakes). The Navajo si years old; je Reindeer herding: Togisk Eskimos cast silver ( then filed do Ranching: Apache (Arizona), Blackfeet placed by sil (Montana). stamped on wi from the Zuni Fishermen: Haidas (Alaska) jewelry was o it is now pur Construction: Mohawk The drum play Fire Fighters: Zuni, Hope (Arizona), ceremonial an Mescalero Apache (Arizona). or rhythm for derstand the roles played by Oil drilling: Osage and Oklahoma Indians models of identification. Road construction: Eskimos d of work. formed by others. Manufacturing: Sioux (North & South Dako- ta), Canning pickles - Islets Pueblo. ork can be looked at. Both ndians should be studied. Carpenters: Cherokee (North Carolina), iceman, sheriff, teacher, doc- Sioux (North Dakota), Hopi (Arizona). age man, religious leader, social worker, plumber, ser- The field of work relevant to the young Indi-

, cooks, mechanic, factory an child should relate to occupations exist- artist, medicine man, are ing for members of his tribe. No matter st in one form or another in what occupation an Indian chooses, the op- they may be Indian or Anglo. tions provide him the opportunity to enter an Indian is employed at a the world of work, bringing his own cultural jobs. The following are just values to it. At the same time, he is per- y occupations existing, and mitted the right to return to his life in the e tribe known for it. tribal culture and his place in the society of the tribe, bringing with him the profits kees (North Carolina), he has made in the world of work. ontana), Sioux (North Dakota). When one looks specifically at Indian occu- (Arizona), Hopi (Arizona) pations, it is necessary to include the role performed by the craftsman. Generally, we rokee (North Carolina), Sem- are familiar with the crafts of the Navajo da), Utes (Utah). and the Pueblo people. This is a brief description of a few of these crafts: o (New Mexico), Chippewa ). The Navajo silversmith's craft is about 100 years old; jewelry was originally made from ng: Togisk Eskimos cast silver (coins), melted into molds, and then filed down; today coins have been re- che (Arizona), Blackfeet placed by silver slugs and designs are stamped on with dies; turquoise, obtained from the Zuni, is set into the silver; while idas (Alaska) jewelry was originally made for personal use, it is now purchased by tourists. Mohawk The drum plays an important role in Pueblo Zuni, Hope (Arizona), ceremonial and dance because it sets the time ache (Arizona). or rhythm for the Indian. The drum-maker pro-

111 84 t^or duces three kinds of drums: (1) a hand drum, it is waterproofe consisting of a skin head and drum body of surface; horsehal soft wood; (2) a water drum, consisting of a added; and (3) th log with a hollow end, filled with water, and is coiled and wid a skin over the top; and (3) a hollow drum consisting of a drum body covered with The tribal societ szretched hide on both top and bottom. engendered in it positions. There The craft of the Hopi potter involves the wo- whether by inheri man; she rolld a ball of clay till it forms larity, who is th long chains which are then wrapped or coiled ters or masons wh around, and pressed together into the desired dwellings, in ret shape; when this is achieved, the pot is of the farmer or smoothed out, decorated, fired; no two pots frequently made b have the same design. The health and re are met by the me Navajo women weave rugs sold to tourists; in of a tribal socie other tribes, both men and women weave (Hopi) cratic patterns m a rug frame consists of four poles, two ver- even though these tical and two horizontal, at top and bottom; the larger societ threads going up and down form the warp while the medicine man the weft (woof) is the filling across; these consulted, for ex rugs take a great deal of time to produce. HOUSING Sandpainting is part of the Navajo ceremonial to cure the ill by removing his bad thoughts; The young child n the shaman (or sandpainter) working on the him to make sense floor of the hogan, draws a figure, sprink- cate himself in i ling it with grains of sand; each part of the technique for ach figure has a specified meaning; when the draw- haps one starts b ing is complete, the ill person sits in the with the children middle of it, as grains of sand from the fig- the windows; we k ure drawing are placed on his body; he then science materials leaves the hogan as the sand is carefully The child thus le scraped up, placed into a blanket, and bur- through his sense ied. Thus the ill person is to be cured. blindfolded to fi Now sand paintings are made to be sold. What clues does h when he takes the Apache women make three kinds of baskets: (1) the burden basket is made of squaw brush The child should or split willow; portions of which are dyed school room as he black for decoration;(2) the "tus" or water school becomes his basket, with its narrow neck and wide mouth; each day. Can we of drums: (1) a hand drum, it is waterproofed by applying pitch to its icin head and drum body of surface; horsehair handles are sometimes ater drum, consisting of a added; and (3) the bowl-shaped basket which e nd, filled with water, and is coiled and wide. p; and (3) a hollow drum um body covered with The tribal society, like most societies, has both top and bottom. e ngendered in ft differentiated tasks and positions. There is the political leader, opi potter involves the wo- whether by inheritance, achievement or popu- all of clay till it forms larity, who is the chief. There are carpen- are then wrapped or coiled ters or masons whose job it is to help build d together into the desired dwellings, in return they receive the produce achieved, the pot is of the farmer or the herder. Clothing is rated, fired; no two pots frequently made by a person in the tribe. gn. The health and religious needs of the Indian are met by the medicine man. The microcosm rugs sold to tourists; in of a tribal society with its own idiosyn- men and women weave (Hopi) cratic patterns must be given consideration, ts of four poles, two ver- e ven though these roles are duplicated in zontal, at top and bottom; the larger society. In some instances, both nd down form the warp while the medicine man and the pediatrician are the filling across; these consulted, for example. deal of time to produce. HOUSING rt of the Navajo ceremonial removing his bad thoughts; The young child needs experiences which help dpainter) working on the him to make sense of his world, and to lo- , draws a figure, sprink- cate himself in it. Napping is a useful of sand; each part of the technique for achieving these goals. Per- fied meaning; when the draw- haps one starts by mapping the classroom, he ill person sits in the with the children. "This is our library near rains of sand from the fig- the windows; we keep our dolls over here; the aced on his body; he then science materials are also near the windows." the sand is carefully The child thus learns to map his world into a blanket, and bur- through his senses. Ask child who has been person is to be cured. blindfolded to find his way about the room. are made to be sold. What clues does he use? What does he see when he takes the blindfold off? three kinds of baskets,: ket is made of squaw brush The child should become as familiar with the ortions of which are dyed school room as he is with home, for the n; (2) the "tus" or water school becomes his home for a number of hours rrow neck and wide mouth; each day. Can we show the relationship be-

173, BS 174 tween school and home? Can we carry over be co from his home to the classroom? Indeed, it is su should be done. By looking at housing, such some as his own home, and the homes of other tri- young bal people, the Indian child develops a sense self of being part of something larger than his ing. own immediate setting. An approach to hous- the t ing should move from the familiar, to the struc less known, looking at points of similarity Thin and differences, and high lighting conditions and contributing to housing types. While this was may look like a very didactic approach to of p working with young children, it is not meant hous to be so. These experiences should not take chil the form of a formal lesson, or presentation of facts, but should emerge from the class- Indi room activities. Questions about what should stru be in the housekeeping area or what the child larg has in his home, give the teacher much infor- ted 'Ration about the child's home, and brings the to t home environment into the confines of the anot classroom. Block building and other construc- tops tion lead to further understanding of homes, hide building types, and the child's world. the and The teacher may wish to emphasize the point or t that people live in different types of of t houses. Her goals may include: it c as t To develop knowledge and understanding of areas in the classroom and the home. The To see how housing is constructed, what buil materials are used. has To compare different types of housing, a ho To appreciate different types of housing cape and the conditions of their style (i.e. to t tropics-chickee) band To understand contemporary and historical no s housing used by different Indian tribes. the Cont The following is a description of several cans types of Indian dwellings; this should not to t

86 ome? Can we carry over be construed as an exhaustive listing. It he classroom? Indeed, it is suggested merely as a resource, to open y looking at housing, such some paths of exploration for teachers of nd the homes of other tri- young American Indian children. Ask your- dian child develops a sense self about colors, shapes and size of hous- omething larger than his ing. Ask how the adobe is made (Pueblo), or ing. An approach to hous- the trees cut, and notched in housing con- om the familiar, to the struction. Look at the variety of roofs. g at points of similarity Think about climate and physical conditions nd high lighting conditions and how these dictated what kind of housing using types. While this was built. Lastly, ask if there are ways ry didactic approach to of providing classroom experiences about children, it is not meant housing related to the tribal culture of the xperiences should not take children. al lesson, or presentation ld emerge from the class- Indian housing varies in size, shape, con- Questions about what should struction and materials. Sioux lived in ping area or what the child large tents called teepees. The woman erec- ive the teacher much infor- ted the structure by sticking long poles in- hild's home, and brings the to the ground, a specified distAnce from one nto the confines of the another, forming a circle, and leaning the building and other construc- tops together. The poles were c'overed with er understanding of homes, hides, stitched together, and stretched over d the child's world. the poles. The hides were decorated by men, and included stars and animals. The-teepee, ish to emphasize the point or tipi, always faced the east. The housing in different types of of the Plains Indian was practical because may include: it could be taken down and moved elsewhere as the Indian followed the game. iedge and understanding of classroom and the home. The Navajo home is called a hoxan. It is ing is constructed, what built of logs, covered with clay or mud, and used. has six or eight sides, a rounded roof, with erent types of housing. a hole in the top from which smoke could es- ifferent types of housing cape. The north side of the hogan belongs tions of their style (i.e. to the women while the south side is her hus- ee) band's. Hogans always face the east because ontemporary and historical no shadow is to fall between the Navajo and by different Indian tribes. the Sun when he says his morning prayers. Contemporary hogans have stoves, often oil a description of several cans, with stovepipes carrying the smoke up wellings; this should not to the hole in the roof. MI llorIt ',STY.,Y.

The Indians of the Pueblo lived in large com- over the structure, pact villages, joined together, with each placed with canvas. room built next to another. Adobe was used moved easily. The as the chief construction material. The doors, and small en thick walls of the pueblo made this home cool may be built close in the summer and warm in the winter. The roofs were supported by wooden beams covered The chickee was the with adobe plaster; the beams stuck out these open houses p through the walls of the room; windows were sun and rain, yet a small, thus cutting down on the ventilation. through; the roofs Rooms on the lower floors did not have en- and covered with th trances, and might have been used for stor- of construction was age. The buildings could only be reached conditions of the Se with the aid of a ladder which made them more have sides, and som secure from outsiders. Modern Pueblo people live in less compact villages. While some of Choctaws of Mississi the new houses are built of adobe, others are rectangular in shape made of wood. The roofs re gabled, and covered with thatch or ered with tin. These new houses are more referred to as lo h scattered than the older pueblos. The wigwam, or home The Zuni tribe live in modern houses built was'oval or conical out of stone with brightly painted doors and lings, covered with windows. The rooms are large with high ceil- erected by a woman. ings and corner fireplaces; most Zuni homes tical type of housin have stoves, and small flower gardens outside moveable. of their homes; this is not usual for most Indian homes. The vegetable garden, tended The lona house was t by the woman, is known as a waffle garden, tribes of the northw because of the low walls to retain water, and were tied together m is planted near the river. These homes were som size proclaiming the The wickiup, or Apache home, was also built its owner. Below th by. women. It was round or oval in shape, were supply shelves twelve feet across, and about eight-feet high. dried meats ,berries In the middle was a hole dug for a fire, which was used in poor weather unconducive to out- The Alaskan lived in door cooking. The wickiup frame consisted of while they constructl poles set into the ground, and bent together caught in a storm, tl at the top, leaving an opening for smoke to buildings. The trad: escape. brush or branches were woven through of a driftwood, or wi the poles. The frame was then covered with insulated with blockl grass, or straw. Originally, hide was placed dwellings are made o

177 87 ueblo lived in large com- over the structure, but later, it was re- d together, with each placed with canvas. The wickiup could be nother. Adobe was used moved-easily. The wickiup of today may have ction material. The doors, and small entrance halls. Several ueblo made this home cool may be built close together. rm in the winter. The by wooden beams covered The chickee was the home of the Seminoles; the beams stuck out these open houses provided shelter from the the room; windows were sun and rain, yet allowed the breezes to pass down on the ventilation. through; the roofs wers.aupported by poles loors did not have en- and covered with thatch and reeds. This kind ave been used for stor- of construction was adequate for the tropical could only be reached conditions of the Seminoles. Modern chickees dder which made them more have sides, and some have indoor toilets. s. Modern Pueblo people villages. While some of Choctaws of Mississippi made homes of wood, uilt of adobe, others are rectangular in shape, with curved roofs cov- oofs Are gabled, and covered with thatch or bark. These houses are e new houses are more referred to as loR houses. lder pueblos. The wigwam, or home of many nomadic hunters, in modern houses built was'oval or conical in shape, built of sap- ightly painted doors and lings, covered with birchbark strips, and are large with high ceil- erected by a woman. Again, this was a prac- places; most Zuni homes tical type of housing because it was easily 11 flower gardens outside moveable. is not usual for most egetable garden, tended The long house was typical of the coastal wn as a waffle garden, tribes of the northwest. Planks of cedar alls to retain water, and were tied together making a gabled lodge. river. These homes were sometimes huge, with the size proclaiming the status or prestige of he home, was also built its owner. Below the rafters of each house und or oval in shape, were supply shelves containing smoked and and about eight-feet high. dried meats, berries and fish oils. hole dug for a fire, which ther unconducive to out- The Alaskan lived in igloos made of wood; ickiup frame consisted of while they constructed ice windbreakers when round, and bent together caught in a storm, they never lived in snow an opening for smoke to buildings. The traditional igloo consilted anches were woven through of a driftwood, or whalebone frame, and was e was then covered with insulated with blocks of sod.Modern Eskimo iginally, hide was placed dwellings are made of wood, logs, driftwood

177 87 178 or other salvage and bricks. 80 be s The primitive Aleuts lived in large communal lift dwellings sunk deep into the ground and cov- the ered with layers of sod for insulation; these oppo homes were entered from a hole in the roof. situ The barabara, or later Aleut house was smal- side ler, and no longer a communal dwelling. It in a was partially sunk into the ground and was entered from the side. By e atte TRANSPORTATION chil find In exploring the transportation of a tribe, barr one must ask where and for what reasons did al A this tribe choose a particular form of trans- rOW portation. An agricultural people, who pro- ThuE duce the foods needed for survival, may have bale had a limited need for transportation. is n Therefore the pace of this culture may be :glower. To a nomadic tribe, moving in pur- The

suit of food,,speed and mobility might be of Or,9 utmost importance. Children of these back- trar grounds will show a variance in their re- for sponses to the technological culture that has encE invaded his land. horr, prot The old "Blackfeet" tale, which has come to be known as "The Hare and the Tortoise," sug- Chi] gests that to the Blackfeet speed was not the in most important factor for success. Teachers thiE of these children should be aware that there vehi may be less play with toy buses and cars, if abot the child spends two hours a day traveling trar to and from school. The child's desire to ploi soar.through the sky like a bird may be a pla3 more vivid way of thinking about transporta- plar tion, than the school bus, and would not be wher unlike the dreams of some of his ancestors. Thel The3 For the child in the classroom, transporta- makc tion begins with a problem: "I want to take timE the cage with the horny toad outside when I he

88 age and bricks. go onto the playground." This problem could be solved by the teacher; she simply has to Aleuts lived in large communal lift the heavy aquarium and carry it out for k deep into the ground and cov- the childo'but this would deny the child an ers of sod for insulation; these opportunity to deal with a problem-solving tered from a hole in the roof. situation. "How can I get this cage out- or later Aleut house was smal- side?" presents the topic of transportation onger a communal dwelling. It in a real, concrete context. sunk into the ground and was the side. By enlisting the aid of another child, an attempt could be made to carry the cage. The child looks about him, perhaps seeking to find a solution in his environment.A wheel the transportation of a tribe, barrow and wagon come into the child's visu- where and for what reasons did al field. It is decided that the wheel bar- oose a particular form of trans- row is more appropriate to the situation. n agricultural people, who pro- Thus with one child pushing, and the other s needed for survival, may have balancing the horny toad's cage, the animal need for transportation. is moved out of the room. pace of this culture may be nomadic tribe, moving in pur- The teacher, from this small flow of behavi- speed and mobility might be of or, was able to approach the problem of ance. Children of these back- transpozation in a way that was meaningful show a variance in their Te- for the child and grew out of his experi- e technological culture that has ences. The principles of balance, how the and. horny toad moves, and other ways of solving problems were also part of this experience. kfeet" tale, which has come to The Hare and the Tortoise," sug- Children bring to the classroom an interest the Blackfeet speed was not the in various modes of transporation. Perhaps t factor for success. Teachers this grows out of their daily observation of dren should be aware that there vehicles. Because the child wants to know lay with toy buses and cars, if about certain vehicles, and plays with them, nds two hours a day traveling transportition is a meaningful area of ex- chool. The child's desire to ploration for the young child. Children the sky like a bird may be a play with trucks, buses, cars, boats, air- y of thinking about transporta- planes, and wheels, creating these materials e school bus, and would not be when they are available in the classroom. eams of some of his ancestors. Their dramatizations reflect this interest. They load and unload pick-up trucks; they in the classroom, transports- make the sounds of cars and trains. At ith a problem: "I want to take times, the child may whinny like a horse as the horny toad outside when I he gallops across the prairie. Modern and traditional boats should also be available used by Alask for dramatic play. The school bus, car truck, rivers and th power boat and airplane should exist along and walrus. side the wagon, horse, and traditional tra- pull them ove vois. Modes of transportation typical to the Indian and his ancestors should not be neg- FOOD AND COOK lected for they form a like between the child and his past. Tribal eating determined by The horse, introduced to the New World by resources and Spaniards, has been important to many Indian group. The A tribes (Crow of Montana, Sac and Fox of Iowa, of bears or b Navajo of the Southwest, and Plains Indians). salt. The In Before the Plains Indians had the horse, they would careful hunted on foot, following the movement of the eaten salmon, buffalo. With the use of the horse these able the fish tribes were able to cover, a wider geographic again. territory in search of food. The skilled Navajo horsemen found that this animal's Tribal food p surefootedness enabled him to climb steep geographical canyons, and thus the horse was used to get it. Today th to otherwise less accessible places. The the foods the horse also helped the Plains Indians by haul- Indians (Narr ing their possessions. The travois, or haul- tans) cultiva ing rig, an A-shaped rack, with poles that ner of Boston attached to the horse, helped the nomadic In- fish for clam dians in their movements. The Indian did not squash, and u use the wheel; he used the travois. frequently st now called "fi Several tribes, with access to waterways, de- diens (Cheroke veloped different kinds of boats. Construc- stews, soups, tion was dependent upon available natural re- breads. Plain sources, and the boat's utility. Choctaws, (hunted, follow using boats on the rivers and creeks, prob- they prepared ably built a boat of the dug-out variety, over campfires made by hollowing out logs. The Indians of Kwakiutl, Salil the Atlantic and inland waterways used canoes trapped seafoo with birch and hide the most common frame broiled. Sout coverings. The Chippewa of the Great Lakes Hopi) grew pep were especially known for their graceful soups, guacamo canoes. The Sac and Fox tribes used boats to haul their furs which they traded. Plank Cooked and sea boats, canvas canoes, kyaks, and uniaks were raw food. See ts should also be available used by Alaskan Indians as they traveled ay. The school bus, car truck, rivers and the sea in search of fish, seals, airplane should exist along and walrus. Eskimos also used dogsleds to horse, and traditional tra- pull them over the frozen ice and land. transportation typical to the ancestors should not be neg- FOOD AND COOKING form a like between the child Tribal eating habits and cooking methods were determined by the availability of natural oduced to the New World by resources and by religious dictates of the been important to many Indian group. The Apaches would not eat fish, flesh Montana, Sac and Fox of Iowa, of bears or beaver. Onondagas would not use outhwest, and Plains Indians). salt. The Indian fishermen of the Northeast ns Indians had the horse, they would carefully rearrange the bones of the following,the movement of the eaten salmon, believing that this would en- the use of the horsi-these able the fish to return to life to be caught e to cover a wider geographic again. arch of food. The skilled found that this animal's Tribal food patterns can be divided into five enabled him to climb steep geographical areas, with foods specific to us the horse was used to get it. Today these areas are known for many of ss accessible places. The the foods the Indians first used. Eastern ed the Plains Indians by haul- Indians (Narragansetts, Penobscots, Powha- ssions. The travois, or haul- tans) cultivated beans, making the forerun- haped rack, with poles that ner of Boston Baked Beans, and using shell- horse, helped the nomadic In- fish for clambakes; they also grew pumpkins, movements. The Indian did not squash, and used maple syrup; their food was he used the travois. frequently steamed in earthen pots, which is now called "fireless cooking". Southern In- with access to waterways, de- dians (Cherokees and others) made fragrant nt kinds of boats. Construc- stews, soups, and baked a variety of corn ent upon available natural re- breads. Plains Indians (Sioux, Cheyenne) e boat's utility. Choctaws, hunted, following the buffalo and other game; the rivers and creeks, prob- they prepared their meats by roasting them t of the dug-out variety, over campfires. Northwest Indians (Tlingit, ng out logs. The Indians of Kwakiutl, Salish) fished for salmon, and d inland waterways used canoes trapped seafood, which they steamed or ide the most common frame broiled. Southwest Indians (Papago, Pueblo, Chippewa of the Great Lakes Hopi) grew peppers, beans, corn, making known for their graceful soups, guacamole, piki, and barbecue sauce. and Fox tribes used boats to which they traded. Plank Cooked and seasoned food was preferred to noes, kyaks, and uniaks were raw food. Seeds, roots, flowers and grasses were used to add flavoring to the cooking foods. The Pacific tribes used tender inner bark of hemlock and spruce while Southwest Indians used mesquite beans, cactus, yucca fruits, and agave for flavoring. Drying, freezing, smoking, and stone boiling were some early methods of cooking.

"Cooking the foods of many lands," also can give children a feeling of closer relationship to strange and unfamiliar peoples and cultures.

The opportunity to learn and prepare foods helps children to gain deeper insights and appreciations of various peoples and cultures of the world.

183 90 ring to the cooking ibes used tender inner ruce while Southwest eans, cactus, yucca flavoring. Drying, stone boiling were cooking.

any lands," also can g of closer relation- familiar peoples and rn and prepare foods deeper insights and us peoples and cultures

90 4 . 1CP . n

THE DEVELOPMENT OF MATHEMATICAL CON

The Curriculum guide for the kindergarten for and discover Indian children is language centered. How- time in rote ever, the mathematical objectives listed be- putation. T low reveal how the development of mathemati- background i cal concepts is also an integral part of the understand a child's continual growth in language. design a com to integrate It is more meaningful for children to have into larger many opportunities to explore, experiment, games, exper children to

I. To beRin to understand number concepts blocks a of paint a. Counting (1 to 10). other ob b. Recognizing ordinal position (first, counting second, third). c. Recognizing written numerals (1 to 10). 4. Make pic d. Reproducing cardinal counting by ab- charts f stract symbols or numerals. tables,

EXPERIENCES 5. Trips ar have gon 1. Set tables for lunch, breakfast, or ment com snack. At first teacher puts correct of truck number of chairs around each table or the driving, correct numbers of cups, spoons, etc. and lett Child places them in position. When child knows about numbers, the teacher 6. Develop can tell the child how many places need using mat to be set for each table. Still later onment (S in the year she can put the numeral on paper and place it on the table accord- II. To beRin ing to the direction. a. One to 2. Sing songs and use finger plays for b. Set as counting to ten. c. Sorting (Sets) 3. Capitalize on all opportunities for d. Quantit counting, such as counting while putting by visu THE DEVELOPMENT OF MATHEMATICAL CONCEPTS

for the kindergarten for and discover their nvironment then to spend anguage centered. Hov- time in rote memorisation or mechanical com- el objectives listed be- putation. The kindergarten teacher needs evelopment of eathemati- background in mathematics and an ability to an integral part of the understand and work with children in order to owth in language. design a complete program for her group and to integratl the program as much as possible 1 for children to have into larger activities. The teacher plans o explore, experiment, games, experiences and activities to enable children to learn the desired concepts.

t nd number con blocks away; setting and clearing easel of paint jars; counting scissors and 10). other objects during work and play, dinal position (first, counting sticks and stones.

itten numerals (1 to 10). 4. Make picture, work, and numeral-recipe rdinal counting by ab- charts for cooking, planting, setting or numerals. tables, etc.

5. Trips are very useful here. The children have gone on walks to the storage equip- unch, briakfast, or meat compound, have counted the number teacher puts correct oUtrucks, tankss, barrels, etc. When around each table or the driving, they try to pick out numbers of cups, spoons, etc. and letters on license plates and signs. m in position. lit..en t nunbers, the teacher 6. Develop games e.g. doninoes, puzzles, ld hol many places need using materials from the natural envir- ch table. Still later onment (See Oases to Make). can put the numeral on it on the table accord- II. To jpeain to_underatand the set,concest, tion. a. Ons to one correspondence. se finger plays for b. Set as a collection of objects. c.. Sorting and classifying collection (Sets) of objents. 1 opportunities for d. Quantitative comparisons of two sets s counting while putting by visual inspection.

-185 91 186 EXPERIENCES IV. To basin

1. Classifying through sorting articles a. Addition brought in from environment: Stones, b. Subtract rocks, leaves, bark.

EXPERIENCES I 2. Counting children and playing a game in which they match boy to boy, girl to girl 1. Block play (pairs of clothing items, such as shoes, the relatil

socks, moccasins). units and 1

3. Matching clothes, boots, mittens -- 2. Dramatic 1) things that go together, dress up clothes Arrange fol in housekeeping area. food cartoi

4. Develop "intellaitual kits". These are 3. Table sett

collections of miterials or objects (e. people at i 8. key kit) used to teach such skills as and dishes

discrimination, reasoning, labeling, number of 1 association, classification, etc. objects mil materials 1 III. To beain to ulderstamt_aeometric con- ULU. V. To basin ti urement. a. Shapes: Square, Circle, Rectangle, Triangle u. Linear. b. Ordering according to size and shape. 1. Shorts 2. Farther EXPERIENCES b. Volume. 1. Free play at flannel board with varied 1. Cup colored felt shapes. 2. Pint 3. Quart 2. Matching games and form boards reflecting 4. Callon shapes and sixes. (See Cameo to Make) c. Weight. 3. Collage pieces of different textures for 1. Heavy- pasting; matching size, shape, and tex- 2. Pound tures. d. Fractionl 4. Make cookies using variously shaped cook- 1. Whole ie cutters. 2. One hc 3. One fol

iF17_ 92 . IV. To beain to understand basic operations. h sorting articles a. Addition (informal). vironment: Stones, b. Subtraction (informal). k. EXPERIENCES and playing a game in oy to boy, girl to girl 1. Block play - staff helps children see items, such as shoes, the relationship between units-double units and quads. boots, mittens -- 2. Dramatic play (store and trading post.) ether, dress up clothes Arrange for quantities of empty cans and ea. food cartons for play buying and selling. ual kits". These are 3. Table setting. Children count number of erials or objects (e. people at their table and match utensils o teach such skills as and dishes; a child tells teacher the asoning, labeling, number of children for whom materials or ification, etc. objects missing from full complement of materials needed at table. aeometr c con- V. To bexin to understand concepts of sea- *women t . Circle, Rectangle, a. Linear. ng to size and shape. 1. Shorter-longer 2. Farther-nearer

b. Volume. el board with varied 1. Cup C. 2. Pint 3. Quart form boards reflecting 4. Callon (See Canes to Nike) c. Weight. different textures for 1. Neavy-light sine, shape, and tex- 2. Pound

d. Fractional parts. variously shaped cook- 1. Whole 2. One half 3. One fourth, one quarter (optional)

92 188 EXPERIENCES

1. Collage with glue, string, yarn, paste. e. Time 1. early 2. Carpentry with pieces of wood of different 2. day, lengths, thicknesses, and shapes. 3. hour 4. yeste 3. Block play-reenacting railroad, wagon train, map making. f. Money 1. names 2. value 1. Make jello and pudding for small and large 3. baste groups of children. VI. To be 2. Prepare fruit juices in class. lation

3. Arrange containers of different volume for OBJECTIVE use in water and sand box play. a. under b. on top 1. Teacher's interpretation during sand box c. above and water play. d. behind . in fron 2. Weigh children on regular scale. f. in the g. between 3. Weigh specific quantities of food. h. right

1. Plan da Dramatic play and cooking. 2. Plan fo events. Science demonstrations. 1. Teacher 3. Block play-using correct names for size tic pla and shapes of blocks- quarter, half, full 2. Alava re and double units. 3. Take fit actual 4. Games: form boards using pictures of familiar objects EXPERIENCE

1. 5. Geoboards Natural * These are, well as ma 189 93 string, yarn, paste. e. Time. 1. early-late cos of vood of different 2. day, week, month, year es, and shapes. 3. hour 4. yesterday, today, tomorrow ing railroad, vagon f. Money 1. names of coins 2. values of coins ding for small and large 3. barter, pawn VI. To basin to understand positional re- es in class. lationships*

of different volume for OBJECTIVES and box play.

a. under . b. on top of tation during sand box c, above d. behind e. in front of regular scale. f. in the middle of a. between ntities of food. h. right - left

1. Plan daily schedule. cooking. 2. Plan for trips and special visitors and events. ions. 1. Teacher's interpretations during drama- rrect names for sise tic play. ks - quarter, half, full 2. Nave real money available. 3. Take field trips in small groups for actual purchasing of foods and materials. s using pictures of fam- EXPERIENCES

1. Natural conversation with children

* These are, of course, language conceptsas 189 well as mathematical. 93 icrJ 't 12. Bus trips and field trips.

1. Informal game playing.

4. Block play and dramatic play

5. Make sandwiches.

6. Make jello with bananas or other fruit placed on top of jello.

7. Table setting.

t3 cF2I I Z1 -1=1 Li

401/111. oc

191 94 or other fruit THE DEVELOPMENT OF NATURAL AND PHYSICAL SCIENC

In a curriculum guide focusing on Indian chil- tion. They hay dren in kindergarten centered in a bilingual rivers flowing and bicultural context, natural and physical the explanation science concepts are drawn from the familiar events and materials with which the child The young child lives and extend to the significant discover- tion, brings to ies in the larger world. nature. His toy available resou Specific objectives which can be achieved are satisfied wi through the kindergarten year show the impor- observation and tance of language for thinking and analyzing and exciting sci general knowledge about the natural and phy- be brought to th sical sciences. on the child's o heritage. His o From the children's interests and questions ted, while not n and what the teacher already knows about what child feels free can be achieved, the science program develops. plore, to make d In the kindergarten setting science materials, questions. Expe demonstrations, and experiments are presented tive, beginning as simply as possible and a few at a time. answering questi This gives each child the opportunity to ex- it?" "what colo plore, experiment, discover, and arrive at feel like?" ".. conclusions for himself. like?" and "...l

The kindergarten staff has the responsibility The total enviro for stimulating and encouraging the child's should be conduc natural curiosity to use all of his senses the areas, that and to help him develop a questioning atti- "subjects." Alt tude. mentalized the r knowing, the chi "Let's find out," or "Let's see whet happens," on his cultural are effective approaches to science for young Indian children. These experiences ahould An environment s not be limited to set time segments, but the child may ex should be incorporated into the child's daily ways as possible curriculum life experiences. Science should is allowed to exl include the tribal culture, with its explana- of the classroom, tions of phenomenon not readily understand- from a gourd in able. In the folk tale "Why Rivers Flow But bridges many rea: One Way," the Indians of the Puget Sound dem- tells you that tl onstrate clear and concise powers of observe- ground at a ceM

9! THE DEVELOPMENT OF NATURAL AND PHYSICAL SCIENCE CONCEPTS ide focusinsk on Indian chil- tion. They have witnessed the phenomena of en centered in a bilingual rivers flowing one way; the problem lies in text, natural and physical the explanation of this phenomena. re drawn from the familiar ls with which the child The young child, growing up on the reserva- o the significant discover- tion, brings to school a healthy respect for world. nature. His toys and games are based on the available resources of nature. His questions s which can be achieved are satisfied with a combination of accurate garten year show the impor- observation and folk legend. These creative for thinking and analyzing and exciting scientific explanations should about the natural and phy- be brought to the classroom by capitalizing on the child's observations and cultural heritage. His observations should be accep- 6 interests and questions ted, while not negating his folklore. The er already knows about what child feels free to raise questions, to ex- he science program develops. plore, to make discoveries and to answer his a setting science materials, questions. Experiences should be descrip- d experiments are presented tive, beginning with what is familiar, and ble and a few at a time. answering questions such as: "how big is ild the opportunity to ex- it?" "what color is it?" "what does it discover, and arrive at feel like?" "...taste like?" "...smell mself. like?" and "...look like?" taff has the responsibility The total environment for the Indian child d encouraging the child's should be conducive to exploration of all to use all of his senses the areas, that we as adults, have labelled velop a questioning atti- "subjects." Although adults have compart- mentalized the realms of information, and knowing, the child makes associations based br "Let'ssee what happens," on his cultural experiences. paches to science for young Ifhese experiences should An environment should be provided in which pet time segments, but the child may explore an object in as many ted into the child's daily ways as possible. For example, a child who eriences. Science should is allowed to explore the rich environment culture, with its explana- of the classroom, may discover a rattle made not readily understand- from a gourd in the music area. The gourd tale "Why Rivers Flow But bridges many realms of knowing. The child ns of the Puget Sound dem- tells you that the gourd is grown in the concise powers of observe- ground at a certain season of the year. I. 194 95 this not science? You talk with him about the similarities between this and other gourds; its size, shape, using descriptive vocabulary. Is this not language arts? You secure and open a gourd, examining the inside. He tells you that his mother uses gourds at home. Is this not social studies? You encourage him to tell you more, recording his language and his story about gourds. You count the number of seeds inside. Is this not mathematics? You talk about the sounds of various gourds. Is this not rhythm and music? Thus the gourd in the classroom provides the child with many opportunities to learn the skills and concepts essential to his development as a learner.

In encouraging or providing for science experiences, the teacher's objectives may include helping.the child:

To be alert to his surroundings.

To further develop his basic senses.

To develop active questioning.

To make predActions.

To think logically, while recognizing and appreciating his intuitiveunderstandings.t 1f4.- To appreciate and underitand the natural environment.

To share his discoveries with others. The experiences to be suggested hould grow from the child's interests, his concerns, and the things he wishes to know. They should not be viewed as defined curriculum but as hints or suggestions for possible directions of exploration.

19.5 lk with him about this and other using descriptive language arts? rd, examining the in- his mother uses not social studies? you more, recording y about gourds. 'You inside. Is this not out the sounds of not rhythm and music? ssroom provides the ties to learn the tial to his develop- ng for science ex- objectives may in- oundings. basic senses. ioning.

le recognizing and ive understandings. stand the natutal s with others. gested should grow so his conoerns, and now. They hould curriculum but as possible directions I Sensory Experiences:

Touch: Skin enables us to learn about our environment.

discussion: how does an object feel? describe experience of touch you are unable to see; what objects can you identify without seeing identify people without seeing them?

experiences:

1. have a secret "feely" box containing an object that the child t without seeing it. 2. let a blindfolded child identify members of the group. 3. let a blindfolded child identify and move throughroom. 4. provide objects of different temperatures to be handled. 5. select contrasting materials, exploring them with the children. 6. make believe that you are holding something and describe it. materials:

gourds pine cones silver corn husks sand sage brush cocoons pebbles corn meal ball leaves feathers marbles sand flow sunflower seeds rocks rocks soil bead cotton flax bark wood soap fur Smell: Noses help us to learn about our environwent.

discussion: what do things smell like? what smells good? bad?

experiences:

1. allow children to smell contrasting odors having them describe 2. blindfold a child and let him identify foods and other objects bl 3. take a walk after shower and smell the scent of thewet earth. materials:

flowers pepper soap cleanser fruit bark perfume pine needles

97 learn about our environment. object feel? describe experience of touching an object at objects can you identify without seeing them? can you suing them?

box containing an object that the child tries to identify ld identify members,of the group. ld identify and move through room. fferent temperatures to be handled. terials, exploring them with the children. are holding omething and describe it.

cones silver corn husks sandpaper na pebbles corn meal ball era marbles sand flower rocks soil beads wood soap fur arn about our environment. gs smell like? what smell. good? bad?

11 contrasting odors having them describe it. let him identify foods and other objects by their smell.

wer and smell the scent of the wet earth. ,

soap cleanser perfume pine needles

97 198 Sound: There are many different kinds of sounds we hear.

discussion: what kinds of sounds there are? how do we know where sounds come from? what happens when things vibrate?

experiences:

1.*havechildren identify sounds that they cannot see. 2. witheyes closed, have them identify voices. 3. havethemdescribe and duplicate sounds. 4. havethemlisten to their own voices on a tape recorder.

Taste: Tongue and mouth help us learn about our environment.

discussion: what things do they like to taste? dislike? what tastes sweet? bitter? salty?

experiences:

1. provide an opportunity to taste a variety of contrasting food. 2. blindfold a child and let him try to identify the food, discuss textures.

materials:

fruit pepper corn lemon salt mustard squash herbs

Sisht: Eyes help us to learn about our environment.

discussion: how do you know where to go?how do you know not to fall over something? how do you know where you are?

experiences;

1. have children look at different objects, describing any differences. 2. look at objects with moving parts. 3. have children walk through an obstacle course. 4. have children look at different kinds of birds.

II Weather C cle - rain, evaporation, cloud formation, hail, sleet, snow, water, a

mil: rain affects our environment

19998 discussion: How does it feel to get wet?what happens when things get wet? what happens to the sky when it rains?what happens to the soil, sand when it rains? how does rain affect plants?

experiences:

1. Observe rain from the window. 2. Listen to sound of rain. 3. Notice how people dress and move in the rain. 4. Watch a puddle as water falls into it. 5. Watch what rain does to the soil. 6. Collect rain in a bucket. 7. Overwater soil, in the classroom, watching asthe water causes the soilto float away. 8. Watch patterns of drying.

Snow: snow affects our environment

discussion: what does snow feel like? look like? taste like? what does snow do to cars? buildings? plants? soil? what are snowflakes shaped like?

experiences:

1. Have children play in the snow and observe it from window. 2. Collect snow flakes on a dark piece of fabric looking at their shape. 3. Make snow candy. 4. Watch how people dress and move in the snow. 5. Watch snow melt. 6. Notice how people walk in different kinds of snow (slushy, packed, dry, deep) 7. Notice how vehicles move in the snow. 8. Have children pretend to be falling snow and dramatize it.

Freezina Cold: cold affects people and their environment.

discussion: describe how it feels to be in the cold. what happens to the earth when it is freezing cold? how do trees look in the freezing cold? how do people dress? what do animals do?

experiences,:

1. Have children try to dig up some frozen earth.

2.DCP9 2. Observe how people dress for the extreme cold. 3. Observe the.color of the skin in the freezing 4. Observe the smoke coming from the mouth. 5. Talk about how fingers and feet feel in cold. 6. Observe frost on the windows. 7. Observe the ice on the ground, buildings. 8. Observe frozen clothing on a clothesline. 9. Let a dish of water freeze, allowing the child 10. Hang a shirt outside the room, till frozen; br see it.

Wind: wind affects people and their environment.

discussion: what happens to soil in a wind storm? in the wind? how do plants move in the wind? ho

experiences:

1. Let children go out of doors on a windy day an on their heads. 2. Notice how people walk in the wind. 3. Notice how things fly about in the wind. 4. Listen to the sound of the wind. 5. Notice how wind feels on the skin. 6. Notice what wind does to water. 1. Place a strip of cloth outside the window and 8. Place a fan near a basin of water and watch t 9. Blow feather and other small pieces of object 10. Make pinwheels or kites. 11. Watch wind blow loose soil or sand indicating 12. Have children take a piece of paper and fan t faces and to note that wind is air in motion.

Air:I. people and animals need air to live.

experience:

1. Ask children to hold their noses and mouths s air pushes things.

experiences:

9 ci 100 people dress for the extreme cold. color of the skin in the freezing cold. smoke coming from the mouth. how fingers and feet feel in cold. st on the windows. ice on the ground, buildings. zen clothing on a clothesline. of water freeze, allowing the children to handle itbeiore and after. t outside the room, till frozen; bring it in letting children feel,

ts people and their environment.

at happens to soil in a wind storm? to sand? how do people walk ow do plants move in the wind?how does a kite fly in the wind?

n go out of doors on a windy day and try to walk about, or tokeep hats ads. people walk in the wind. things fly about in the wind. he sound of the wind. wind feels on the skin. wind does to water. ip of cloth outside the window and watch it blow. near a basin of water and watch the ripples. and other small pieces of objects. eels or kites. blow loose soil or sand indicating erosion. en take a piece of paper and fan themselves to feel the wind on their o note that wind is air in motion.

animals need air to live.

n to hold their noses and mouths shut; discuss reaction. 1. Put paper on a table; turn on electric fan in the direction of the paper. 2. Go outside on a very windy day; feel the air push. 3. Put pin-wheel in the room ventilators.

air has weight.

experience:

1. Put a flat balloon between two blocks of wood; blow up the balloon. Watch t weight of the air in the balloon lift the blocks.

air, evaporates moisture, (dries things)

experience:

1. Wash some doll clothes; hang them in the air.

air takes up space

experience:

1. Put a dry tissue or hanky in a glass. Invert in a bowl of water; the air kee the tissue dry.

air lifts things

experiences:

1. Fly a kite on a windy day. 2. Hold a streamer in the air on a windy day. 3. Watch airplanes in the sky.

air moves

experiences:

1. Spray an aerosol fresener in one corner of a room; smell the odor as it moves to other corners. 2. Watch smoke in the air. moving air is_wind

experienCea:

203101 1. Toss a hat into the wind. 2. Watch the leaves twirling. 3. Note clothes dancing on a line. 4. See hair blowing in the wind. air has moisture

experiences:

1. Put ice cubes into an aluminum cup or tumbler; watch moisture form on outside of container. 2. Breathe on a pane of glass or mirror; see moisture.

air (oxygen) helps_fires burn

experience:

1. Put a candle in a jar. Light it. Watch it burn until oxygen is used.

air has dust in it

experience:

1. Watch the'rays of the sun as they come through the window. Note the dust particles.

air slows falling things

experience:

1. Male a small parachute from a spool and a handkerchief. Toss it in the air on a windy day and watch what happens.

SUBJECT

water has air in it

experience:

1. Fill a bottle with faucet water. Put the bottle on 4 windowsill. Watch the air bubbles rise to the top of the water.

Water in Everyday Life - water has many forma.

or).1, 102 experiences:

1. Freeze ice cubes. 2. Boil water to make steam. 3. Let steam flow into a glass container; watch it burn back into 4. Bring snow into the room; let it melt into water. 5. Gather hail, if possible. 6. Walk in the dew. 7. Note the frost on window panes. 8. Watch icicles form and melt.

water has many uses (it helps people in many ways)

experiences:

1. Discuss the use of water in the following ways:

. cleaning . drinking

. cooking . quenching (fire)

baking . bathing

. scouring . swimming

. painting . skating

. sprinkling

all living things need water

experiences:

1. Give it to:

plants animals birds

. people

water expands when it freezes.

experience:

1. On a very cold day put two jars outside. Fill both with water. When the water in the covered bottle freezes, observe what it C

1 Dr. J. E. Kosoloski, Director of Bureau of General and Academic Educ Charlotte G. Garman, Editor Kindergarten Guide Pennsylvania Dept. of 2?5 103 ,...i,...

steam. o a glass container; watch it burn back into water. e room; let it melt into water. ssible. window panes. and melt. helps people in many ways)

water in the following ways:

. drinking

. quenching (fire)

. bathing

. swimming

. skating ing ater

eezes.

put two jars outside. Fill both with water. Put a lid on one. thelcovered bottle freezes, observe what it does. rector of Bureau of General and Academic Education and Mrs. itor Kindergarten Guide Pennsylvania Dept. of Education.

103 ?el water gets into the air by evaporation mf experience:

1. Fill two measuring cups with water. Put a lid note the water line. some things hold more water than others.

experience:

1. Put water in a clear bowl. Watch the water lin stone. Do the same with a sponge, rubber, piec most water. there is water in soil.

experience:

1. Put soil in a jar. Cover it tightly. Note dro water mixes with some things.

experience:

1. Experiment with different powders (salt, sugar syrup; note what happens. some things float in the water.

experience:

1. Try a piece of wood, sponge, a stone, a feather

Sun: the sun affects people and their environment.

discussion: what does the sun do to people's skin? do people dress in the sun?

experiences:

1. Play out of doors on a sunny winter day observi 2. Notice how the sun warms the soil. 3. Notice how sun affects plants.

104 the air by evaporation

measuring cups with water. Put a lid on one. Watch both cups daily to water line. ld more water than others.

in a clear bowl. Watch the water line before and after you put in a Do the same with a sponge, rubber, piece of cloth. See which absorbs the e r.

in soil.

in a jar. Cover it tightly. Note drops of moisture that gather in the jar. th some things.

nt with different powders (salt, sugar, baking soda, instant coffee) oil, ote what happen?. oat in the water.

ace of wood, sponge, a stone, a feather, a plate. affects people and their environment.

what does the sun do to people's skin? to soil? to sand? to plants? how ass in the sun?

of doors on a sunny winter day observing how the sun feels on the skin. ow the sun warms the soil. ow sun affects plants. 4. Talk with a farmer or rancher about the sun.

Heat: heat affects man and his environment.

discussion: how do people feel in the extreme heat? how does soi extreme heat? how do people dress in heat?how do you keep the w experiences:

1. Observe how the sun feels on a very hot day. 2. Observe people perspiring. 3. Notice how much people drink on hot days. 4. Find ways to cool off. the sun gives heat.

experiences:

1. Stand in hot sun. 2. Feel the earth and pavement in the heat. 3. Put a cold pan in the sun; let it stand ten minutes. Then fee 4. Put chocolate candy in the sun. 5. Put a candle on a tray. Let it stand in the sun. we can.make heat.

experiences,:

1. Look at the school furnace. 2. Light a small fire (outdoors). 3. Rub your hands together briskly. 4. Light a candle. 5. Breathe into your.hands. heat changes the form of some things.

experiences,:

1. Cook apples into sauce. 2. Fry an egg. 3. Put milk in heat; watch it curdle. 4. Toast some bread. 5. Bake a cake. 6. Make bread. r rancher about the sun. d his environment. le feel in the extreme heat? how does soil and sand feel in ople dress in heat? how do you keep the windows in heat?

feels on a very hot day. iring. le drink on hot days. f.

vement in the heat. sun; let it stand ten minutes. Then feel it. n the sun.

y. Let it stand in the sun.

mace. utdoors). er briskly.,

ds. me things. heat dries things

experiences:

1. Put a wet cloth on the radiator or ventilator. 2. Put a pan of mud in the sunlight. 3. Put a piece of bread on the windowsill or radiator. 4. Wash hands; hold them under a drier. heat is useful.

experiences:

1. Discuss heat in the home and school for:

ironing heating cooking sterilizing healing

III Seasons: Examples of a seasonal activity - Fall Winter Spring Harvest: Summer Fall discussion: what do farmers do at harvest time? what do tures; where do the things come from?

experiences:

1. Bring materials appropriate to the harvest to the cla to the children, others. 2. Allow children to touch the materials. 3. Give Indian and Anglo name for the material. 4. Contrast the feeling of one fruit with another. 5. Open the fruit, or vegetables to look at seeds.

IV Plants -- plants are growing things growing things need water, light, food there are different kinds of plants some plants are cultivated, others grow wild different types of plants require different environme plants have several parts

211 106 on the radiator or ventilator. in the sunlight. read on the windowsill or radiator. d them under a drier.

the home and school for: ing heating ing sterilizing ing

s of a seasonal activit Fall

farmers do at harvest time? what do they harvest? describe tex- things come from?

appropriate to the harvest to the classroom grown locally, familiar

, others. to touch the materials. Anglo name for the material. eling of one fruit with another. or vegetables to look at seeds. re growing things need water, light, food rent kinds of plants cultivated, others grow wild of plants require different environments eral parts discussion: how does a plant get food? what happens if a plant not enough water? what happens when a plant grows in the dark? different? what plants are cultivated? what plants grow in the affect some plants? how does heat affect some plants? what kind cold places? what kinds of plants grow in hot places?what are of plants?

experiences:

1. Over-water a plant and observe what happens. 2. Under-water a plant and observe what happens. 3. Place a plant in the dark, observing what happens. 4. Place a plant in the refrigerator observing what happens. 5. Ask local people what they plant. 6. "Adopt" a tree. Pick a tree and observe it each month. Draw and record changes. 7. Walk in the forest, or desert, looking for wild plants and fl 8. Take apart a plant, pointing out the various parts. 9. Grow a variety of plants in the classroom. 10. Plant parsley seeds in a sponge, keeping the sponge moist and be coveied with foliage. 11. Build a desert terrarium in a large jar with cactus plants and 12. Build a marsh terrarium in a large jar with a piece of glass f of wood, and moist rich soil is necessary. Place small plants into soil; keep near a window where it will not receive direct 13. Transplant from indoors to outdoors.

Animals: animals are living things animals need food, water, air there are different kinds of animals some animals are domesticated, others live in the wild different animals require different environments some animals have fur, others have feathers or skin animals protect themselves in different ways - home builders fast runners, hibernation, good fighters, color

discussion: what kinds of food do different animals eat? how do look? their colors? their skin? how do they move? what are the what kind of homes do they build? what animals are domesticated? in the wild? how does an animal protect himself by building a hom by hibernating? by changing color? by being a good fighter? whal different things? how do animals and growing things reproduce the:

.213 107 oes a plant get food? what happens if a plant gets too much or what happens when a plant grows in the dark?how do plants look lents are cultivated? what plants grow in the wild? how does cold ? how does heat affect some plants?what kinds of plants grow in kinds of plants grow in hot places? what are the different parts

lant and observe what happens. plant and observe what happens. in the dark, observing what happens. in the refrigerator observing what happens. le what they plant. Pick a tree and observe it each month. Draw pictures to observe nges. rest, or desert, looking for wild plants and flowers. lant, pointing out the various parts. of plants in the clabsroom. seeds in a sponge, keeping the sponge moist and watch the sponge h foliage. terrarium in a large jar with cactus plants and sand. terrarium in a large jar with a piece of glass for a cover; a block oist rich soil is necessary. Place small plants (fern, moss, lichen) p near a window where it will not receive direct sunlight. m indoors to outdoors. e living things ood, water, air erent kinds of animals re domesticated, others live in the wild als require different environments ave fur, others have feathers or skin t themselves in different ways - home builders hibernation, good fighters, color kinds of food do different animals eat? how do different animals s? their skin? how do they move? what are their footprints like? do they build? what animals are domesticated? what animals live does an animal protect himself by building a home?by running fast? y changing color?by being a good fighter? what animals do these how do animals and growing things reproduce their kind?

214 _3 107 experiences:

1. Have a variety of animals in the classroom (ger rabbit, snakes, worms, insects,) allowing the c animals when possible). 2. Talk about animals the children have as pets. 3. Build different kinds of animal homes. 4. Look and listen to birds in the wild. 5. Take a field trip counting all the wild animals 6. Notice the footprints of animals in the wild. 7. Talk about the way different animals get their of beaks. 8. Watch how different animals move, trying to im* 9. Observe the color of different animals. 10. Visit a zoo, forest, desert, searching for ani 11. Visit children's homes. Takem.pictures of them a story about their pet. 4, 12. To show children that living things have babie guppies, tadpoles, kittens being born.

Our Bodies - our bodies are made up of many parts.

experiences:

1. Have children look at themselves and each othe 2. Let children use a stethoscope to listen to th 3. Talk about and how pictures of the brain and 1 our bodies need good care

experiences:

1. Show a film or filmstrip about good eating hab 2. Take daily exercise and rest. 3. Show children who are not clean how to care fo corner with a mirror, comb, brush, washcloth, 4. Have a good breakfast party to emphasize impor 5. Emphasize and practice frequent washing of han 6. Practice brushing of teeth. 7. Work in a dark room, then a light room. Discu many people help us to care for our bodies

210 108 riety of animals in the classroom (gerbils, hamster, bird, guinea pig, nakes, worms, insects,) allowing the children to care for them (use local hen possible). t animals the children have as pets. ferent kinds of animal homes. listen to birds in the wild. eld trip counting all the wild animals. e footprints of animals in the wild. t the way different animals get their food, noticing different kinds

different animals move, trying to imitate their movements. he color of different animals. oo, forest, desert, searching for animals. ldren's homes. Take pictures of them and their pets. Children write bout their pet. 111 hildren that living things have babies like themselves, hatcheggs, watch tadpoles, kittens being born.

bodies are made up of many parts.

dren look at themselves and each other. Identify visible body parts. ren use a stethoscope to listen to their hearts. t and how pictures of the brain and lungs.

good care

lm or filmstrip about good eating habits exercise, rest. y exercise and rest. dren who are not clean how to care for themselves. (Have a health th a mirror, comb, brush, washcloth, etc.). od breakfast party to emphasize importance ofproper diet. and practice frequent washing of hands. brushing of teeth. dark room, then a light room. Discuss the difference. p us to care for our bodies

, :1 215 108 -.4L experiences:

1. Invite the doctor, dentist, nurse, dental hygienist, physical visor to talk with the children. Visit their school headquar 2. Visit the cafeteria to see the food personnel at work. 3. Watch the custodian scrub, clean, sweep the building. 4. Walk through the neighborhood; observe the street cleaners, we can help to protect ourselves

experiences:

1. Have a "clean-up" brigade in the playground. 2. Show filmstrips of playground safety. 3. Emphasize and practice putting left-over food, apple cores, proper containers for disposal.

Sounds1- soundsare made by vibration.

experiences:

1. Call, sing, whisper, shout, put hands on throat and feel neck. 2. Strike a tuning fork. Put it in water. Watch! 3. Pluck a stretched rubber band or a stringed instrument. 4. Open piano; strike keys; watch the hammers. 5. Beat a drum. 6. Ring a bell. 7. Place a yardstick on a table with half of it extending over th the children strike the protruding edge. Observe the movement sounds may be loud or soft, high or low, shrill or gentle

experiences:

1. Turn up-the T.V., radio or record player. 2. Sing loudly and softly. 3. Whisper, shout. 4. Stamp feet on floop rapidly, slowly. 5. Experiment with rhythm instruments. sounds are everywhere

experiences: r, dentist, nurse, dental hygienist, physical education super- th thd children. Visit their school headquarters. ria to see the food personnel at work. ian scrub, clean, sweep the building. neighborhood; observe the street cleaners, window washers.

ourselves

brigade in the playground. f playground safety. ctice putting left-over food, apple cores, milk boxes, etc. in for disposal.

by vibration.

er, shout, put hands on throat and feel neck. ork. Put it in water. Watch ! rubber band or a stringed instrument. e keys; watch the hammers.

on a table with half of it extending over the edge. Have ke the protruding edge. Observe the movement called "vibration".

oft, high or low, shrill or gentle

radio or record player.

oftly.

or rapidly, slowly. hythm instruments. 1. Listen to room sounds. 2. Tour the playground and identify sounds. 3. Walk around the block to discover street sounds if in ci 4. Show filmstrip about sounds.

Magnets - magnets attract objects made of some metals

experience:

1. Place a collection of items - nails, buttons, seeds, cli tacks, pegs, crayons, wire - on a table. Let children s attracts. magnets attract through some metals

212211Plat:

1. Put a piece of paper, a sheet of wood or plastic or a g magnet and the objects listed above. See whether the m the items. there are different kinds of magnets

experience:

1. Provide a variety of magnets for children to see. magnets are useful to man

experience:

1. Find magnets in the room (on doors, bulletin boards, ma

Machines - machines make work easier for people

experiences:

1. Look at and use simple machines that Mother may use:

. can opener mixer

. nut cracker needle I. and identify sounds. k to discover street sounds if in city. sounds. objects made of some metals

E items - nails, buttons, seeds, clips, baby pins, thumb

, vire - on a table. Let children see vhich ones the magnet se metals

, a sheet of vood or plastic or a glass plate betveen the ts listed above. See vhether the magnet vill still attract of magnets

magnets for children to see.

room (on doors, bulletin boards, magnetic toys, games). ork easier for people

le machines that Mother may use:

110 au'2 ) knife and fork curtain rod dustpan scissors iron toaster clothesline mop washer sweeper broom dryer that Father may use

hammer automobile jack saw vise shovel screwdriver rake

that we all may use

stairway pencil sharpener car toothbrush ramp comb doorknob

some machines are used for fun

experiences:

1. Locate and demonstrate toy machines in the kindergarten:

trains wind up toys doll carriages trucks wagons seesaw tricycles rollerskates some machines give us comfort

experiences,:

1. Use a rocking chair. 2. Take an elevator or an eicalator ride. 3. On a hot day bring in an electric fan. 4. Make ice cream with a hand or an electric freezer. 5. Turn on a faucet to get water!

To assist the teacher the following classifications of simple machines should not be xpected to remember them. curtain rod duitpan iron toaater mop washer broom dryer

automobile jack vise screwdriver

pencil sharpener toothbrush comb

for fun

strate toy machines in the kindergarten:

wind up toys trucks seesaw rollerskates comfort

air. or an escalator ride. ng in an electric fan. ith a hand or an electric freezer. to get water: e following classifications of simple machinesarelisted. Children o remember them.

111 Lever Pulley Screw

Claw-hammer Flag Pole Automobi Nut Cracker Window Curtains Paper Pr Can Opener Clotheslines Piano St Shovel Tow Trucks Vise Seesaw Crow-bar

Inclined Plane Wheel and Axle WedRe

Stairway Doorknob Axe Sloping boards, ladders Roller skates Needles Hill Pencil sharpener Knives Slide Back wheel of a carChisel Ramps Bicycle Rocks Logs Tree trunks

1 Dr. J. E. Kosoloski, Director Bureau of General and Academic Garman, Editor Kindergarten Guide Pennsylvania Dept. of Educ

223 112 Pulley Screw

Flag Pole Automobile Jack Window Curtains Paper Press Clotheslines Piano Stool Tow Trucks Vise

Wheel and Axle Wedge

Doorknob Axe adders Roller skates Needles Pencil sharpener Knives Back wheel of a car Chisel Bicycle

is Director Bureau of General and Academic Education and Mrs. G. dergarten Guide Pennsylvania Dept. of Education. \

SCIENCE AS A HOBBY Some Suggestions for Kindergarten Tea

A. Sources of Science Materials

1. The earth's crust: rocks, pebbles, minerals, fossils, vari-colored soils, sand

2. Plant life: grasses, weeds, wild flowers, trees, garden flowers, garden seed pods, cactus, guava.

3. Insect life: spiders, ants, beetles, moths and butterflies, (silkworms), mosquitoes, mites, tics.

4. Bird life: bones and feathers, nests, bird-watching, Audubon cards, feed baths.

5. Miscellaneous animal life: snails, worms, lizards, turtles, tadpoles, fish, and other f dogs, rabbits, fisheggs.

6. The sky: clouds, stars, constellations, color, dust.

7. Household chemicals: baking soda, washing soda, bleaches, iodine, vinegar, chalk, salt, steel wool, pennies and dimes, silver polish, limewater charcoal, preservative such as alum.

8. Toys, tools and other mechanical gadgets: clocks and watches, wind-up toys, floating toys, jet-propelle things with wheels, pulleys, conveyor belts,gears.

9. Rhythm instruments and other sound makers: rubber bands, cigar boxes, metal spoons, empty bottles, rattl and blocks, sandpaper, pan lids.

10. Beachcomber specimen*: sand, bivalve and univalve shells, starfish, sand "bugs", bea sculptured stone, sanded glass, seaweeds. SCIENCE AS A HOBBY Some Suggestions for Kindergarten Teachers 1.6 ce Materials ust: minerals, fossils, vari-colored soils, sandltundra, ice, seawater.

, wild flowers, trees, garden flowers, garden vegetables, seeds and tus, guava.

beetles, moths and butterflies, (silkworms), water insects, flies, es, tics.

ers, nests, bird-watching, Audubon cards, feeding stations, bird

nimal life: lizards, turtles, tadpoles, fish, and other fresh-water creatures, fisheggs.

constellations, color, dust.

cals: shing soda, bleaches, iodine vinegar, chalk, vegetable dyes, sugar, 1, pennies and dimes, silver polish, limewater, ammonia, sulphur, rvative such as alum.

other mechanical gadgets: hes, wind-up toys, floating toys, jet-propelled toys, common tools, els, pulleys, conveyor belts, gears.

nts and other sound makers: igar boxes, metal spoons, empty bottles, rattles, bells, sticks, dpaper, pan lids.

cimena: nd univalve shells, starfiih, sand "bugs", beach hoppers, driftwood, e, sanded glass, seaweeds.

225 113 B. Simple Bauipment to Work With

1. Containers: aluminum foil pans, egg cartons, cigar boxes, plastic jars a butter jars with covers, mason jars, pickle bottles, milk ca hosiery boxes, thread cartons, tin juice cans, tin coffee ca

2. Tools: magnifying glass, spoons, metal or plastic screening, knife, blade, scissors, (low power microscope, if possible). In Al ripening lamp would be excellent.

C. Sample Activities

1. Collections: rocks, shells, seeds, etc., arranged in egg crates or other

2. Plaster of Paris projects: fish and seashell molds, fossils (casts and imprints).

3. Flower projects: pressed flower compositions, 3-D flower collections, crayon wax paper flower and leaf transparencies.

4. Seed projects: seed hunts (how many kinds?), bottle cap exhibits, seeds we seed travelers (for autumn) seed pictures (mosaics, using r etc.)

5. Experiments with growing plants: lima beans on blotters, grass seeds on plastic sponge, swee water, slips from geranium, begonia, etc., citrus garden (c fruit, orange, and lemon sprouts), "mystery" plants.

6. Bug motels: home for living specimens.

7. Ant village: jar of anthill soil, ants, tiny moist sponge, sugar or meal

8. Worm farm: box of garden soil with living worms, cornmeal, some moistu

227 114 Work With

, egg cartons, cigar boxes, plastic jars and bottles, peanut overs, mason jars, pickle bottles, milk cartons, flower pots, ead cartons, tin juice cans, tin coffee cans with lids. spoons, metal-or plastic screening, knife, single-edge razor low power microscope, if possible). In Alaska an ultra violet d be excellent.

ds, etc., arranged in egg crates or other cartons. rojects: molds, fossils (casts and imprints). positions, 3-D flower collections, crayon-resist illustrations, nd leaf transparencies. ny kinds?), bottle cap exhibits, seeds we eat, seeds we spit out, r autumn) seed pictures (mosaics, using rice, barley, beans, peas, rowing plants: ters, grass seeds on plastic sponge, sweet potato or a yam in geranium, begonia, etc., citrus garden (can of soil with grape- lemon sprouts), "mystery" plants. pecimens. il, ants, tiny moist sponge, sugar or meal, placed in pan of water.

1 with living worms, cornmeal, some moisture

114 r.M.T.,t`CSIPPY.75Z1VM.VMMINIttrrsnrmiserirelttonmzuerwrAmrmrp,

9. *From "worm" egg to silk: spring project beginning with silkworm eggs (available froma company. *Note: Try this only if mulberry leaves are available.

10. Pets, wild and tame: ducks, (fascinating though messy), birds (seed-eaters, fruit e terrarium or aquarium, miniature aquaria.,

11. Home-made chemical set: orange crates, hose, bucket, household chemieals, salvaged equi area, fire extinguisher and alcohol lamp if flame is permitted)

12. "Engineering" projects: "Rube Goldberg" machines from odds and ends (very creative fun older boys).

13. Rhythm orchestra: salvaged materials used for child-made instruments.

14. Art-science projects: mosaics using pebbles, shells, plant materials, etc., (glue the cardboard or press into a mastic), olive bottles filled withwa colored glass or colored beach pebbles, leaf prints (ink andcr window sill boxes (using sand, driftwood, stones, shells).

And -- many other activities which children and teachers will thinka as science hobbies get underway. Included are some of the above proj ones, and much background material, written for "middle-aged" childre grades in the elementary school) in the following books, published by

ELIZABETH K. COOPER - Author of

MineraLs 19 Science in Your Own Back Yard 19 Discovering Chemistry 19 Science on the Shores and Banks19

Magazine - Ranger Rick from National Wildlife Associ v

,^711,1ro w...... amMI/0*.111,1williwratenWwwwwww

silk: nning with silkworm eggs (available from a biological supply ly if mulberry leaves are available.

though messy), birds (seed-eaters, fruit-eaters, meat-eaters), um, miniature aquaria. set: bucket, household chemicals, salvaged equipment (fireproof sher and alcohol lamp if flame is permitted).

ts: ines from odds and ends (very creative fun especially for

sed for child-made instruments.

s, shells, plant materials, etc., (glue the specimens to heavy nto a mastic), olive bottles filled with water- worn bits of ored beach pebbles, leaf prints (ink and crayon) seaweed gardens, sing sand, driftwood, stones, shells).

es which children and teachers will think about or invent as soon erway. Included are some of the above projects, some additional material, written for "middle-aged" children (those in the middle chool) in the following books, published by Harcourt, Brace & Co.

ELIZABETH K. COOPER - Author of

Minerals 1943 Science in Your Own Back Yard 1958 Discovering Chemistry 1959 Science on the Shores and Banks 1960

Ranger Rick from National Wildlife Association.

23(\ 115 ONE PIECE ALLSCREEN ANIMAL

Procure a metal pan or tray (easily washable) Make the to receive dirt or droppings. This may be a extend t tin cookie pan, baking pan with low sides, a wire in serving tray, or waste porcelain crumb tray used to from an old stove. The size of this pan de- termines the size of the cage as it serves Make the for the base. edge of of a wo By screening of welded wire grid 1/2" x 1" of adequate dimensions to make a desirably sized Use sma cage. Lay the screen over the tray and deter- ends of mine the number of wires each way which will panel's fall within the limits of the base tray, al- pair of lowing a half inch overage. may be tight a On a piece of paper draw a pattern based on the units of wire rectangles in each of the Disrega six panels of the cage. The sides of the is comp cage are laid out in four panels end to end snips o with a bottom panel adjacent to one side on trimmin the right and a top panel adjacent to the waste s same side on the left. Your layout will look the pen like this. Note: wire (r is not TOP The dia the ext pets ho only we S I DE END ' S I DE END

0141111. 'MEND LIWOM

Pat tern ONE PIECE ALL SCREEN ANIMAL CAGE

tray (easily washable) Make tha cut so the stub ands of wires will ppings. This may ba a e xtend the full half inch beyond the last pan with low sides, a wire in the panel.These wire stubs ara porcelain crumb tray used to bind the edges together. a size of this pan de- he cage as it serves Make the bends by laying tha wire at the e dge of the panel exactly on tha square edge of a wooden box and tap with a hamner. wire grid 1/2" x 1" of make a desirably sized Use small narrow nose pliers to wrap stub over the tray and dater- e nds of wire tightly around the adjacent es each way which will panel's edge wire. (It pays to have a good of the base tray, al- pair of pliers for this job.) Each wire rage.. may be twisted around until the end lies tight and does not present a scratch hazard. aw a pattern based on angles in each of the Disregard the door until the entire cubicle The sides of the is complete. Then cut opening with wire our panels and to end snips or nippers and attach the door made by jacent to one side on trimming an overlapping panel from the nal adjacent to the waste screen. The cost of cage material of Your layout will look the pen on display was $2.50.

Note: The present grade of half inch square wire (rabbit mash) available at all stores is not satisfactory for the base of pat pens. The diameter of tha wire has bean thinned to the extant that it will cut the feet of any pats housed therein. The market now affords only welded grid in a satisfactory grade.

--Docia Zavitkovsky

. 116 232 A CARRYING CASE

Do you like to carry an animal to your story An easy insect cag time? cylinder with old bottom. (peanut b Do you borrow creatures from your neighbors? Old motion picture instead of cake pa Do you want kitty to take a trip with screen that is jus you? cylinder that will You can make a simple case Overlap the ends o Use inch; fasten toget teners or "sew" th 1 apple box Ahe cylinder in on 2 small hinges and screws for a lid. 2 screen door hooks brads 1/4" mesh wire (approximately 20" x 24") staples

To make

1. Remove.both sides

2. Make one side into door by attaching hinges and screen door hooks.

3. Staple 1/4" mesh wire over top and open side.

4. Attach screen door pulls on ends for carrying.

PM INSECT CASE

. 233, : . 117 ING CASE n animal to your story An easy insect cage can be made of a wire cylinder with old cake pans at the top and bottom. (peanut butter jar covers will do) ures from your neighbors? Old motion picture containers can be used instead of cake pans. Use a piece of y to take a trip with screen that is just long enough to form a cylinder :hat will fit into the pans. a simple case Overlap the ends of the screen about a half inch; fasten together with brass paper fas- teners or "sew" them with a fine wire. Set /the cylinder in one pan and use the other ews for a lid. imately 20" x 24") Docia Zavitkovsky 1.;.= des into door by attaching een door hooks.

h wire over top and door pulls on ends for

INSECT CASE

117 .T Additional Supplies:

Fish nets Old radio Large jars Egg beater Plastic containers Flour sifter Plants Plastic bottles Soil Measuring spoons Sand Measuring-cups Frog Pine cones Insects Cotton (flax) Spiders Honeycombs Butterfly Ant colony Cocoons Bee colony Leaves Buttons Sea Shells Zippers Rocks Bird nests Minerals Insect nests Flashlights Racks Batteries Fan Wire Nails Lock and key Fabric Door latch Balloons Mechanical tools Sponge Combs Fur Bottles and corks Fruit Bottle stoppers Vegetables Water trough Clothesline Medicine droppers Arrowheads Cups Bows Pulleys Basin Scales Pail Clock Straws Bells Clay. Wheels Tea strainer Starfish Clam shells

118 Old radio Kettle with spout Egg beater Colander Flour sifter Pebbles Plastic bottles Marbles Measuring spoons Tin cans Measuring-cups Scoops Pine cones Farming tools Cotton (flax) Milk cartons Honeycombs Egg cartons Ant colony Salt Bee colony Sugar Buttons Chalk Zippers Thread Bird nests- Spools Insect nests Jar covers Racks Blotter Fan Cork Nails Water Fabric Screwdriver & screws Balloons Iron filing Sponge Food coloring Fur Paint Fruit Telephone Vegetables Axe Clothesline Fire extinguisher Arrowheads Whale bones Bows Fish spines Basin Antlers Pail Horns Straws - Sheep skins Clay Hides Tea strainer A cold box to keep frozen Clam shells things

118 BIBLIOGRAPHY OF SCIENCE BOOKS FOR YOUNG INSECT STORIES

Hunting, Harriet LET's GO OUTDOORS Doubleday Marcher, Marion MONARCH BUTTERFLY Holiday McClung, Robert SPHINX, STORY OF A CATERPILLAR Marrow McClung, Robert TIGER, STORY OF A SWALLOWTAILMarrow Podendorf, Ills TRUE BOOK OF INSECTS Children' Williamson, Margaret FIRST BOOK OF BUGS F. Watts ' Ipcar, Dahlov WORLD FULL OF HORSES Doubleday Podendorf, Illa TRUE BOOK OF PETS Children' BROOK AND POND

Flack, Marjorie TIM TADPOLE Doubleday McClung, Robert BUFO: STORY OF A TOAD Marrow . EGGS THAT HATCH

Berg, Jean BABY SUSAN'S CHICKEN Wonder Bo Schloat, Warren THE WONDERFUL EGG Scribner SEEDS AND PLANTS AND TREES

Cormao, M. B. FIRST BOOK OF TREES F. Watts Downer, Louise THE FLOWER W. R. Sco Simon, Norma TREE FOR MEN Lippincot Webber, Irma BITS THAT GROW BIG W. R. Sco Webber, Irma UP ABOVE AND DOWN BELOW W. R. Sco Zip, Herbert WHAT'S INSIDE OF PLANTS Morrow SEASONS

Blough, Glenn WAIT FOR THE SUNSHINE McGraw Lenski, Lois I LIKE SUMMER .0xford Lenski, Lois I LIKE WINTER Oxford Lenski, Lois NOW IT'S FALL Oxford Lenski, Lois SPRING IS HERE Oxford Schlein, Miriam DEER IN THE SNOW Abelard-S1 BIBLIOGRAPHY OF SCIENCE BOOKS FOR YOUNG CHILDREN

LET'S GO OUTDOORS Doubleday 1939 $3.50 MONARCH BUTTERFLY Holiday 1954 $2.95 SPHINX, STORY OF A CATERPILLAR Marrow 1949 $2.95 TIGER, STORY OF A SWALLOWTAILMarrow 1953 $3.95 TRUE BOOK OF INSECTS Children's Press 1954 $2.80 ret FIRST BOOK OF BUGS F. Watts 1949 $2.95 WORLD FULL OF HORSES Doubleday 1950 $3.25 TRUE BOOK OF PETS Children's Press 1954 $2.50

TIM TADPOLE Doubleday 1946 $2.25 BUFO: STORY OF A TOAD Marrow 1954 $3.93

BABY SUSAN'S CHXCKEN Wonder Books 1951 $3.25 THE WONDERFUL EGG Scribner 1952 $2.95 ND TREES

FIRST BOOK OF TREES F. Watts 1951 $2.75 THE FLOWER W. R. Scott 1955 $2.75 TREE FOR MEN Lippincott 1956 $2.95 BITS THAT GROW BIG W.R. Scott 1949 $3.95 UP ABOVE AND DOWN BELOW W. R. Scott 1943 $2.75 WHAT'S INSIDE OF PLANTS Morrow 1952 $3.93

WAIT FOR THE SUNSHINE McGraw 1954 $3.25 I LIKE SUMMER Oxford 1950 $2.50 I LIKE WINTER Oxford 1952 $2.50 NOW IT'S FALL. Oxford 1948 $2.50 SPRING IS HERE Oxford 1945 $2.50 DEER IN THE SNOW Abelard Schuman 1956 $2.95

233 119 WEATHER

Friskey, Margaret TRUE BOOK OF AIR AROUND US Children' Goudey, Alice GOOD RAIN Aladdin Tresselt, Alvin FOLLOW THE WIND Lothrop Tresselt, Alvin WHITE SNOW? BRIGHT SNOW Lothrop TIME CONCEPTS

Schlein, Miriam IT'S ABOUT TIME W. R. Sco THIS AND THAT

Bendick, Jeanne ALL AROUND YOU Whittlese Zim, Herbert WHAT'S INSIDE OF ANIMALS Marrow

EDUCATION EXTENSION, U

2 )9 120 TRUE BOOK OF AIR AROUND US Children'sPress 1953 $2.50 GOOD RAIN Aladdin 1950 $3.50 FOLLOW THE WIND Lothrop 1950 $3.75 WHITE SNOW? BRIGHT SNOW Lothrop 1947 $3.50

IT'S ABOUT TIME W. R. Scott 1955 $3.25

ALL AROUND YOU Whittlesey 1951 $3.75 WHAT'S INSIDE OF ANIMALS Marrow 1953 $3.00

. EDUCATION EXTENSION, UNIVERSITY OF CALIFORNIA In, AniIrertflire.11 Mi-

EXPERIENCES WITH MUSIC AND RHYTHMIC

In the language-centered curriculum, the most the events, ac universal language is that of music and bodi- tudes which sr ly movement. Words may come slowly, particu- ity. The song larly to the child who is trying to express conditions and himself through two separate languages. The life and of pe creative media can serve as important non- are expressive verbal forms of communication. The products forms of the c of creative activities may pave the way to culture. Loma broader communicative power. However, whe Through the aesthetic media each child can Clementine," find personal freedom and refreshment. The chant "Rock kindergarten staff utilizes many methods for mountaineer arranging creative activities depending upon Beethoven se the unique experiences the Indian child brings symphony orc with him to school. moves from o is often dis All of the peoples of the world have their the new perf songs. There are songs for play, songs sung in preparation for and during work, and for The song will ceremonies of a seasonal or religious nature. rhythm, and to Scholars have traced the movement of song clan. styles along the paths of human migration, and even today one finds that melodies and Whether charac song themes wander freely within several enor- borrowed from mous regions, past language and culture barri- made up on the ers, without losing their essential form. ated by an ind Radio and records have helped to speed up this an idea, singi ready movement of songs and even styles of should be an e rhythmic expression. much that goes The teacher wo Within a given group of people, however, the dren might have songs and dances which are kept alive and handed on from one generation to another are To keep the c apt to be an expression of their own personal and to them and shared community concerns. They show a To help child powerful relationship to the aspects of the rhythms and social structures that regulate the behavior To help child of people in different cultures. As Lomax* sounds both summarizes this idea: "As people live, so do To help child they sing." Songs that have lasted deal with and rhythmi EXPERIENCES WITH MUSIC AND RHYTHMIC MOVEMENT red curriculum, the most the events, activities, problems and atti- that of music and bodi- tudes which are shared by all in the commun- y come slowly, particu- ity. The songs are clearly related to the is trying to express conditions and the organization of social perste languages. The life and of personal experience in it. They ve as important non- are expressive of both the feelings and the ication. The products forms of the customs and institutions of the may pave the way to culture. Lomax* notes in colorful terms: power. However, when the Pygmies hoot "My Darling media each child can Clementine," when the Cherokee Indians and refreshment. The chant "Rock of Ages", when the Kentucky lizes many methods for mountaineer moans the Negro blues, or when ivities depending upon Beethoven sets Scots bagpipe tunes for the the Indian child brings symphony orchestra -- when, that is, a tune moves from one style region to another, it is often distorted out of recognition by the world have their the new performance framework. (page 65) s for play, songs sung during work, and for The song will have taken on features of style, al or religious nature. rhythm, and tonality unique to the tribe or he movement of song clan. of human migration, ds that melodies and Whether characteristic of a local group, or ely within several enor- borrowed from the universal heritage of songs, guage and culture barri- made up on the spot for an occasion, or cre- eir essential form. ated by an individual to express a feeling or helped to speed up this an idea, singing and rhythmic expression s and even styles of should be an easy and ready accompanyment to much that goes on in a school or kindergarten. The teacher working with young Indian chil- f people, however, the dren might have the following objectives: are kept alive and eration to another are To keep the children singing, with a group n of their own personal and to themselves. oncerns. They show a To help children reproduce, and to invent to the aspects of the rhythms and melodies. regulate the behavior To help children listen critically toi cultures. As Lomax* sounds both musical and non-musical. "As people live, so do To help children find pleasure in musical t have lasted deal with and rhythmic expression.

121 242 *Folk Song Style and Culture. Alan Lomax. move freel American Association for the Advancement of sponse t Science. Washington, D. C. Publication No. imitate th 88. 1968 own trib imitate an wind, th To acquaint children with songs of both In- dian and non-Indian origin. Song and rhy children com She might well keep these same objectives in readily used mind herself. Her interest and spontaneous are those bo participation in singing and free body move- either the t ment can give children assurance that their over the wor own activities in music and dancing are prized. garten songs It is unfortunate when singing, play with tings. Fina sounds and variation in body movements are obtained fro regarded as a subject matter to be confined by the India to certain periods of the day. In and out of doors, on trips, as an accompanyment to 1. Folk Son routines of washing, dressing, and putting things away, a song or a dance can add plea- Most of us k sure to the day and express delight in the kind one sin presence of others. therings whe It is more f In more formal work with melodies and rhythms, "knows all t the teacher can devise opportunities for chil- songs have s dren to one simple t They match pitch time. tive embelli carry a tune sing together, in unison it going as keep time, with voice or body movements sometimes in songs lend t portray mood, temp, and story understand the concepts of up and down games, danci high and low There is act dance, jump fast and slow loud and soft, etc. recognize similar and dissimilar melody, Teachers may certain fol rhythm and form become aware of sounds about us in daily cal phrasin cerns of lo living is room for make and use simple musical instruments sensitivity

24,3 122 Culture. Alan Lomax. move freely or inhibit movement in re- for the Advancement of sponse to musical cues D. C. Publication No. imitate the dances and dancers of their own tribes and clans initata animals and nature (trees, clouds, wind, thunder, etc.) n with songs of both In- an origin. Song and rhythm materials to use with young children come from three sources. Most hese sane objectives in readily used by omeone new to Indian lora terest and spontaneous are those borrowed from another culture, ing and free body 'move- either tha treasury of folk songs from all n assurance that their over the world, or the nursery and kinder- sic and dancing are prised. garten songs in wide use in educational set- an singing, play with tings. Finally, songs and rhythns may be in body movements ara obtained frost the repertoire typically used t matter to ba confined by tha Indians intim region. f the day. In and out as an accompanyment to dressing, and putting 1. Folk Sonas or a dance can add plea- express delight in the Most of us know a good many folk songs, the kind one sings around a campfire or at gatherings where people feel close and good. with nalodies and rhythisse. It is more fun if someone is present who se opportunities for chil- "knows all the words." As a rule, folk songs have singabla melodies and introduce ona simple thought or subject theca at a time. They allow for considerable repetitive embellishment, so the singers can keep unison it going as long as thay want by adding and ica or body movements sonatinas inventing nay phrases. Many folk 9 and story songs lend themselves readily to singing capes of up and down games, dancing, and rhythmic pantomime. high and low There is action in than, to skip, to clap, fast and slow dance, jump, stretch, or work to. loud and soft, etc. and dissimilar melody, Teachers may have reservations about using certain folk songs, those with ungrammati- tands.about us in daily cal phrasing or expressions of adult concerns of love, dying and woe. While there le musical instruments is room for argument, and certainly need for sensitivity in selecting those to use, many

3 122 educators believe that children can use words its history and its which are "too big for them" with relish and comes appropriate t growing familiarity, and enjoy the ungramma- United States, as w tical as a playing with words. Perhaps the with him. Again, S unhappy content of some songs -- of hurt, tion: pain, killing, death, sadness, cruelty, and destruction -- can help children with their This music has bee own feelings of loneliness or deep feelings play, sleep, fun, of anger and rejection. Singing about one's It has grown out own worries and concerns can help in the many ways of livin handling of them. Certainly, the vitality fantasies cling to and validity of the songs is a welcome change It knows and tells from the blandness of much music written for thought about the young children only. things that happen grow in initimate *Ruth Seeger summarizes her discussion of the roads it helped bu appropriateness of using folk songs with young pick, the ships it children by asking: stretches it made

Should we try to shield the child from No less important ar feeling of sadness, of hurting, or being of the herding of ca hurt, of killing, dying? Can we shield which were important him? Such feelings are not unnatural to settlers and Ilidians him; he has them, to a greater or lesser extent, already within himself. It is not There are many colle unnatural for a child to build fantasies source to turn to fo around killing, hurting, destroying even tra verses if they a things or people he loves. If he can sing few of those which m about these things -- can take action children are: through song -- the deed is done (in fan- The Young Voyage tasy) end the pressure relieved. Can we The Erie Canal not say, then, that having songs around On Top of Old Sm which sing of these things may be a means Peter Gray of easing such feelings within himself, and of helping to make him more comfortable with himself as well as with what is around *American Folk Sonts hi*? (page 17) Crawford Seeger. Do City, New York. Fir /n addition to its use as a carrier of feelings - the entire spectrum of emotions - the folk song is a bearer of history and custom. Since the Indian is growing up in a country to which his people have contributed both to at children can use words its history and its customs and arts, it be- or them" with relish and comes appropriate to use folk songs of the and enjoy the ungramma- United States, as well as other countries, ith words. Perhaps the with him. Again, Seeger* expresses this func- ome songs -- of hurt, tion: sadness, cruelty, and elp children with their This music has been a natural part of work, liness or deep feelings play, sleep, fun, ridicule, love, death. on. Singing about one's It has grown out of and passed through erns can help in the many ways of living and doing. Facts and ertainly, the vitality fantasies cling to it from its wandering. songs is a welcome change It knows and tells what people have f much music written for thought about the ways of living and the things that happened. Through it one can grow in initimate appreciation of the rail- zes her discussion of the roads it helped build, the cotton it helped sing folk songs with young pick, the ships it helped sail, the land- stretches it made less lonely. (page 21) hield the child from No less important are the songs which tell of hurting, or being of the herding of cattle, and the animals dying? Can we shield which were important in the lives of early s are not unnatural to settlers and Indians, alike. to a greater or lesser thin himself. It is not There are many collections of folk songs, a lld to build fantasies source to turn to for the words and the ex- ting, destroying even tra verses if they are forgotten. Just a loves. If he can sing few of those which might be used with young can take action children are: deed is done (in fan- The Young Voyageur ure relieved. Can we The Erie Canal having songs around On Top of Old Smokey things may be a means Peter Gray ings within himself, ake him more comfortable 1 as with what is around *American Folk Sonas for Children by Ruth Crawford Seeger. Doubleday and Co., Garden City, New York. First printed 1948 e as a carrier of feel- ctrum of emotions - the of history and custom. rowing up in a country eve contributed both to

123 26 Turkey in the Straw Aloutte Home on the Range Whoopee Ti-Yi-Yo She'll Be coming Round the Mountain

-- The foregoing are contained in Fireside Book of Folk Songs. M. F. 2. Kindergar Boni and N. Lloyd. Simon and Schuster. Of course, ma sery schools Hold Old Are You? I'll Be Sixteen Come used primaril Sunday Often these a What Shall We Do When We All Go Out to music. Ot Goodbye, Old Paint with young ch Sweet Water Rolling in many count Rain, Come Wet Me adapted for u Rain or Shine ply insertin One Cold and Frosty Morning or by alteri Riding in the Buggy, Miss Mary Jane song so that Billy Barlow familiar to Skip To My Lou settings are This Old Hammer lowing examp Hush Little Baby Jim Crack Corn Mary had Old Mister Rabbit lamb Bought Me a Cat Mary had a Hop Old Squirrel Its fleece My Horses Ain't Hungry Poor Old Crow Mary ip na Eency Weency Spider ip.na ip na -- these and many others in Am- Mary ip na erican Folk Songs for Children. Mit khoa k Ruth Crawford Seeger, Double- day and Co., New York Mary had dog The Paw Paw Patch Mary had a Rattlesnake Its fur wa Wake Up Jacob I'm a Leavin' Cheyenne Mary khip I'm Goin' Away to Texas khip Sweet Betsy khip tray Who! Ha! Buck and Jerry Boi, ge -- among those found in The Folk Songs of North America. Alan Round the Mountain Lomax. Doubleday and Co., New York. going are contained in Book of Folk Son s. M. F. 2. Kindergarten Songs N. Lloyd. Simon and Of course, many of the songs used in nursery schools are folk songs which have been u? I'll Be Sixteen Come used primarily in the home for generations. Often these are so-called nursery rhymes set o When We All Go Out to music. Others have been written for use int with young children and have proved popular ling in many countties. Frequently these can be Me adapted for use with Indian children by simply inserting an Indian word, now and then, osty Morning or by altering the basic vocabulary of the uggy, Miss Mary Jane song so that objects and experiences more familiar to children in rural or reservation settings are employed in the song. The following examples are merely suggestive.

Mary had a little lamb, little lamb, little lamb Mary had a little lamb 1 Its fleece was white as snow Hungry Mary ip nay ya kha toohk ider ip nay kha toohk ip nay kha toohk d many others in Am- .Mary ip nay ya kha toohk olk Son s for Children. Mit khoa khat tik toe mik wford Seeger, Double- Co., New York Mary had a little dog, little dog, little dog ch Mary had a little dog Its fur was white as snow heyenne Mary khip may roo khak toohk to Texas khip mee khak toohk khip mee khak toohk

47 124 243 Melle..Meinn,*...... *1*... Mary khip may roo khak toohk Hi, Ho, the M Mith-khoa-kah ti to mik (Middle Eskimo) The wolf sees

-- Juanita Norton, Kotzebu The oo kul The oo kul The song of Farmer in the Dell can be sung Hi, Ho, the M with Eskimo words, or English, in a manner The rabbie se more fitting the environment of these Nor- thern children: The keek vah The keek vah English words Eskimo words Hi, Ho, the M The muskrat s bear auk lauk caribou tu tu pak The ah cah lo wolf ah mah ook The ah cah lo rabbit oo kul likh Hi, Ho, the M muskrat keek vah look The fish sees fish ah cah lookh seal nat chikh The nat chikh man E neek The nat chikh village Noonah kik Hi, Ho, the Me They all clap and Coo yah roongah The seal is ca sing The E neek goe Tune of "Farmer in the Dell" The E neek goe Hi, Ho, the Me The Auk lauk is in the woods The hunter bri The Auk lauk is in the woods Hi, Ho, the Merry, Oh, They all clap The bear is in the woods They all clap Coo yah roonga The Auk lauk sees the tu tu pak roongah The.Auk lauk sees the tu tu pak They all clap Hi, Ho, the Merry, Oh The bear sees the caribou Again, the Far quite a differ The tu tu pak sees the ah mah ook The tu tu pak sees the ah mah ook The squirrel i Hi, Ho, the Merry, Oh, The squirrel i the caribou sees the wolf Hi, Ho the Mer The squirrel i The ah mah ook sees the oo kul likh The ah mah ook sees the oo kul likh The squirrel t 7,-MVA oo khak toohk Hi, Ho, the Merry, Oh, i to mik (Middle Eskimo) The wolf sees the rabbit

Norton, Kotzebu The oo kul likh sees the keek vah look The oo kul likh sees the keek vah look r in the Dell can be sung Hi, Ho, the Merry, Oh , or English, in a manner The rabbie sees the muskrat environment of these Nor- The keek vah look sees the ah cah lookh The keek vah look sees the ah cah lookh Eskimo words Hi, Ho, the Merry, Oh The muskrat sees the fish auk lauk tu tu pak The ah cah lookh sees the nat chikh ah mah ook The ah cah lookh sees the nat chikh oo kul likh Hi, Ho, the Merry, Oh, keek vah look The fish sees the seal ah cah lookh nat chikh The nat chikh sees the E neek E neek The nat chikh sees the E neek Noonah kik Hi, Ho, the Merry, Oh, Coo yah roongah The seal is caught by the hunter

The E neek goes to Noonah kik in the Dell" The E neek goes to Noonah kik Hi, Ho, the Merry, Oh, the woods The hunter brings the seal to the village the woods Oh, They all clap and sing .woods They all clap and sing Coo yah roongah coo yah roongah coo yah the tu tu pak roongah the tu tu pak They all clap and sing Oh caribou Again, the Farmer in the Dell can take on quite a different meaning: 'the ah mah ook the ah mah ook The squirrel in the woods Oh, The squirrel in the woods he wolf Hi, Ho the Merry, Oh The squirrel in the woods s the oo kul likh s the oo kul likh The squirrel takes a rabbit, etc.

9 125 250 The rabbit takes the deer, etc. It i acce The deer takes a bear, etc. musi cit The bear takes a bird, etc. A. B Guid The bird takes the beaver, etc. this foll The beaver takes the wolf, etc. teac and The wolf takes the fox, etc. Mr. tion The fox stands alone in a The fox stands alone list Hi, ho, the Merry, Oh They all clap and sing. Reco able -- From Indian Teacher-Aide Handbook, them Caryl Steere and Joseph Steere, sour Patricia and Albert Kukulski tion Arizona State University, Tempe, For 3. Indian songs use vari Strictly speaking, the Indian songs are folk vise songs, too, but they are discussed separate- ly because they require special preparation. While there are similarities in the songs used by different tribes, and the subjects Amer sung about may be repeated, each group has like its own songs which are, in a sense, a sum- lang mary of the feelings, experiences and preoc- that cupations of the group. These should be ate checked with the tribe to make certain that here they do not include what should be reserved the for religious ceremonies. Indian women sta grinding corn have songs to accompany their we f movements, a different song for each time of seas the day. There will be songs for harvest and gio for preparations before a hunt. Some of the to t musical heritage of a tribe will be "shy" songs, as Lomax calls them, or part of their "H secret rituals. These, however, do not dif- a c fer in construction and style, melody, pitch hop and rhythm from those in general everyday use. 126 deer, etc. It ii extremely difficult to show correct accents, nasality, and rhythms in the usual r, etc. musical notations. One of the most expli- cit attempts to do so was developed by Louis d, etc. A. Ballard for A KinderRarten Curriculum Guide for Indian Children. After consulting eaver, etc. this description of the steps which might follow in working with Navajo materials, the wolf, etc. teacher should seek local sources for words and melodies characteristic of her own group. ox, etc. Mr. Ballard stresses the need to pay attention carefully, to forget one's own shyness in attempting to sing with children, and to listen to the music around. ng. Recordings are becoming more widely available as a source of genuine Indian musical eacher-Aide Handbook, themes and rhythms. A partial listing of and Joseph Steere, sources may be found at the end of this sec- Albert Kukulski tion. University, Tempe.i.. For the most part, North American Indians use percussion instruments only. A wide variety of percussion instruments can be de- the Indian songs are folk vised to provide the accompanying beat. y are discussed separate- ire special preparation. MUSIC EDUCATION SYLLABUS ilarities in the songs ribes, and the subjects American Indian music is vocal music, and, epeated, each group has like all vocal music, it derives from the are, in a sense, a sum- language of the people. When we realize s, experiences and preoc- that over 200 tribes of Indians with separ- oup. These should be ate languages or dialectic variants exist ibe to make certain that here in continental America alone Then what should be reserved the enormity and variety of this music can onies. Indian women stagger the imagination. Especially so when songs to accompany their we further realize that each tribe may pos- ent song for each time of sess as many as 500 songs or more, with re- 1 be songs for harvest and gional differences to add more complication fore a hunt. Some of the to the issue. a tribe will be "shy" ls them, or part of their "How then," you may rightly ask, "can I, as ese, however, do not dif- a classroom teacher and a non-Indian, even and style, melody, pitch hope to present Indian music in the class- se in general everyday use. r 126 252 room OGG much less SING IT???" Also, "Where one key does one even begin, if the music isso vast and complicated?" Or, you may say, (and this Does it is a classic statement with teachers!), "I'M child? NOT A MUSICIAN, AND I CAN'T CARRY A TUNE IN A which th BUCKET!" ample op cultural First of all, I suggest that you 'wipe the open the slate clean' of all excuses, inhibitions and of music any pre-conceived notions about Indian music learning and about your own mus.Lcal abilities. If you can talk, then you can sing. (Of course, I Such ques can't say how well00. but this is up to you.) lines th You will not be teaching Navajo children to musical e sing Navajo songs, but, rather, you will be and they leading and learning with Navajo children how tion to y to enjoy a musical experience through educa- tribal In tional activities such as singing, chanting ted exper and rhythmics. These activities will all be lization based upon the American Indian tribal music attend a heritage and Indian musical expression which music, be was the outgrowth of a cultural need. Your was and i class and you will become a new tribe and, chsmusik consequently, your new group will have this man compo same need for musical expression which, by be to app all rights, should grow out of the culture or to ace represented in your classroom. Fortunately, the sick this culture is very rich and can bevery your clas meaningful to you and to your children... BUT," be functi only if a conscious effort is made to utilize but, this that culture and its myriad aspects. You will each acti and must learn a few Indian songs and practice songs rel the basic sounds of Indian vocal expression, or gave t as presented in the compedium. You must use ers. Per your auditory faculty in a more acute manner such, but than you have ever before used it...in short, self used develop your sense of hearing to a very fine grade was degree, and then retain what you hear and re- ber? "GO produce the vocal sound. Just as Navajo LORENZO!" language sounds are vastly different from Eng- MY NAME I lish language sounds, and require reorienta- tion of thought patterns, so does Indianmus- Well, suc ic require a different vocal technique. The words are NG IT???"Also, "Where one key is LISTEN! if the music is so vast Or, you may say, (and this Does it relate to the ethnic roots of the ent with teachers!), "I'M child? Does it honor the Basic Indianism I CAN'T CARRY A TUNE IN A which this child possesses? Does it provide ample opportunity for the child to apply his culturally aesthetic sensitivity? Does it est that you 'wipe the open the door toward a brother perspective excuses, inhibitions and of music, language and the entire world of tions about Indian music learning experiences? IS IT FUN? usical abilities. If you an sing. (Of course, I Such questions as these can serve as guide- but this is up to you.) lines throughout this discovery of Indian hing Navajo children to musical elements by you and your children, ut, rather, you will be and they can serve as guides in the applica- with Navajo children how tion to your teaching. Remember, to the xperience through educa- tribal Indian person, music is not an isola- ch as singing, chanting ted experience as it is in our Western Civi- e activities will all be lization where we dress ever-so-properly to can Indian tribal music attend a concert or a jam session. Indian musical expression which music, besides being vocal-plus-percussion, a cultural need. Your was and is mainly functional music. Gebrau- ecome a new tribe and, chsmusik, as Paul Hindemith, the famous Ger- ew group will have this man composer, would say. The function may 1 expression which, by be to appeal for rain to help the corn grow, row out of the culture or to accompany the dance or to help cure classroom. Fortunately, the sick or many other functions. Now, rich and can be very your classroom music and songs cannot all d to your children... BUT, be functional in this sense, obviously effort is made to utilize but, this cultural need can be used to make myriad aspects. You will each activity more meaningful. Some Indian Indian songs and practice songs related war experiences of the singer Indian vocal expression, or gave tribute and recognition to the lead- compedium. You must use ers. Perhaps you never thought of it as in a more acute manner such, but that little song that you your- efore used it in short, self used to sing in kindergarten or first- f hearing to a very fine grade was based upon the same idea...remem- in what you hear and re- ber? "GOOD MORNING, TEACHER. MY NAME IS nd. Just as Navajo LORENZO!" or "GOOD MORNING, MRS. SMITH. astly different from Eng- MY NAME IS BETTY:" and require reorients- rns, so does Indian mus- Well, such greeting songs which use courtesy t vocal technique. The words are still used as a beginning song

2 127 activity in every music class in America. drum r However, most American children hear 'good morning' every day at home and on the streets. Your Navajo children do not. Furthermore, the very words 'good morning' are completely j) alien and un-thinkable to your Navajo child.. in fact, to say this and look right in a person's eyes is downright impolite, according Meaningf to the Navajo 'way' of life. At least, this culture has been my experience with teachers and ad- which op ministrators who have worked with Navajo chil- as becom dren for many years. tional e tives an So, what do you use instead of 'good morning'? quires t What would relate to the Navajo culture? Well, learning why not try as a first musical experience, the chanting of a typical Navajo vocable (no-mean- 1. N ing sounds) and then add a child's name. 2. P

EXAMPLE 1. A YEH YANGA, A YEH YANGA...A YEH 3. C YANGA, A YEH YANGA, LORENZO, ANGA

Note: First, pick a comfortable pitch for the base tone. Then say A, as in fate, With th prolonging the sound. Then, intone or all-Eng chant the syllables to a rhythmic beat, Latin, walking speed, saying each syllable rather short and curt. YANGA, sounds Also,1 like kong-ah, only substitute the "Y" tions f consonant sound. There will be a lit- songs. tle dip on the second YANGA. Listen tongue" for this; try to imitate. liance though Do this to the accompanyment of an Indian include drum and rattles, as follows: as a ch difficu EXAMPLE 2. A YEH YANGA, A YEH YANGA...A reaches YEH YANGA, A YAH YANGA, LO-REN- Senega 20, ANGA. and its ing and : class in America. drum rattle children hear 'good lone and on the streets. not. Furthermore, 4ninge are completely IP)) 1PP I to your Navajo child.. d look right in a per- impolite, according Meaningful activity which is related to the life. At least, this culture of the Indian child can be the key with teachers and ad- which opens your ow% understanding as wall mrked with Navajo chil- as becoming a springboard for other educational experiences. Nance, the basic objectives and philosophy of this treatise re- toad of 'good morning'? quires that three distinct Indian music Navejo culture? Well, learning experiences be utilised: musical experience, the avajo vocable (no-mean- 1. Navajo tribal songs and rhythms. d a child's name. 2. Pan-Indian tribal songs and rhythms. (other tribes) , A TIN TANGA...A TIN 3. Creative song-play-mime activities N TANGA, LORINZO, ANGA with rhythms. (using English words as well as Indian words and vocables.) mfortable pitch for the say A, es in fate, With this beginning, it is a short step to ound. Then, intone or all-Rnglish songs or even the little French, les to a rhythmic beat, Latin, German songs which children sing. eying each syllable curt. TANGA, sounds Also, included herein are helpful sugges- ly substitute the "T" tions for your own vocalisation of Indian There will be lit- songs. In learning these, the "mother econd TANGA. Listen tongue" method is by-far superior to any re- imitate. liance upon written notation or text, although some brief suggestions for theme are yment of an Indian included. Tou should approach this problem llows: as a child does who learns some of the most difficult languages in the world before he A TIN TANGA...A reaches 6 years of age. The Indian or the A TAN TANGA, LO-RIN- Senega youngster learns his complex language and its many subtle nuances by acute listening and by repetition. This is the "mother tongue" method. Also, I encourage you to ven- transcends a ture forth on your own...for additional songs ing. Especial and words, inquire of the Indian people, and many no-meanin repeat all words and all sounds allow your- of good faith self to be laughed at and join in the fun of and, remember. making a mistake and correcting it. The In- of your voice dian language has many similarities within ic to their ea itself, so many, in fact, that the Indian people love puns on words and love to laugh GOOD SINGING at each other. For instance, one worn joke by stoppin arises from the fact that hoseesnta* means of the glo equally "I will sing" or "I will kick him." And so there are many anecdotes of the pat- MATERIALS NEED tern: 2 small Indian Hosteen 'lassie (little man) went to see (available a his mother." 6 or more Indi "What for?" will do). I able, then y "Ne is going to give him a kick." (i.e., tin cans and The man, a singer, will perform a chant.) a stick! (Also, there is no gender in the Indian language.) A variety of s 2 enough in pa Learnersmay take comfort against their mis- pair. takes and embarrassment from the realisation that the only recipe for pronouncing an Indian A variety of s perfectly is to take the precaution of being dent's fist, born of or among Indians. The talk of those each child t who have learned the Indian languages as adults always has a flabby quality to the In- Some branches dian ear. They neglect a slight hesitation available, o a fraction of a second before uttering the 6 will do. stem of the word. They move their lips and mouths too vigorously. Native Indians have a nonchalant, mechanical flavor in ordinary discourses--almost as if a robot were talking. 'THENAVAJO by day and Co.,

True, you are dealing with two languages, 2 English and the Indian language, but the one I5ID, p. 25S language which is universal is MUSIC. And music is a living, exciting language which

257 129 Also, I encourage you to van- transcends a need for words and actual mean- 311r Own for additional songs ing. Especially so in Indian music where Lre of the Indian people, and many no-meaning sounds are used. So---be and all sounds allow your- of good faith in this adventure in sound, led at and join in the fun of and, remember...to your students the sound I and correcting it. The In- of your voice can be the most beautiful mus- t!: many similarities within ic to their ears. Listen well, and: in fact, that the Indian on words and love to laugh GOOD SINGING NUH ZHONI TAIL* (produced For instance, one worn joke by stopping the flow of air by closure fact that hoseesnta* means of the glottis.) sing" or "I will kick him." many anecdotes of the pat- MATERIALS NEEDED FOR USE IN THE CLASSROOM

2 small Indian Tom-Tom Drums with beaters e (little man) went to see (available at any curio store)

6 or more Indian gourd rattles (or maracas will do). If these are not readily available, then your class can make some from o give him a kick." (i.e., tin cans and gravel, painted and tied to ger, will perform a chant.) a stick! s no gender in the Indian A variety of sticks, 12" x 1" diameter, enough in pairs for each child to have one ke comfort against their mis- pair. &moment from the realisation cipe for pronouncing an Indian A variety of stones, fist-sise (your stu-. take the precaution of being denes fist, not yours), again enough for Indians. The talk of those each child to have one. the Indian languages as s a flabby quality to the In- Some branches of a tree (cedar is readily e glect a slight hesitation available, or mesquite), just about 5 or e cond before uttering the 6 will do. This can be messy. They move their lips and usly. Native Indians have hanical flavor in ordinary t as if a robot were talking. 1THENAVAJO by Kluckhohn 6 Leighton, Double- day and Co., 1946, p. 260 /1 ling with two languages, 2 tndian language, but the one ISID, p. 2511 universal is MUSIC. And exciting language which

257 129 Sand in a tin can or pop bottle to make a NOTE: Wha swishing sound. This makes a good rattle bea that everyone will want to use, can tha (Then for yourself, a tape recorder.to play you back your tapes of Indian music which you bas are learning.) goo

NOTE: NO PIANO NECESSARY NO RECORD PLAYER NECESSARY

With materials, it is possible to be a bit innovative in producing some ofIrour own percussion instruments from the raw materials available. Shoe boxes, rubber bands, pop bottle lids on a string.These and other things can provide you with percussion sounds to accompany the voice. However, it is best to use authentic Indian musical instruments when possible. The Navajo people have a little drum made of pottery, filled with water and covered with tanned sheep-skin. This is Where the a delightful little instrument and perhaps skips an o one of your parents can help you. Again, But this i this can be fabricated from a coffee can and The best t an inner-tube, but the original version is unbeatable: For a rhyt hands, or TYPICAL INDIAN VOCABLES: EXAMPLE 3. Example 2. WHEY NET TAN (Navajo) (Low voice HEY EN, register) HON OH

WHEY NET TAN (high) eh ON-oh, ON-oh, ON-ON, This pa ON-oh, ON-oh, ON (seven beats, the voice in the getting lower each time.) itself be used This particular vocable is used as the chorus purpose part to a Navajo Love Song, yet it is fun to pitch 1 sing by itself, as it has strong rhythmic and steady lyrical features alone, without the use or ity by words. high ag

130 )1:op bottle to make a NOTE: What tone do you start on??? The is makes a good rattle beauty of Indian singing is that you Oant to use. can select a comfortable pitch level that is not too high or too low for tape recorder to play your own voice, and use that as a ndian music which you base tone. For instance this is a good'starting pitch: ART R NECESSARY B - natural, bass clef, possible to be a bit for men. g some of your own per- om the raw materials , rubber bands, pop g ... These and other with percussion sounds However, it is best n musical instruments B - natural, below mid- vajo people have a lit- dle C, for women ry, filled with water d sheep-skin. This is Where the vocable jumps up (high), the voice strument and perhaps skips an octave, by musical terminology. n help you. Again, But this is not important to learn right now. from a coffee can and The best thing to do is imitate the sound. original version is For a rhythm or percussion sound, clap .your hands, or use a rattle or beat a drum. VOCABLES: EXAMPLE 3. HEY EH, HEY EH, HOH OH HOH AH (Navajo) (Low voice HEY EH, HEY EH, HOH OH HOH, HOH OH HOH, HOH OH HON, ETC.

h OH-oh, OH-oh, OH-OH, This particular vocable is commonly used seven beats, the voice in the ceremonial Yei-be-chai.songs. By tin.) itself it has no sacred meaning and can be used in the classroom for our singing is used as the chorus purposes. Again, selept a comfortable Song, yet it is fun to pitch level and start the chant with a has strong rhythmic and steady rhythm and use a nasal tonal qual- without the use or ity by keeping the back of the tongue high again t the palate of the mouth.

;1 130 .2 This would be an excellent vocable to use with dance steps similar to the ceremonial dances. Stepping with the left foot for- ward, dragging the right foot behind in a shuffling fashion.

A CREEK INDIAN SONG: "Duck Dance Song" From this Oklahoma Indian tribe of woodland Indi- ans, who hunted wild ducks for food, and created this little song as a social dance activity. No words, as such, only vocable..

Example 6. 44 WAY REY YAH, WAY, HEY, YAH HEY YAH 43 WAY. HEY YAH WAY HEY WAH HEY YAH. OH HO YANNA HEY YAH WAY HEY YAH HEY YAH, (reppat)

After singing this song several times, the leader (ydu) should end it with a drum trem- olo (roll), and sing the words in a high pitch, "WE H000000000",

Related activities to the Duck Dance Song could be having the children waddle across the floor like ducks.

-- Louis Ballard Education Specialist, Music, BIA

261 131 excellent vocable to use similar to the ceremonial with the left foot for- e right foot-behind in a

"Duck Dance Song" From tribe of woodland Indi- d ducks for food, and cra- g as a social dance activ- such, only vocables.

24 1S Y HEY, YAH HEY...YAH ia Y WAH HEY YAH.

ong several times, the end it with a drum trem- the words in a high 0.

o the Duck Dance Song children waddle across

lard _.,...... -.., ...... - Specialist, Music, BIA

4 Z61 131 26 RHYTHMIC MOVEMENT AS A TOOL FOR

Young children learn through their senses. appropria The kinesthetic sense ,(muscles) is as impor- (These sh tant for them as theie other senses of sight, council t hearing, taste and touch. Rhythm, and espec- what shou ially rhythmic movement, is a valuable exper- monies.) ience to plan as part of the curriculum. If special s it is related to the child's life experience that they it is not only pleasurable but also makes pos- dren. (S sible: pictures be place The expression of his understanding of hill; world The teac The extension of his knowledge of his en- ment, th vironment the dail3 The understanding of the_roles of himself the chil and others in his society actively The non-verbal expression of his feelings the spec and ideas. knowledg The learning of new concepts of an "e for the Varieties of Experiences There ar 1) Indian children during dramatic play like activiti to beat drum rhythms and sing and dance in the active r traditional patterns of their culture. They a "right do this without having any specific lessons itate. but rather in the same way that they imitate other movement activities they have observed 2) Circ intheir homes and tribal environment. If ity in w there is no sign of this in your classroom ther wit then an invitation to a grandparent or tribal ects the leader to sing or play the drum for the chil- to happe dren will surely get them to begin. The is to be teacher's attitude of respect and admiration individu will indicate that she values the experience "Here We and it will appear more often. tions of ied IAD To encourage .this further, classroom equip- put on ment should include records of authentic In- to help dian music, at least one good Indian drum, ing jam some rattles and ankle bells and pieces of ately t

263 132 RHYTHMIC MOVEMENT AS A TOOL FOR LEARNING rough their senses. appropriate fabric for simple costumes. muscles) is as impor- (These should be checked with the tribal other senses of sight, council to make certain they do not include h. Rhythm, and espec- what should be reserved for religious cere- , is a valuable exper- monies.) All these can be set out on a f the curriculum. If special shelf or center-of-interest area so ild's life experience that they are readily available to the chil- ble but also makes pos- dren. (See Equipment Guide) Colorful pictures of costumed dancers in action can be placed nearby for inspiration. understanding of his The teacher's role is to provide the equip- knowledge of his en- ment, the space for movement, the time in the daily program and the encouragement for the roles of himself the children to become involved. She is not ociety actively teaching "how" to sing and dance sion of his feelings the specific steps unless she is especially knowledgeable. Her role here is more that oncepts of an "enabler", one who makes it possible for the child's expressiveness to occur.

There are other kinds of rhythmic movement ing dramatic play like activities in which the teacher plays a more d sing and dance in the active role but still does not demonstrate their culture. They a "right" way for the children to try to im- any specific lessons itate. These are: way that they imitate es they have observed 2) Circle SinainR Games. This is an activ- al environment. If ity in which the teacher participates toge- s in your classroom ther with a small or large group. She dir- grandparent or tribal ects the sequence of the movement (what is the drum for the chil- to happen next) but not the specific way it em to begin. The is to be done. That should be left to the espect and admiration individual child. For example, in the game values the experience ...24Icie We Go Round the Mulberry Bush" the mo- often. tions of each participant can be quite varied while demonstrating "this is the way we er, classroom equip- put on our clothes." Encourage the children tds of authentic In- to help you adapt the verses of such sing- good Indian drum, ing games so that they relate more appropri- bells and pieces of ately to their own life experiences. (See

1.) 63 132 examples in Games). This will provide an op- Sometimes ask portunity for stimulating thinking, language discoveries m use, and encourage new varieties of rhythmic Choose a sequ movement. Once you have made up a new verse ences in temp write it down so that it can be remembered Chant the des and repeated. Children enjoy the ritual of simple rhythm repetition as well as variety. "Arms/can s Note: Indian children are generally not Arms/canswi competitive any may not volunteer for turns. "Hands/can They like to be recognized for their indivi- Hands/can s duality but not in front of a group. In games that call for one person to be in the middle The emphasis you can overcome possible embarassment at be, the discovery ing "singled out" by having two or three at a own body move time instead. them in rhyth them to learn 3) Movement Experiences for Body Awareness. be admired as to the challe Freely exploring and then identifying ways ther than in that different parts of the body can move are wrong. The t opportunities for self-awareness, self-con- to laugh at a trol and also for language development. For -fir this is a example, the teacher might suggest the follow- , ing: "Let's walk around the room." (with or 4) Movement without rhythmic accompanyment.) "Let's find another way to walk that's different." (stamping, tiptoe, on heels, on outer edge of foot, There are num sideways, backwards, big steps, little steps, perienced mor etc.) "When we walk, what part of us has to any other way move?" "Is there anotherpart of us that can Concepts of move even when we sit down? Find a way to narrow, w move while you're sitting." (All can explore Concepts of at the same time.) flat, bum curved. "What's moving?" (Some children will demon- In these, the strate non-verbally while the teacher can with partners identify the part of the body. She might Add form their owr a description of the kind of motion it is, i. sizes and shag e., hands shaking, arms swinging, body rockr Concepts of ing, head rolling, etc.) top of, at tween, in

265 133 W 4W.M.W.411.WW.,

This will provide an op- Sometimes ask the whole group to try out ting thinking, language discoveries made by some of the children. w varieties of rhythmic Choose a sequence that can point up differ- ave made up a new verse ences in tempo (fast contrasted with slow.) it can be remembered Chant the descriptive words to provide a en enjoy the ritual of simple rhythmic accompanyment. For example, variety. "Arms/can swing/ ver-y/slow-ly/ ten are generally not Arms/canswing/ from side/to sideP ot volunteer for turns. "Hands/can shake so/very/quickly ized for their indivi- Hands/can shake so/very/fast/" ont of a group. In games son to be in the middle The emphasis in this kind of experience is 'ble embarassment at be- the discovery that children can control their laying two or three at a own body movements, vary them and repeat them in rhythmic ways that feel good and help them to learn. Individual differences can -es for Body Awareness. be admired as creative attempts to respond to the challenge offered by the teacher ra- hen identifying ways ther than in judgmental terms of right or f the body can move are wrong. The teacher should be careful not awareness, self-con- to laugh at a child's unpredictable response uage development. For for this is a way to reinforce inhibition. ight suggest the follow- nd the room." (with or 4) Movement Experiences for Concept Learn- anyment.) "Let's find iaaJ. at's different." (stamp- on outer edge of foot, There are numerous concepts that can be ex- ig steps, little steps, perienced more clearly through movement than what part of us has to any other way. Some of these are: her part of us that can Concepts of size; big, little; tall, short; down? Find a way to narrow, wide; long, short. ing." (All can explore Concepts of shape and form; round, square, flat, bumpy, smooth, straight, twisted, curved. e children will demon- In these, the children can work together ile the teacher can with partners or in small groups to try to he body. She might add form their own bodies in these different ind of motion it is, i. sizes and shapes. s swinging,,body rock- Concepts of position in space: under, on ) top of, above, behind, in front of, between, in the middle.

133 266 Concepts of direction: backwards, sideways, dramatize ahead, up, down, right, left, near, far. stand in character A game adopted from the traditional "Musical 'Ring man Chairs" can be played (in which np one is ever has answe "out"). Each time the music plays the chil- I thank y dren move around the line of chairs (which should be widely spaced) in a direction 5) Other called out by the leader, i.e. "backwards". ually ref When the music stops they must stop according Locomotor to the leader's call, i.e. "between the skipping, chairs". ing, slid which som Concepts of speed: fast, slow, medium ing to be (called "tempo" in rhythm). tumbling man, stee Changing gradually or suddenly from one tempo swimming to another enables children to organize some hopping 1 of their original movement rhythms so that they are in a continuous sequence and result In any of in the form of a dance. The contrast of a can use h fast movement followed by a very slow one and ously imp ending fast again is an example of form in thmic sup dance, most succ musician Concepts of weight and intensity: heavy, tempo, th light, hard, soft; strong, weak; loose, tensity o tight; tense, relaxed. ing to ac herself t These can be experienced best while working heaviness with props like big balloons, rubber balls, be done paper streamers, little feathers, big blocks, in the mol soft silky scarves. After the children have She can ti had an opportunity to explore these for with her 1 awhile, play appropriate recorded music to evoke dance-like movement with them.

Concepts of number, color and category are useful as possible ways to organize the class for turns during movement activities, i.e., "all people who are wearing brown socks go in the middle of the circle. How many are thtre?" The finger play "Where is Thumbkin?" can be

r1/4, pey . t) 134 backwards, sideways, dramatised in movement by having five people ght, left, near, far. stand in a row, each representing one of the characters (Thumbkin, Pointer, Tall man, traditional "Musical Ring man, Pinky). Each "runs away" after he in which no one is ever has answered, "Here I am." and "Very well, music plays the chil- I thank you." ne of chairs (which ) in a direction 5) Other Rhythmic Movement Experiences us- re i.e. "backwards". ually referred to as Fundamental Rhythms and ey must stop according Locomotor Rhythms: These include jumping, .e. "between the skipping, crawling, rolling, running, walking, sliding. Dramatic Rhythms are those in which some of these are done while pretend- ast, slow, medium ing to be an animal or a special character: rhythm). tumbling like a clown, hammering like a work- man, steering like a truckdriver or engineer, uddenly from one tempo swimming like a fish, flying like a bird, dren to organise some hopping like a frog, galloping like a horse. ant rhythms so that sequence and result In any of the above activities, the teacher The mi_treil of a can use her voice in chant or song spontane- by a very slow one and ously improvised or use a drum to give rhy- example of form in thmic support to the movement. To do so most successfully, she need not be a trained musician but she must try to identify the d intensity: heavy, tempo, the beat and the quality of the in- strong, weak; loose, tensity of the particular rhythm she is go- ed . ing to accompany. That is, she must adjust herself to the speed and to the lightness or d best while working heaviness of the child in movement. It will loons, rubber balls, be done most easily if she is able to join feathers, big blocks, in the novesent herself, imitating the child. ter the children have She can then "know" it in her own muscles xplore these for with her kinesthetic sense. recorded music to nt with them. -- Miriam B. Stecher or and category are to organise the class nt activities, i.e., ring brown socks go in How nany are there?" is Thumbkin?" can be

134 r . J I) apq /4a/A 14/ r2,1y / op . tv Smog64ros c.rafcrny JebTos x4:4 :4):17eD/r"efiw14470 - ..11,9 faJP ftemjillya :(vbfg;9 1374171-P6:4-'11:1:s--1 Prvig e2.y vetneyn apin.,0929 NO S NV-Mktau -a,we_rairoap %.4404. itIrs vAbw FINGER PLAYS

Five little Indians on a sunny summer day The fifth one Rode out on the reservation day." Just wanting to play "ClaR" went th The first little Indian Down came the Found a pretty stone And the five li "I think I'll pick it up Rode home over and take it to my home." EXPERI The second little Indian Caught a small field mouse Making Perc "I'd like to keep it for a pet Van' And build for it a house." Drums The third little Indian said Materials: "I know this prickly weed. 1. Bowls w See, when I open it, bottom, s there's a tiny seed." with upho 2. Kegs - al The fourth little Indian said, paint, bo "On this hill there is a place top metal When I stand there 3. Wooden Pa I feel the wind blow in my face." 4. Tin Cans use pleat The fifth little Indian said, "It is fun here in thesun Drum heads: I'd like to take offmy shoes cold water 10 And run and run and run." weight of ski holstery tack So the five little Indians Can use thong Stayed and played all day string. Do n Then they jumped upon their ponies And galloped lar away. Caution: Thi as holes weak Five little Indians went huntingon the plain The first one said, "I think it's goingto Beaters for Drum rain." The second one said, "There is thunder in the 1. Sponge Bal air." 2. Stocking D The third one said, "I don't care." cover with The fourth one said, "Let's gallop far away." 3. Large Spoo with stron

270 /34/141 n a sunny summer day The fifth one said, "We can hunt another vation day."

"ClAR" went the thunder an Down came the rain And the five little Indians up Rode home over the plain. e. EXPERIMENTING WITH SOUND ian mouse Making Percussion Instruments With for a pet Various Materials use. Drums an said Materials: weed. 1. Bowls - wooden chopping; drill hole in bottom, stretch soaked drum head, tack with upholstery tacks. 2. Kegs - all sizes; sand thoroughly, ian said, paint, bore 3 holes in bottom, remove s a place top metal rim. 3. Wooden Pails in my face." 4. Tin Cans - #10 size - coffee cans - use plastic lids for drum head. an said, e sun Drum heads: Used drum heads - soak in y shoes cold water 10-30 minutes according to un." weight of skin. Fasten to drum with upholstery tacks, pull tightly all around. dians Can use thongs made of rawhide or plastic day string. Do not touch foi 24 hours. their ponies Caution: Thin drum heads cannot be laced as holes weaken skins. ent hunting on the plain I think it's going to Beaters for Drums

"There is thunder in the 1. Sponge Ball - cement to dowel stick. 2. Stocking Darner - bind with yarn and I don't care." cover with strong material. "Let's gallop far away." 3. Large Spool - bind with yarn and cover with strong material.

270 /34/14i 271 4. Dish Mop- tie strings, bind with Seal boxes yarn and cover with chamois or piece cannot em of glove. small enou 5. Sock - fill with soft material and ce- young chi ment to dowel. Ringing Sou Rh thm Sticks 1. Bells 8" long - sand, paint (hang with string and 2. Teacu nail on end while painting) on st 3. Glass Sand Blocks diffe 4. Nails Blocks of wood, mill ends - sandpaper, on st cover blocks on bottom and four sides with 5. Piecb sandpaper, level all four corners to avoid lengt tearing. Fasten cupboard handle on small suspe block of wood to fit child's grasp. 6. Piece

Rattles and Tambourines MU 1. Gourds - bore holes top and bottom, clean out seeds and fill with handful Buttree-Set of dry corn, dried watermelon seeds., Man in So tacks, BB shots, according to sound Barnes an desired. Seal holes with plastic wood. 2. Coffee Can Lids - put in noise maker as Hofmann, Ch above, fasten two lids together with New York tape, decorate, good substitute for tambourines. Kurath, Ger Dance. Sbund Boxes Printing

1, Cartons - cottage cheese, ice cream, Mason, Ber ,yogurt. American 2. Boxes - plastic, heavy cardboard, wooden. Seeger, R. dren. D Place in each materials giving different sounds: macaroni, a paper clip, rice, pep- Seeger, R. per corns, pebbles, small shells, sandltiny dren. D bells, small nails, etc.

Vr/ 142 strings, bind with Seal boxes, and cartons so young child with chamois or piece cannot empty contents. Choose some boxes small enough to fit comfortably into a :h soft material and ce- young child's hand.

Ringing Sounds

1. Bells Lilt (hang with string and 2. Teacups of different sizes suspended on strings. 3. Glasses of different sizes filled with different amounts of water. 4. Nails of different lengths suspended 11 ends - sandpaper, on strings. ttom and four sides with 5. Pieees of metal pipe of various Il four corners to avoid lengths - bore hole in side of pipe, 4board handle on small suspeild on strings. child's grasp. 6. Pieces of metal - different sizes. les MUSIC BOOKS TO CONSULT rIoles top and bottom, and fill with handful Buttree-Seton, Julia M. Rhythm of the Red kied watermelon seeds, Man in Song. Dance and Decoration. A. S. according to sound Barnes and Co. lloles with plastic wood. - put in noise maker as Hofmann, CharlesAmerican Indians Sing. tsio lids together with New York, John Day. 1967 good substitute for tam- Kurath, Gertrude P. Iroquois Music and Dance. Washington, D.C.: Government Printing Office, 1964 (BAE Bulletin 187) ge cheese, ice cream, Mason, Bernard S. Dances and Stories of the American Indian. A. S. Barnes. 1944 heavy cardboard, wood- Seeger, R. C. American Folk Sonas for Chil- dren. Doubleday. ials giving different a paper clip, rice, pep- Seeger, R. C. Animal Folk Songs for Chil- small shells, sandytiny dren. Doubleday. etc. Underhill, Ruth. Pueblo Crafts. U. S. Dept. of Interior. 1944. Contains a chapter on the construction of musical instruments.

Bahti, Tom. Southwestern Indian Tribes. Flagstaff: K. C. Publishers. 1968.

Baldwin, Gordon C. Games of the American In- dian. New York: Norton. 1969

RECORDS, INDIAN AND OTHER

Authentic Indian recordings may be obtained from:

Canyon Records 6050 North Third Street Phoenix, Arizona 85012

Among them: Dances and songs from the Apache Kiowa, Omaha, Papago, Pima, Peyote, Navajo, Arapahoe, Arikara, Cheyenne, Hopi, Jemez, Shawnees, Sioux, Toes, Ute, Zuni.

Indian House Box 472 Toes, New Mexico 87571

Among them: Commanche Peyote Songs. Vol. 1 111 2401; Round Dances of Toss Pueble, vol. 1. 1H 1001; Navajoi0VpA Dance and

Two Step Songs 1H 1503; -ENav *tio Sway Songs.111 1501; War Dance Son s of the Ponca, Vol: 1. 1H 2001. I

Northern Cheyenne Arts and Crafts Asso. Lame Deer Montana 59043

Peabody Museum of Harvard Univerpity Cambridge, Massachusetts 02100

An album of 5 records of Navajo Creation Chants. 274 143 th. Pueblo Crafts. U. S. Dept. Tom Tom Records r. 1944. Contains a chapter on Box 1493 ction of musical instruments. Albuquerque, New Mexico 87100

Southwestern Indian Tribes. American Indian Sound Chief K. C. Publishers. 1968. c'otOneida Methodist Mission RFD 2 on C. Games of the American In- West DePere, Wisconsin 54178 York: Norton. 1969 Folkways Records and Service Corp. INDIAN AND OTHER 117 West 46th Street New York, New York 10000 ian recordings may be obtained Among them: Rhythm and Game Songs, FC 7057 Songs to Grow On, FC 7005 ird Street American Game and Activitt Songs for ona 85012 Children, FC 7002 Music Time With Charity Bailey, FC 7307 Dances and songs from the Apache Counting Games and Rhythms, FC 7056 aha, Papago, Pima, Peyote, Navajo, Activity Songs for Kids, FC 7023 Arikara, Cheyenne, Hopi, Jemez, You'll Sing a Song and I'll Sing a Song, Sioux, Toes, Ute, Zuni. FC 7664 American Folk Songs, FC 7601

Dimensions 5 ico 87571 Box 185 Bronx, N. Y. Commanche Peyote Songs. Vol. 1 Round Dances of Toas Pueble, Among them: Dance Sing and Listen, D 101 H 1001; Navajo Skip Dance and Dance Sing and Listen Again Songs 1H 1503; Navajo Sway Dill 1501; War Dance Songs of the 1. 1. 1H 2001. Recording Library, Music Division Library of Congress nne Arts and Crafts Asso. Washington, D. C. 20540

Institute of American Indian Arts Cerillos Road of Harvard University Santa Fe, New Mexico 87501 sachusetts 02100 Album of records on Hopi, Navajo, Plains,

f 5 records of Navajo. Creation etc. Indian chants recorded by the E-YAH- 1 PAH-HAH Indian Chanters. 1

143 27/4 275 ...... EXPERIENCES WITH ART MATER]

The skill and creativity of the American In- ever, may dian in craftsmanship is well known, almost portunity synonymous with being Indian. Over the years, encouraged the tribes have specialized in work with mol- and feeli ding clay; weaving or plaiting wool, grasses onment an and reeds; carving in wood, stone or bone; tant sour and in leather and beadcraft. Indians have ative per done fine painting with sand, etched remarkable pictures on stone walls, and decorated The appro their everyday objects with a range of colors, will rest bright and subtle. More recently, Indians of the Southwest have begun to use silver with Insurin coral, shell or turquoise to make the exquis- his peo ite jewelry so widely appreciated today. Allowin As materials and styles of life have changed, tive de so have the products of the different tribes. line, t The kindergarten teachers can get many good ideas from looking at exhibits and attending Creatin fairs, by observing objects in use daily, and of des]. by studying the many beautifully illustrated movemen publications available today. Providi In their approach to art, the teachers of In- equipme dian children may do well to remember that many of them have had training and experience Noting at home which has increased their muscular size, s coordination. While it is not always the case, teachers have sometimes noticed that 5 These obj year old children understand how to manipu- ting wher late modeling materials, and hhow other evi- available dences of skilled fine muscle coordination. them is e In some cases, teachers have not provided to take t materials and opportunities which are suffi- the last ciently advanced for their pupils. tively to others. Many of the materials a teacher will want to given to provide are not "art" materials in the strict them: aesthetic sense. Hammers and,nails, for example are not ordinarily regarded in the fine How to arts category. The child's use of them, how- for exa

144 EXPERIENCES WITH ART MATERIALS ivity of the American In- ever, may be artistic if he is given an op- ip is well known, almost portunity to explore their possibilities and ng Indian. Over the years, encouraged to use them to express his ideas cialized in work with !dol- and feelings. The use of the natural envir- or plaiting wool, grasses onment and tribal experiences are an impor- in wood, stone or bone; tant source of self-identification and cre- beadcraft. Indians have ative personal expression. with sand, etched remark- one walls, and decorated The approach to art with a young Indian child cts with a range of colors, will rest on the objectives of: More recently, Indians of begun to use silver with Insuring that he see that the products of quoise to make the exquis- his people are valued. ly appreciated today. Allowing him opportunity to express intui- 0.es of life have changed, tive design, to experiment with color, of the different tribes. line, texture, design and material. ' chers can get many good t exhibits and attending Creating an awareness of the principles objects in use daily, and of design in nature: balance, rhythm and beautifully illustrated movement, cyclical and seasonal changes. le today. Providing knowledge about the care of art, the teachers of In- equipment and materials. well to remember that d training and experience Noting similarities and differences in creased their muscular size, shape, color and texture. it is not always the sometimes noticed that 5 These objectives can be fulfilled in a set- derstand how to manipu- ting where a wide variety of materials are als, and 'show other evi- available, and wherie the child's interest in ne muscle coordination. them is encouraged. The teacher will have ers have not provided to take the initiative in the first two and unities which are suffi- the last objective above, and respond sensi- their pupils. tively to the cues of the child in the others. A few skills and techniques can be Is a teacher will want to given to the child as he finds the need for materials in the strict them: mmers and nails, for ex- rily regarded in the fine How to control the movement of the brush child's use of them, how- for example, and how to change direction. How to keep the colors clear, and the paint feel that clay from flowing too freely. and plants, ha that man must The results of pressure, nailing, fastening, them." (page 7

The techniques of shaping, cutting, tear- Most Indian po ing and weaving, printing, stitching, coil method wh building, etc. children to le scratched on, The skills of using plastic materials, in duct can be ca twisting, pulling, squeezing, rolling, stone, perhaps flattening. for a child ex or two. In none of the objectives, nor the techniques listed is the need for a finished product im- The clay shoul plied. The experience itself is the impor- women bury it tant thing -- the use of materials, the processes, and the conceptualizations...Art ex- Other plastic periences will be related to many other ele- used as well. ments in the curriculum. Concepts of size, made of flour, shape and number will carry meaning for math- che, sawdust m ematics and reading; the prodicts he creates others. may be the outcome of field trips and of new understandings in social studies; puppets lay Paints: Commerc encourage the use of language, and so on. sent of brushe They are embedded in the entire program, feed- some instructi ing into other areas and flowing out of them to mix their o as well. learn about th plant material Most good kindergarten textbooks carry a vary from one wealth of suggestions for use of creative me- another. dia. In the following pages, suggestions will center on those which may have special value In the Southwe in schools for Indian children. subtle shades pear cactus, y Clay: If local deposits of clay are available, scarlet bugler

be sure to use this source as well as comm- ground daisy, 1 ercial varieties. It may be wise to check and oak root bi with local tribal people about its use. west Indians at Underhill* suggests that in older times, a plant, sunflowt potter would speak to the earth, asking bean or larkspt permission to take the clay and sometimes pigweed for liE leaving an offering, "for pueblo people for yellow. 278 145 rs clear, and the paint feel that clay and rocks, like animals ly. and plants, have their own feelings, and that man must live on kindly terms with rt, nailing, fastening. them." (page 79) ping, cutting, tear- Most Indian potters build pottery with the ting, stitching, coil method which is an easy technique for children to learn. Designs can be scratched on, or painted. The dried pro- lastic materials, in duct can be carefully polished with a ueezing, rolling, stone, perhaps too time consuming a task for a child except for a burnished area or two. es, nor the techniques a finished product im- The clay should be kept moist. Indian itself is the impor- women bury it in the earth sometimes. f materials, the pro- ualizations Art ex- Other plastic modeling materials can be ed to many other ele- used as well. Plasticine, play-dough . Concepts of size, made of flour, salt and water, paper ma- arry meaning for math- che, sawdust mixed with a blender and e products he creates others. ield trips.and of new 1 studies; puppets may Paints: Commercial tempera and an assort- nguage, and so on. ment of brushes should be available. With e entire program, feed- some instruction, the children can learn d flowing out of them to mix their own colors. It can be fun to learn about the local dyes, using native plant materials. The plants used will textbooks carry a vary from one section of the country to or use of creative me- another. pages, suggestions will ay have special value In the Southwest, for example, various hildren. subtle shades are obtained with prickly pear cactus, yucca, ground cherry, sumac, s of clay are available, scarlet bugler, sage brush, grease wood, ource as well as comm- ground daisy, fresh dock leave, woodbetony, may be wise to check and oak root bark. Also used by the South- ple about its use. west Indians are the Rocky Mountain bee hat in older times, a plant, sunflower seeds for black, navy the earth, asking bean or larkspur for blue, red corn or e clay and sometimes pigweed for light red, and rabbit brush "for pueblo people for yellow. 279 , 145 Different clays and minerals are used for wooden handle rg, the mordant to fix the dye when it is be- It may be paint ing used for cloth. It is worth seeking mings of leathe the wisdom of those skilled in dyeing in like. the community, and consulting such works as Underhill* and Whiting**. Davidson*** Boys in the Sou gives instructions for use of such commonly Bull Roarer. 1 available dye sources as the tomato (for 8 inches long, yellow), brown-eyed Susans (for green), and 1/4 inch thick. pokeberries for red. stout string ot

Collage: Even the sky may not be the limit when it comes to finding interesting items for children to use in arrangements on paper, cardboard, or pieces of wood. The items can be adhered with paste, shellac, varnish, or you might want to experiment with native adherents such as pinyon gum.

Use: crepe paper and construction paper, Sewing: Among shredded, torn, or cut. pets can be all kinds of seeds, pumpkin, melon, etc. or robes to g juniper berries, bits of pine cones, er mache. Cc evergreen twigs, alder and birch cat- puppet heads kins feathers, trimmings, yarn, ribbon, felt, fur dried flowers, weed seed heads, corn, wheat, other grains *Underhill, Rut string, cord, twine, raffia leather Indian Affail cloth, cork, raw cotton Washington, 1 sequins, beads, bits of metal or plastic Haskell Inst shells, pebbles, mica shavings **Whiting, Alf dried seaweed, bits of driftwood and so Hopi. Museut on staff: Nortt ***Davidson, M Woodwork: Keep your eyes open to collect from Unicorn materials which can be used to build fairly 645. 20851. substantial pieces of equipment for transportation: sleds, wagons, boats, airplanes.

With some assistance, boys can make toma- hawks by lashing a flat stone to a sturdy

2E30 146 minerals are used for wooaen handle made of dowel or tree branch. the dye when it is be- It may be painted or decorated with trim- lt is worth seeking mings of leather, fur, evergreen, and the skilled in dyeing in like. onsulting such works iting**. Davidson*** Boys in the Southwest may know about the for use of such commonly Bull Roarer. This is a strip of wood, about s as the tomato (for 8 inches long, one inch wide, and 3/8 to Susans (for green), and 1/4 inch thick. Pierce one end to insert a stout string or cord, about 36 inches long. Make a pointed end opposite may not be the limit the string insertion. When ding interesting items whirled over head, it makes in arrangements on pap- a fine buzzing sound, or leces of wood. The items "bull roar." Used to tease paste, shellac, varnish, or "frighten" others. It is experiment with native usually painted in bright nyon gum. colors.

d construction paper, Sewing: Among other sewing projects, put,- cut. pets can be made by sewing simple skirts

, pumpkin, melon, etc. or robes to a head of clay, wood, or pap- its of pine cones, er mache. Gourds also lend themselves to alder and birch cat- puppet heads.

yarn, ribbon, felt,

d seed heads, corn, ins *Underhill, Ruth. Pueblo Crafts. Bureau of e, raffia leather Indian Affairs, U.S. Dept. of Interior, otton Washington, D. C. Can be ordered from the ts of metal or plastic Haskell Institute, Lawrence, Kansas Ica shavings **Whiting, Alfred F. Ethnàbotany of the s of driftwood and so Hopi. Museum cf Northern Arizona, Flag- staff: Northland Press. 1966. ***Davidson, M.F. The Dve Pot. Available yes.open to collect from Unicorn, Rockville, Maryland, Box be used to build fairly 645. 20851. 1967 f equipment for trans- gons, boats, airplanes.

, boys canmake tome- lat stone to a sturdy

146. Weaving: The skill of passing one set of fi- thong, bers thro-Agh another fixed set of fibers,-- bolo tie weaving-- is not beyond the understanding of woo of some young children. The simplest weav- bracelet ing can be done with paper stribs, fairly short stiff, passed through slits in another sheet of paper in which openings are cut Seeds, while leaving the edges intact. Simple can be

I looms can be purchased. A var- strung iety of fabrics can be used for warp; yarn, yucca strips, bark, Kites: felt, cotton, cloth and so on. paper, or of Dolls: Children can make simple dolls of person cornhusks, tied tightly with strong cord. Or use apples, dried, fixed to a strong Other stick or dowel and dressed in leaves or Ideas: cloth. cardbo Hollyhocks make a perishable doll. Stand Finger them on toothpicks to make a doll with a etre ballet dress. Sand o Clothespins (the straight, wooden type). make Paint a face Sprea Clay piec Socks, stuffed with anything, tied and Sprin painted. Faces can be sewed with bits of shake felt, buttons, or other fabrics. Use o dry, Masks: These are in the tradition of many Indian tribes. One should be aware that in some cultures particular masks have a reli- HI gious significance. Children can make masks MA of paper bags, fitting the entire bag over the head as in the style of a Hopi Kachina 1. Soap Doll. the p cloth Masks of a paper or fabric can be painted, trimmed with construction paper, feathers, 2. Liqui cotton cloth, yarn, flowers or leaves, vents evergreen needles, and almost anything you ing w can think of. or mei

Necklaces: Using string, yarn or a leather 3. If yol er tal

22 147 passing one set of fi- thong, as a base, articles for fixed set of fibers,-- bolo ties; personal decoration can be made nd the understanding of wooden or glass beads, yarn, n. The simplest weav- bracelets; corn andberries threaded with a paper stribs, fairly short blunt needle. slits in another ch openings are cut Seeds, sequins, shells and other trimmings es intact. Simple can be glued to clay or wooden bases to be be purchased. A var- strung onto a cord and used as a pendant. abrics can be used for n, yucca strips, bark, Kites: Can be made in different styles with ton, cloth and so on. paper, reinforced with thin wooden lathes, or of plastic or fabric. Get a skilled ke simple dolls of person to help. ly with strong cord. fixed to a strong Other Painted stones. dressed in leaves or Ideas: Puzzles made of pictures glued to cardboard or plywood and cut apart. ishable doll. Stand Finger puppets of clay, old gloves, to make a doll with a stretch cloth. Sand of different colors can be used to ight, wooden type). make sand paintings. Spread glue on a stiff cardboard or piece of plywood. nything, tied and Sprinkle sand over the glue. When dry, be sewed with bits of shake off excess. ther fabrics. Use one color at a time. When all is dry, spray with a clear lacquer to fix. tradition of many ould be aware that in lar masks have a reli- HINTS FOR USING CREATIVE hildren can make masks MATERIALS WITH CHILDREN the entire bag over le of a Hopi Kachina 1. Soap flakes added to tempera paint makes the paint easily washed from hands and clothing. bric can be painted, ion paper, feathers, 2. Liquid soap added to tempera paint pre- owers or leaves, vents the paint from chipping and peel- almost anything you ing when used on surfaces such as glass or metal.

yarn or a leather 3. If your table tops are not formica, cover tables with oil cloth for finger-

282 147 2 e:1 painting or clay work. spoon, or thick, cr 4. For a fixative to use on pictures made of colored chalk, use hair spray or a commer- Finger P cial fixative designed for that purpose. blend 1 - 5. If you have no brushes, substitute sticks, with 1 cu twigs, branches from bushes, plants, add to 6 stones, cornhusks, etc. all found in nat- bring to ural environment. add 1 cup beat to b 6. Save shoe boxes so that scrap materials add veget can be separated and put into boxes lab- eled (with pictures or words) buttons, (If this paper, cloth, wire, beads, etc. This jars, add makes easier access when the children are peppermin looking for specific materials for col- lages. Children oil-cloth 7. Allow the children to use the collage ma- al, plast terials to embellish their modeling with sheets 15 clay or dough. shelfing

8. Large flat trays or baking sheets may be Easel Pai used for finger painting--the children can put them on the floor if you have limited 1/2 cup w table space. 3 tablesp pera pa 9. Use the rolls of plastic-coated shelf paper for finger paint paper --less expen- (may be t sive.than regular finger paint paper. paste. A permint w

RECIPES FOR CREATIVE MATERIALS Paint may table can Finger Paint (uncooked) be placed milk cart 2 cups of cold water 1 cup wheat paste flour (paper hangers'. flour Children may be purchased in hardware or paint store) 24", long coloring (vegetable colors or tempera paint) 3/4" wide

Atid flour gradually, to water. Stir with

264 148 spoon, or beat with egg beater. Should be thick, creamy consistency. on pictures madi of ir spray or a commer- Finger Paint (cooked) for that purpose. blend 1 - 1/4 cups starch , substitute sticks, with 1 cup cold water ushes, plants, add to 6 cups boiling water c. all found in nat- bring to boiling point, remove from stove add 1 cup soap flakes (rounded) beat to blend at scrap materials add vegetable coloring put into boxes lab- r words) buttons, (If this mixture is to be kept in closed eads, etc. This jars, add a few drops of oil of cloves or hen the children are peppermint to prevent spoiling.) aterials for col- Children may paint on kitchen table top, oil-cloth surface, cookie sheets, large met- use the collage ma- al, plastic or aluminum trays, or large their modeling with sheets 15 1/2" x 20 1/2" glazed paper, or shelfing paper cut to 15 1/2" x 20 1/2". aking sheets may be Easel Paints ing--the children can if you have limited 1/2 cup water (warm) 3 tablespoons colored powdered paint or tempera paint. tic-coated shelf pa- paper --less expen- (may be thickened with small amount of wheat ger paint paper. paste. A few drops of oil of cloves or peppermint will keep black paint from spoiling.)

,VE MATERIALS Paint may be placed in small juice or vegetable cans. To prevent spilling, cans may be placed in wooden cheese box, open quart milk carton, or tray with sides. paper hangers' flour Children should have newsprint paper 18" lware or paint store) 24", long handled flat brushes 1/2" and s or tempera paint) 3/4" wide. One brush for each can of paint.

Lter. Stir with

148 Dough (uncooked) Mix flour and w lespoon flour t for each child: with only a lit Stir in rest of 2 cups flour heat until it t 1/2 cup salt heavy cream. S 1/2 cup to 3/4 cup cold water vegetable coloring preferred Uncooked for

Add the coloring to the water, gradually add Make a thicker this to flour. Knead as for bread. Store in plastic bag in refrigerator. 4 to 6 tablespo 1 tablespoon sa Asbestos Clay Mixture (for 5-year-old children 1 cup water and older) Tear newspaper for each child: gradually to th most of it is a 1 cup asbestos (buy at a building supply in the flour mi store) 1 teaspoon wheat paste Soa Bubble Mix add water to get clay consistency In a quart jar 10-pound bag of asbestos for a class of fif- teen children. 1/4 cup Lux fla 1 teaspoon suga *Paste: (cooked) 4 tablespoons g

Mix the desired amount of cornstarch or any Fill rest of ja powdered starch with a little cold water un- add 5 drops of til it is smooth. Add hot water and boil up once. When cool, it should be the consisten- Children may us cy of thin library paste. Keep tightly cov- tic straws, and ered. It is better to make fresh for each use.

*Paste: (uncooked) for paper mache work * from "YourCh] C. S. Parker. To 1/2 cup cold water add sufficient amount of wheat paste to make a creamy, thick paste. Make fresh each day.

Cook for dolls and larser animals (Large paper mache work)

.286 149 svfmmv,..t.

Mix flour and water in proportions of 1 tablespoon flour to 1 cup water. Mix flour with only a little cold water until smooth. Stir in rest of water, cook over very low heat until it thickens to the consistency of heavy cream. Stir constantly. old water referred Uncooked for paper pulp modeling the water, gradually add Make a thicker paste: as for bread. Store in erator. 4 to 6 tablespoons flour 1 tablespoon salt (for 5-year-old children 1 cup water

Tear newspaper in small bits. Add water gradually to the paper. Let stand until most of it is absorbed by the paper. Stir t a building supply in the flour mixture slowly.

Soap Bubble Mixture consistency In a quart jar mix: tos for a class of fif- 1/4 cup Lux flakes 1 teaspoon sugar 4 tablespoons glycerin

t of cornstarch or any Fill rest of jar with warm water. To color a little cold water un- add 5 drops of vegetable coloring. d hot water and boil up should be the consisten- Children may use various size tin cans, plas- ste. Keep tightly cov- tic straws, and empty spools. o make fresh for each

or paper mache work * from "Your Child Can Be Happy in Bed" by C.S. Parker'. add sufficient amount e a creamy, thick paste.

ragr animals (Large pap-

149 287 Manic Modelina Coop

2 cups salt 2/3 cup water 1 cup cornstarch (loose) 1/2 cup cold water

Mix salt and 2/3 cup water in saucepan, stirring until mixture is well heated -- 3 to 4 minutes. Remove from heat and add cornstarch which has been mixed with 1/2 cup cold water. Stir quickly. Mixture should be consistency of stiff dough. If mixture d6ée not thicken, place over low heat and stir, atout one minute until it forms a smooth pliable ass. Mix can le kept indefinitely if wrapped in clear, plastic bag.

Soap Paint

Add warm water, a little at a time to approximately 3 cups of Tide. Mix to consistency of heavy cream. Put into several smaller containers and color with small amount of paint (powder or regular) or food coloring. Can be applied with fingers or with brush.)

150' ater in saucepan, stir- well heated -- 3 to 4 heat and add cornstarch ith 1/2 cup cold water. should be consistency xture does not thicken, d stir, about one minute h pliable mass. Mix can f wrapped in clear,

le at a time to approx- Mix to consistency nto several smaller con- small amount of paint food coloring. Can be r with brush.)

150 FUN MATERIAL TO SAVE (Another partial list)

Aluminum foil Crayon pieces Pans B all bearings Crystals Paper bags Barrel hoops Emery cloth Paper boxes Beads E xcelsior Paper cardboard Belts Eyelets Paper corregated Blankets Fabrics Paper dishes B ottles Felt Paper doilies . Boxes Felt hats Paper napkins B racelets Fibre Paper newspapers B raiding Flannel Paper tissue Brads Flit gun Paper towels Brass Floor covering Paper tracing Brooches Gimp Paper tubes Buckles Gimp nails Paper wallpaper Buckram Glass Paper wrappings B urlap Gourds Phonograph records B uttons N at boxes Photographs Candles Nooks Picture frames Cartons Inner-tubes Pina cones Canvas Isenglass Pins Celluloid Jars Pipe cleaners Cellophane Jugs Plastic bags Celotex Lacing Plastic board Chains Lampshades Reeds Chalk Leather remnants Ribbon Chamois Linoleum Rings Clay Marbles Rope Clock springs Masonite Rubber bands Cloth Metal foil Rubberised cloth Colored pictures Mirrors Rug yarn Confetti Muslin Safety,pins Containers Nails Sand Copper foil Necklaces Sandpaper Cord N eckties Sea shells Corn husks Oilcloth Sealing wax Corn stalks Orange stick Seeds Costume jewelry Ornaments Sheepskin Taken from: The Blementary Course of Study, Interim Report - Bulletin 2331. 1949 Pennsylvania Department of Public Instruction 290 151 FUN MATERIAL TO SAVE (Another partial list)

Crayon pieces Pans Shoelaces Crystals Paper bags Shoe polish Emery cloth Paper boxes Snaps Excelsior Paper cardboard Soap Eyelets Paper corregated Sponges Fabrics Paper dishes Spools Felt Paper doilies Steel wool Felt hats Paper napkins Stockings Fibre Paper newspapers Sweaters Flannel Paper tissue Tacks Flit gun Paper towels Tape Floor covering Paper tracing Thread Gimp Paper tubes Tiles Gimp nails Paper wallpaper Tin cans Glass Paper wrappings Tin foil Gourds Phonograph records Tongue depressors Hat boxes Photographs Towels Hooks Picture frames Tubes Inner-tubes Pine cones Twine Isenglass Pins Wall board Jars Pipe cleaners Wax Jugs Plastic bags Window blinds Lacing Plastic board Wire Lampshades Reeds Wire eyelets Leather remnants Ribbon Wire hairpins Linoleum Rings Wire hooks Marbles Rope Wire mesh Masonite Rubber bands Wire paperclips Metal foil Rubberized cloth Wire screen Mirrors Rug yarn Wire staples Muslin Safety.pins Wooden beads Nails Sand Wooden blocks Necklaces Sandpaper Wooden boards Neckties Sea shells Wooden clothespins Oilcloth Sealing wax Wooden dowels Orange stick Seeds Wooden sticks Ornaments Sheepskin Wool Elementary Course of Study, Interim Report - Yarn Zippers etin 2338. 1949 Pennsylvania Department of ic Instruction

290 151 291 BOOKS TO CONSULT

Creative Arts:

Art and Indian Children, Curriculum Bulletin, Stones, Bone No. 7. Institute of American Indian Arts, ry. A. Wh Santa Fe, N. M. 1970 Tveels Totem Masks, Mantas and Moccasins, Brown, Donald N. Whiteman. Taylor Museum of Colorado Springs. Fine Arts Center. 1962. This is a Ho Evelyn Boa Art of the American Indian, Glubok, Shirley. of Norther Harper, 1964. Art Activiti Indian Beadwork, Hofsinde, Robert (Gray Wolf) Lewis. Da New York, William Morrow. 1958. Mass.

Indian Games and Crafts. Hofsinde, Robert Art for the (Gray Wolf) New York, William Morrow. Museum of New York. Indian Art of the American. Appleton, Leroy H. New York, Scribner & Co. 1950. Biber, Barl

Indian Craft DesiRns. Hening, Vi. Eukabi Education 1 Publishers P. O. Box 7481 Albuquerque, New New York, Mexico, 1960

Art for the ' Other books in the series of Eukabi Pub- The Museum lishers which contain designs, suggestions and ideas are: Art for the Viking Prel Read and Color Books: Pueblo, Navajo, Hopi and Zuni, In- Art for the dians of the Plains, of the Sta

Famous Chiefs, Apa- Education!I che. Puppets for Cut and Color Books: Kachina Dolls, In- Funk and W dian Dances.

Book of Indian Life and Crafts. Norbeck, Os- car E. Association Press. 1966. 3NSULT

no Curriculum Bulletin, Stones. Bones and Arrowheads. Shannon, Ter- American Indian Arts, ry. A. Whiteman. 1962. 0 Tyee's Totem Pole. Shannon, Terry. A. asins, Brown, Donald N. Whiteman. 1956. orado Springs. Fine This is a Hopi Kachina. Wright, Barton and Evelyn Boat. Flagstaff, Arizona: Museum dian, Glubok, Shirley. of Northern Arizona. 1965.

Art Activities for the Very Young. Hoover, nde, Robert (Gray Wolf) Lewis. Davis Publications, Worcester, 'crow. 1958. Mass. s. Hofsinde, Robert Art for the Family. Amico, Victor D. The

, William Morrow. Museum of Modern Art, II West 53rd Street, New York. 1954 Appleton, Leroy Her an. & Co. 1950. Childfen's Drawings from Lines to Pictures. Biber, Barbara, Bank Street College of Hening, Vi. Eukabi Education Publications, 69 Bank Street 7481 Albuquerque, New New York, New York. 1967

Art for the Young Child, Bland, Jane Cooper. series of Eukabi Pub- The Museum of Modern Art, 1968. ain designs, suggestions Art for the Young Child. Jameson, Kenneth. Viking Press, New York. 1968. ks: Pueblo, Navajo, Hopi and Zuni, In- Art for the Elementary School. University dians of the Plains, of the State of New York, State Dept. of Famous Chiefs, Apa- Education, Albany, New York. che. Puppets for Play Production. Renfro, Nancy. s: Kachina Dolls, In- Funk and Wagnalls, New York. 1969 dian Dances. d Crafts. Norbeck, Os- Press. 1966.

MstvIt "nnt..1P.X.VITVZ,M,X.-.WMPTMIT

SIMPLE GAMES FOR KINDERGARTEN CHILDREN

To help kindergarten children:

1. Improve self-concept. 2. Develop ability to listen with understanding 3. Develop ability to follow directions. 4. Increase visual perception. 5. Ask questions. 6. Be more articulate.

GAMES place four small sticks under four moccasins, one stick being marked. Have dren guess which stick is marked.

1 sounds such as pencil sharpener, pages of book being turned, clapping scissors cutting, clock.

ler sounds with eyes closed such as closing door, knocking on door, clap- nning water, walking across floor, stamping, coughing.

for variation in pitch: high, low, loud, soft.

d listen to outdoor sounds.

order and identify children's voices.

One child is chosen to be IT. He names parts of the body such as: mb, nose, right foot, head, left ear, both hands. As he names the part, iggle the part names.

You put your left foot in, you put your left foot out, you put your nd turn yourself about. That's what it's all about."

eking clock and have children find it.

be a mother cat, sheep, dog, or horse. Have him cover his eyes while de in the room. The mother cat, sheep, dog, or horse locates the ening to "meows", "barking", "basing", or "neighing". 2 9 5 153 13. Have small group of children in a semicircle. Have and hop, clap, or jump, then ask, "What did I do?"

14. "I Spy". Have a child hide an object and have sever loudly when they are close, and softly when they are

15. Repeat a list of words and have the.children listen sound like the others.

16. Dramatize stories and act out the animals in games a

17. Blindfold a child and have him go around the room wi things. Have him ask questions to get clues.

18. Have children guess what imaginary objects might fit shapes.

19. Have children listen to short stories that are famil

20. One child says, "I saw a child this morning." "What

21. "Did you ever see a Lassie - a Laddie - substitute n your sister - your dog - your, cat - etc.

22. To the tune of "Here We Go Round the Mulberry Bush"

"My head - my naa' khook, My shoulders - my tal-li-khok, My knees - my sit-khook, My toes - my poo-to-ghook, Let's all be strong together." Words are repeated three times as the different part

23. Home on the Tundra - to the tune of Home on the Rang

Oh give me a home between Unalakleet and Nome, Where the moose and the caribou play. Where nothing will grow cause it's covered with snow From June to the following May

Home, home in the snow, where it's mild if it's nine Oh the tundra's for me by the cold Bering Sea And the life of the gay Eskimo.

296 154 group of children in a semicircle. Have a child go behind the children ap, or jump, then ask, "What did I do?" ave a child hide an object and have several children try to find it. Clap they are close, and softly when they are far from the object. st of words and have the children listen and tell which word or words do not the others. tories and act out the animals in games and songs.

child and have him go around the room with a staff member touching various ve him ask questions to get clues. en guess what imaginary objects might fit in boxes of various sizes and en listen to short stories that are familiar to them, and play the parts. ays, "I saw a child this morning." "What was he doing?" Child demonstrates. er see a Lassie - a Laddie - substitute names - your mother - your father - - your dog - your cat - etc.

of "Here We Go Round the Mulberry Bush" - from Alaska: my nail' khook, s - my tal-li-khok, my sit-khook, y poo-to-ghook, e strong together." epeated three times as the different parts of the body are touched.

Tundra - to the tune of Home on the Range (from Alaska): a home between Unalakleet and Nome, oose and the caribou play. ng will grow cause it's covered with snow o the following May

in the snow, where it's mild if it's ninety below ra's for me by the cold Bering Sea e of the gay Eskimo.

296 154 27 24. To the tune of Here We Go Round the Mul berry Bush -- This is the way we ride a horse This is the way we build a hogan

25. To the tune of We Are Climbing Jacob's Ladder -- We are climbing up the mesa We are finding little pebbles We are riding slowly slowly

We are carding woll'together (GIRLS) . We are carrying wood for fire (BOYS) etc.

For last line usually sung "Soldiers of the Cross", substitute "Children of the School" or ?????????

26. Making animal sounds in both the native language and English.. in native tongue? in English?

What does the cat say (same as above) What does the bird say (same) Etc. -- Make up your own with the familiar animals of the loca

155 We Go Round the Mul- ide a horse uild a hogan

Climbing Jacob's he mesa e pebbles slowly together (GIRLS) for fire (BOYS) etc. y sung "Soldiers of the Cross", substitute "Indiaft Children We" or ool" or ?????????

in both the native language and English.. What does the dog say--

y (same as above) ay (same) own with the familiar animals of the locale.

155 1 ZAMES TO MAKE

1. A matching board lotto game can be constructed using fa children, for example, the matches would consist of pic

mukluks twins mittens earri socks glass animals: dog ears reindeer eyes caribou hands feet

2. Another lotto game could be made by matching Things Tha Eskimo children, pictures or drawings of the following

kyack and paddle fire parka and cover (ah-tee-look) snowm harpoon and whale drum boat and motor wolf fish and net muktu

mother and father mother and baby hide and scraper

3. Number boards could be made using pictures of: whale, cats, ducks, fish, mittens, knives and candles.

What objects could be used with Navajo, Seminole, or Ch group you are teaching?

300 156 GAMES TO MAKE oard lotto game can be constructed using familiar items. For Eskimo example, the matches would consist of pictures or drawings of: kluks twins ttens earrings cks glasses imals: dog ears reindeer eyes caribou hands feet o game could be made by matching Things That Go Together. Again, for ren, pictures or drawings of the following items could be arranged: ack and paddle fire and driftwood rka and cover (ah-tee-look) snowmobile and sled rpoon and whale drum and wand at and motor wolf and gun sh and net muktuk and ooloo

mother and father mother and baby hide and scraper

s could be made using pictures of: whale, walrus, caribou, seals, dogs, fish, mittens, knives and candles.

could be used with Navajo, Seminole, or Cherokee children?With the e teaching?

0-1 390 156 FORM AND NUMBER BOARDS (Made by Kindergarten Teaching Staffs, TrainingSession,

A form board with ob and square. When pi are pictures underne a rug, a basket, a t typical of Pueblos.

A form board using f ergarteners will hay orange, graham' cracke

Gto

A number board using familiar objectn: a hogan, cactus plants wagons, corn, sheep, typical of

Navajos. MIMEO

Dom .nat)

3C:2 137 1,,re."4"111r1.1111,7.

FORM AND NUMBER BOARDS by Kindergarten Teaching Staffs, Training Session, Summer 1968)

A form board with oblong, circle, triangle and square. When pieces are lifted out there are pictures underneath of familiar objects: a rug, a basket, a tepee and a square house, typical of Pueblos.

A form board using familiar foods that kind- ergarteners will have at school: an apple, orange, graham cracker and toast.

PUIN-1Z A number board using familiar objects: a hogan, cactus plants wagons, corn, sheep, typical of Navajos. omimi DE1 Dominoes made with native seeds on cards.

157 303 DEVELOPMENT OF HEALTH AND SAF

The major aim of a health program is to pro- il duce sturdy Indian children with optimum mental, emotional, social, and physical health - b. To children with energy and enthusiasm for life's so activities, children with good attitudes about themselves and others -- all within a safe and c. To healthful environment which fosters and main- be tains the children's well-being. ex br Health education should be practical and based on the problems which the child faces in his d. To daily living at home, school, and in the community. e. To me In the kindergarten classroom with the help of teachers and nurse, children learn to re- f. To spect and use their bodies; to gain knowledge do of the importance of good health habits including rest, good food, and exercise, as well g. To as basic rules of safety, and to incorporate wh them in their daily living. h. To The kindergarten teacher should be aware of ca differences among children in mental and physical needs. Like many other parents, Indi- i. T an parents may not always understand developmental stages of child growth. Interaction EXPERI among parents, teachers, and health personnel may be necessary before there is an under- 1. Ma standing of these stages and an acceptance of ch them. mi ch Health education in the kindergarten gives en the child an opportunity to develop positive wa attitudes toward health which he can apply to his own behavior, and helps the staff to be- 2. Ma come more aware of necessary differences in co approach to the health of Indian children. to cl OBJECTIVES re ma a. To learn to have respect for his own bod- a 304 158 DEVELOPMENT OF HEALTH AND SAFETY CONCEPTS lth program is to pro- ily needs. ldren with optimum men- , and physical health - b. To associate health practices with per- nd enthusiasm for life's sonal comfort and well-being. ith good attitudes about -- all within a safe and c. To learn how to care for his body - to which fosters and main- be aware of aches, pains, fatigue, over- ell-being. excitement, care of minor cuts and bruises. d be practical and based the child faces in his d. To learn good health habits. school, and in the com- e. To develop rapport with and trust in medical personnel. assroom with the help children learn to re- f. To learn to use equipment safely indies; to gain knowledge doors and outdoors. ood health habits in- d, and exercise, as well g. To learn how to maintain safe habits ty, and to incorporate while riding in the bus. ving. h. To 10arn how to leave the classroom in er should be aware of case of emergency. dren in mental and phy- y other parents, Indi- i. To learn how to handle animals safely. ays understand develop- growth. Interaction EXPERIENCES s, and health personnel e there is an under- 1. Make toilet facilities available so es and an acceptance of child can use them easily and with a minimum degree of direction (showing children where toilets and sinks are, e kindergarten gives encouraging them to flush the toilet and ty to develop positive wash hands after using it). h which he can apply to helps the staff to be- 2. Make it possible for the child to escape essary differences in comfortably from continuous exposure to of Indian children. total group. (Nooks and corners in the classroom and playground; arranging for reading and rest corners where children may be alone; eating in small groups in espect for his own bod- a relaxed unhurried atmosphere).

158 33.), 0 3. Invite the nurse, doctor, and dentist into the classroom to talk with the children and give them the opportunity to handle and try out some of the medical equipment; to ask questions; and to act out the process of immunization, the treatment of splinters, cuts and bruises, and the care of teeth.

4. Visit the various offices of nurse, doctor and dentist to become acquainted with the medical personnel and their equipment.

5. Help child learn how to blow his nose cor- rectly (hold tissue over bridge of nose without closing off either nostril and gently blow); to turn head aside when coughing or sneezing, and not put mouth down on bubbler of the drinking fountain.

6. Provide dramatic play materials associated with health, such as stethescopes, flashlights, tongue depressors, dolls, beds, doctors' bags nurses' caps.

7. Supervise children as they handle carpentry tools, scissors, and sewing materials, ladders, climbing apparatus, jumping boards, boxes and barrels.

8. Dramatize riding the bus.

9. Practice exiting from classroom with mock emergency situation.

10. Give children practice in picking up, holding, carrying, and stroking animals.

, 159 or, and dentist into with the children rtunity to handle a medical equipment; to act out thepro- the treatment of Lases, and thecare es of nurse, doc- me acquainted with tnd their equipment.

) blow his nose cor- bridge of nose oiler nostril and ead aside when lnd not put mouth drinking fountain.

terials associa- a stethescopes, ressors, dolls, rses' caps. hey handle carpen- d sewing materials, atus, jumping ls.

S. lassroom with mock

'n picking up, hol- king animals.

159 THE ROLE OF THE FOOD PROGRAM IN THE KIN

The child's body is the most important and volves e complex machinery he will ever possess. How Another well it functions depends to a large extent aspect o on the quality and quantity of the foods he ity it p eats. Kindergarten children need foods that Com eten will help them grow, that will build muscle, handling bones, blood, and sound teeth. They need ingredie foods which will help them stay well. At food are this age children use tremendous amounts of children energy in running, climbing, and jumping. Research reveals a direct relationship be- The joy tween nutrition and the ability to learn. In food arr trying to help the child achieve a balanced the much diet, look at those things which are the regu- is part lar staples of his diet and investigate how Color, t nutritional balance is achieved locally. fect the and nour In addition to the nutritional aspects of the kindergarten food program, there is a vital Cooking role played by the adult. The child's atti- tant fea tude toward food is significantly influenced ing expe by the adult's own attitude toward food and mothers eating. Eating a meal with his peers and an dren in interested adult, in a small group at a child- home set size table, usually provides a setting where cooking he can feel comfortable. An interested and structi relaxed attitude toward eating makes it possible for children to enjoy mealtime.

The use of foods and food preparation in the The chi classroom cuts across virtually all areas of influen learning: it encourages conversation and ships. questions; Mathematics can be illustrated variety through various ways of measuring ingredients religio and portions for serving and in setting tab- meals a les; Science concepts can be learned through will re the transformation of materials; liquids to and eat solids, solids to liquids, and changes of tex- childre ture through cooking; Language is involved throughout the food experience in the labels, It is i color, size, shape, etc; Social Science in- staff p (See Pa

f3rtP 160 THE ROLE OF THE FOOD PROGRAM IN THE KINDERGARTEN CURRICULUM the most important and volves experiences with community foods. will ever possess. How Another extremely useful, actually crucial, pends to a large extent aspect of the food program is the opportun- uantity of the foods he ity it provides for the development of Social children need foods that Competency in the children. For example, that will build muscle, handling equipment, sharing in the mixing of und teeth. They need ingredients, setting the table, and serving p them stay well. At food are all important social skills which e tremendous amounts of children can learn. limbing, and jumping. irect relationship be- The joy of an attractive table with colorful the ability to learn. In food arranged on plates can give not only hild achieve a balanced the much desired bodily nourishments, but it things which are the regu- is part of an Aesthetic experience as well. iet and investigate how Color, texture, and the shape of foods af- is achieved locally. fect the eye and mouth in a pleasing fashion and nourish the soul as well as the body. utritional aspects of the ogram, there is a vital Cooking in the kindergarten has many impor- dult. The child's atti- tant features. One of the earliest satisfy- significantly influenced ing experiences children have with their ttitude toward food and mothers centers about eating. To help chil- al with his peers and an dren in their transition from the familiar a small group at a child- home setting to the school environment, provides a setting where cooking is a major building stone for con- ble. An interested and structing the bridge. ard eating makes it pos- o enjoy mealtime. THE CHILD'S FAMILY

food preparation in the The child's eating habits and attitudes are s virtually all areas of influenced by his family life and relation- ages conversation and ships. Food customs are influenced by a ics can be illustrated variety of factors such as social, cultural, s of measuring ingredients religious, geographic, etc. In planning rving and in setting tab- meals at the kindergarten, nutritionists ts can be learned through will recognize the individual food customs of materials; liquids to and eating habits among families of the iquids, and changes of tex- children. g; Language is involved experience in the labels, It is important the kindergarten teaching etc; Social Science in- staff plan closely with the child's family. (See Parent Involvement in the Kindergarten) 309 ,308 160 ry r-- *

THE OTHER PEOPLE INVOLVED IN THE FOOD PROGRAM The home lik dren and gro The food service personnel, the principal, groups (six the sanitkrian and health officer are all es- at tables se sential members of the kindergarten food pro- gives the te gram team. They are the people, with the the children teaching staff who can provide the ideas, can in the class plan necessary procedures with equipment and portunity fo supplies to see that the food service will process. (S work in each individual situation. It is es- for learning sential that the teaching staff work closely with them to assure the success of the pro- Routines bef gram. portant as t example, chi HINTS FOR FOOD SERVICE MANAGEMENT (or indoor e (Must be Adapted to Individual Situation) go to the la dy for a cal The kindergarten program for young Indian of the child children emphasizes food service which in- quiet activi cludes breakfast or mid-morning snack, lunch stories, etc and afternoon snack depending on the length and an adult of the school day. adult fills pitchers wit Through satisfying experiences in meal ser- place these vice and in cooking, young children develop and serving c good eating patterns and attitudes. They equipment and learn to: classroom app serving time. ae eat a variety of wholesome foods. med food serv b. find pleasure in eating. people to be c. appreciate mealtime as a time for companionship and communication with others. Food is serve d. master simple mechanics in eating. at the table. e. develop an interest in preparing simple foods. During the me hurried relax Food is only one part of the mealtime experi- versation abo ence. Pleasant, comfortable eating experi- and adults. ences in a good physical environment (suitable themselves an size tables and chairs, plates, cups and utensils easily managed by small hands) are as Teachers help important as proper food. portions but and have as mi

310 1.6 I.LE INVOLVED IN THE FOOD PROGRAM The home like, social situation, where children and grownups eat together in small ce personnel, the principal, groups (six to seven children with an adult) and health officer are all es- at tables set for family-style service, s of the kindergarten food pro- gives the teachers an opportunity to know ey are the people, with the the children in an atmosphere not duplicated who can provide the ideas, can in the classroom and the child has full op- procedures with equipment and portunity for participation in the total e that the food service will process. (See all sections on Curriculum ndividual situation. It is es- for learning experiences). he teaching staff work closely ssure the success of the pro- Routines before and after meals are as important as the meal itself. At lunch, for example, children come from outdoor play FOOD SERVICE MANAGEMENT (or indoor experiences), in small groups, ed to Individual Situation) go to the lavatory, wash hands and get ready for a calm, leisurely meal. While most en program for young Indian of the children finish routines and enjoy sizes food service which in- quiet activities with an adult:such as songs, st or mid-morning snack, lunch stories, etc. designated children (2 or 3) snack depending on the length and an adult clean and set tables. The day. adult fills serving bowls with food, fills pitchers with beverage and with children ying e*periences in meal ser- place these on tables for each group. Trays oking, young children develop and serving carts are useful. Serving tterns and attitudes. They equipment and food are delivered to the classroom approximately 10 minutes before serving time. Teachers have earlier infor- riety of wholesome foods. med food service personnel of the number of asure in eating. people to be served. te mealtime as a time for com- p and communication with others. Food is served as soon as the children are ample mechanics in eating. at the table. an interest in preparing simple During the meal the children eat in an unhurried relaxed atmosphere. There is con- e part of the mealtime experi- versation about their interests with friends t comfortable eating experi- and adults. Children pass the food, serve physical environment (suitable themselves and pour their own beverage. chairs, plates, cups and uten- aged by small hands) are as Teachers help the children to assess small oper food. portions but make them feel free to ask for and have as_ much as they can comfortably eat.

310 311 Manners are taught by example. The child is Sti given freedom to eat in his own way. Food, prepared by the kitchen in bite-size pieces, (of meat, vegetables and fruit) may be eaten with the fingers, those who can manage a fork will use it, if food is cut in small enough pieces. Bread is cut in halves or quarters. Butter is softened.

Sponges are provided for spills.

The children are not forced to eat, and des- serts are never withheld in order to coerce A GU them into cleaning their plates. One of the TENS goals of educating at the table is to build in B a positive attitude toward food. Food, therefore, should never be used as a controlling The device as this may have the opposite effect. basi for When a child is finished eating he is helped day to clean up: throw paper goods away, scrape snac and stack used dishes in designated places. cipl and Children who have finished may wish to go to meal the bathroom, then to a restful activity, for a lu Adults and designated children return serving ten dishes and unused food to cart, to be returned tran to kitchen; wipe tables, brush up crumbs, and derg join companions. The Breakfast iervice can be easier if the teach- clas ing staff: and ding makes necessary food preparations for the cord breakfast meal. To simplify the food leng operation, do as much as possible in advance. Sure Curr double check to be sure that the necessary June foods and equipment are available for the following day.

041r).' 162 by example; The child is store foods properly: at in his own way. Food, carrots and celery sticks in ice water tchen in bite-size pieces, with lid in refrigerator es and fruit) may be eaten those who can manage a fork raisins, crackers and cereal in a dry od is cut in small enough cool place cut in halves or quarters. bananas at room temperature

d for spills. cheese and milk in appropriate containers in refrigerator. ot forced to eat, and des- thheld in order to coerce A GUIDE FOR FOOD SERVICE FOR BIA KINDERGAR- their plates. One of the TENS.(To be adapted to various situations at the table is to build in BIA schools) e toward food. Food, there- be used as a controlling The chart on the following pages outlines have the opposite effect. basic procedures for using service trucks for meal service during a long kindergarten nished eating he is helped day for breakfast or morning and afternoon w paper goods away, scrape snacks and lunch. It is based on the prin- hes in designated places. ciple that there is greater economy of time and effort when equipment from a previous finished may wish to go to meal is placed directly on the truck ready to a restful activity. for the next service. This involves using a lunch equipment truck for each kindergar- ted children return serving ten classroom plus one extra truck for food to cart, to be returned transporting snacks and hot food to all kin- ablest brush up crumbs, and dergarten classrooms.

The chart is based on food service to three can be easier if the teach- classrooms in a situation where the kitchen and classrooms are located in the same building. Adaptations will need to be made ac- food preparations for the cording to various physical facilities and To simplify the food length of kindergarten day in BIA schools. much as possible in ad- Bureau of Indian Affairs Curriculum Development and Program Review be sure that the necessary June, 1969 ent are available for the LUNCH sommENT TRUCKS SNACK AND NOT FOOD TRUCK 1 per classroom 1 per school

tC 8 A.M.

A. set up the aftrnoon before A. set up the afternoon bcfo

2nd Shelf: 2.11.1kIAL: Two for each &roue contain: dinner plates sponge pitcher dessert plates can for silver bread containers cups (optional) cups silver napkins trays (optional)

.31463 A.M SN

OR BRE

Add to each truck . Pitchers (from morning snack) BEFORE bread (containers from morning snack) LUNCH strips or salad dessert'

Transport to

AA' QW 1/41E4OA% 0 CD 41. A.M. SNACK Add juice, crackers and vitamins TIME for all groups. OR BREAKFAST

Transport to classroom (1- (2 (3

1. After snack collect cups, pitchers, etc. 2. Wash pitchers and bread containers and put on lunch equipment truck. 3. Put aside cups for washing after lunch. 4. Leave food truck empty.

'BEFORE 'LUNCH

. 164 rIrr..Y.7eth Wxwoonr..0wr......

LUNCH EQUIPMENT TRUCK SNACK AND HOT

LUNCH Place milk an one group at room.

Children scrape and stack dishes Return empty t AFTER LUNCH

1. Return each truck to kitchen After dishwash 2. Wash and sterilize dishes chers, cups, el 3. Stack equipment on trucks for A.M. same manner asl 4. Cover.,

317 165 ..`,111Zif3?;,7270'..'", mertargortarmermt*.r......

RUCK SNACK AND HOT FOOD TRUCK

LUNCH Place milk and casseroles of hotfood for one group at a time and transport to classroom.

To Cir'ogsltorol

lEislug4 stack dishes Return empty truck to kitchen. AFTER LUNCH

ruck to kitchen After dishwashing, setup truck with pit- ilize dishes it chers, cups, etc. for P.M. snack inthe nt on trucks for A.M. same manner as for A.M. snack (see above).

317 165 318 P.M. SNACK Add the milk TIME etc.

Transport to

After snack etc. and was for A.M. and

4 P.M.

3 .1. 166 P.M. SNACK Add the milk and cookies or sandwiches, TIME etc. for all groups

Transport to classrooms (1 (2 (3

After snack, collect cups, pitchers, etc. and wash and sterilize. Set up for A.M. and cover.

4 P.M. LIST OF EQUIPMENT AND SUPPLIES NEEDED FOR This is no FOOD SERVICE IN CLASSROOM be viewed the child' (20 children, 3 table settings) from his s ics, or la 1 doz. casserole (bowls, stainless steel, with these comp cover, 2 quart should be 3 pitchers with cover, 1 quart experience 3 baskets, bread 4 trays, fiberglass 14"x18", serving Home and s 2 doz. fruit dish, Melmac child can 2 doz. plate 8", Melmac of classro 2 doz. cup 7 oz. stacking tastes, an 2 doz. fork, stainless steel brought in 2 doz. knives, stainless steel is made to 2 doz. teaspoon, regular, ting for 1 doz. tablespoon, serving his home a 1 standard duty utility cart, 3 shelf 1 hot food truck - if food carried some dis- Tasting an tance by the ava 2 tray cutlery customs. napkins done out o 1 utility caddy 29"x 18 1/2", with disposal should be bags ty to comp 4 sponges for wiping spills will be va 1 large garbage container for carrying flat- parents in ware and dishes, if food carried some dis- cooking ex tance. role as te ence for h COOKING EXPERIENCES pert. Tak to provide In designing cooking activities, the teacher in another may see her goals as helping the child tol priite to

Understand how food is prepared. Like other Plan, read recipes, make a recipe book. ing experiel Use measuring utensils. ganized. C Sample new and unusual fooas. materials a Appreciate food of different tribes and ence is to lands. ceded by mu Value his own food and its method of pre- keep the gr paration as part of his heritage. child must 321 167 AND SUPPLIES NEEDED FOR This is not to suggest that cooking is to LASSROOM be viewed as an isolated activity apart from the child's cultural heritage, or separate able settings) from his social studies, science, mathematics, or language arts curriculum. Each of (bowls, stainless steel, with these components of the cooking experience should be developed as a part of the entire over, 1 quart experience. ss 14"x18", serving Home and school experiences of the Indian Melmac child can be connected through the vehicle Melmac of classroom cooking. Utensils, odors, stacking tastes, and sights familiar to the child are nless steel brought into the classroom. Thus, the child skinless steel is made to feel at ease in the school set- regular ting for it is no longer so alien to him, , serving his home and his tribe. tility cart, 3 shelf if food carried some dis- Tasting and cooking experiences are dictated by the availability of resources and local customs. If cooking in the home is normally done out of doors, then classroom cooking 9"x 18 1/2", with disposal should be done out of doors. The opportunity to compare the materials and experiences ing spills will be valuable. Invite parents or grand- ontainer for carrying flat- parents into the class to demonstrate a if food carried some dis- cooking experience; assist the parent in her role as teacher, showing respect and defer- ence for her knowledge and skills as an ex- NG EXPERIENCES pert. Take children to houses of parents to provide a chance to taste and to share ing activities, the teacher in another person's home, if this is appro- as helping the child to: priate to your area. food is prepared. Like other activities in the classroom cook- pes, make a recipe book. ing experiences must be well planned and or- tensils. ganized. Check and double check equipment, unusual foods. materials and room setup. If the experi- of different tribes and ence is to be a happy one, it must be pre- ceded by much planning with youngsters, od and its method of pre- keep ehe group small, 4-5 children. Each rt of his heritage. child must know his responsibility and role

3 1 , 167 0.4 ^ before he embarks on this exciting adventure of cooking. The teacher takes the responsibility for the accurate heat of the oven and for putting the prepared dish into and taking it out of the oven. The teacher carefully supervises the use of the stove or hot plate.

When charts of recipes are made for young children, learning to read them precedes the cooking experience. It is advisable to have the necessary ingredients and utensils on a table below the recipe chart. Experiment with using a level teaspoon. Measure water or dry ingredients into one, one half, one fourth cups (or whatever measurements recipe needs). Children may find the pictured ingredient on the chart and the real ingredient on the table.

LIST OF EQUIPMENT AND SUPPLIES FOR COOKING EXPERIENCES

(To be adapted to individual situation. Also see Equipment and Supplies Housekeeping and Family Life Play).

1 hot plate, 2 burners 1 electric skillet 1 toaster 1 rotisserie oven 1 small refrigerator w/ice cube maker 1 blender 4 plastic mixing bowls, full size 2 baking tins, full size 1 frying pan, full size 12 cookie cutters 2 egg beaters, full size and good quality 2 rolling pins, full size 6 wooden spoons, full size 2 measuring cups w/spoons full size 4 plastic containers for salt, flour, etc. 1 muffin tin, full size

323 ks on this exciting adventure 1 double boiler, full size e teacher takes the responsi- 1 sifter, full size accurate heat of the oven and 2 cookie sheets, full size prepared dish into and taking 6 dish cloths ven. The teacher carefully 4 dish towels use of the stove or hot plate. 6 plastic aprons to protect clothing 6 tablespoons recipes are made for young chil- 1 large, 4 quart sauce pan, w/lid to read them precedes the cook- 1 small 1 quart sauce pan, w/lid It is advisable to have the 1 each, can opener and vegetable peeler dients and utensils on a table 1 each, paring knife, butcher knife, e chart. Experiment with us- strainer large and small spoon. Measure water or dry 4 pot holders o one, one half, one fourth 2 rubber spatulas er measurements recipe needs). nd the pictured ingredient on COOKBOOKS he real ingredient on the tab- Driver, H.E. Indians of North America. Chicago: University of Chicago Press. NT AND SUPPLIES FOR COOKING 1961

Kimball, Yeffe and Jean Anderson. The Art to individual situation. Also of American Indian Cooking. Garden City, nd Supplies Housekeeping and N. Y. Doubleday and Co. 1965.

McClain, Sam (publ.) Authentic American In- burners dian Recipes. P. O. Box 2, Pawhuska, Ok- let lahoma. 1958 en Students of Shishmaref Day School. Eskimo rator w/ice cube maker Cook Book. Alaska Crippled Children's Association, Box 912, Anchorage, Alaska. g bowls, full size Price 60 cents postpaid. full size ull size Wright, Muriel. American Indian Corn Dishes. rS Chronicles of Oklahoma. Vol. 36, No. 2 full size and good quality Summer, 1958 full size full size PAMPHLETS s w/spoons full size iners for salt, flour, etc. Food for Groups of Young Children Cared For ull size During the Day -- Helen M. Hille, Insti- tutional Nutrition Consultant, U. S. De- partment of Health, Education, and Wel- 323 ' _ fare, Social Security Administration, U.S. Hominy (India Children's Bureau, 25 cents. White corn is Handbook of Food Preparation -- American Home (if availab Economics Association, 1600 20th St., N.W., Corn is then Washington,011 D. C., 50 cents. washed off. Kernels that Food Storage Guide for Schools and Institu- parched on tions -- P.A. 403, Agricultural Marketing The outer coa Service, U. S. Department of Agriculture, of pop corn Washington, D. C., 25 cents. Piki (Wafer Your Child From One to Six -- U. S. Children's Bureau, Publication No. 30, U. S. Department A fire is bui of Health, Education and Welfare, Washington, has been oil D. C., 20 cents. When the surfa several hand Feeding Little Folks -- Published by National corn meal. Dairy Council, Chicago, Ill. Can be ob- Baking powder tained from State Dairy Council. meal from tu This mixture c Food For the Family With Young Children -- away from th Prepared by Consumer and Food Economics Research Division, U. S. Department of Ag- Chewing Gum riculture, Washington, D. C., 10 cents. Milkweed or co Government publications may be purchased by gum. writing the Superintendent of Documents, Washington 25, D. C. Be sure to enclose the The Blackfeet required funds. recipes:

RECIPES FOR COOKING WITH CHILDREN Indian Grease (For further recipes ask the parents) 4 cups of flou The following recipes are examples of cooking 3 t. baking po activities that can be done with children. 1 t. salt Preparation of cereals, applesauce, cocoa, 1 1/2 cups vat chocolate pudding, frosting, and candies are acceptable activities, but to further the Stir flour, bal child's acceptance of the value of his cul- bowl, graduall3 ture, typically Indian recipes are included. dough is too mc dough till it r Place dough on

ek, "g- ra ty Administration, U. S. Mominv (Indian Pos Corn) 25 cents. White corn is soaked in moist juniper ashes aration -- American Home (if available). on, 1600 20th St., N.W., Corn is then boiled: ash and bulls are 50 cents. washed off. Kernels that were soaked in salt water are Schools and Institu- parched on hot sand. Agricultural Marketing The outer coat will split, yielding a kind rtment of Agriculture, 'of pop corn. 25 cents. tip (Wafer Breqd). Wont o Six -- U. S. Childrenls N o. 30, U. S. Department A fire is built under a stone slab which n and Welfare, Washington, has been oiled. When the surface ip hot, it is covered with several handfuls of thin gruel from blue Published by National corn seal. ago, Ill. Can be ob- Baking powder can be used to prevent the airy Council. meal from turning red. This mixture cooks quickly aud can be peeled ith Young Children -- away from the stone. and Food Economics U.S. Department of Ag- Chelan* Clug on, D. C., 10 cents. Milkweed or cotton weed is form of Nopi ns may be purchased by gun. ndent of Documents, B e sure to enclose the The Blackfeet Indians offer many interesting recipes:

IN0 WITH CHILDREN Indian Crease Bread ask the parents) 4 cups of flour are examples of cooking 3 t. baking powder done with children. 1 t. salt , applesauce, cocoa, 1 1/2 cups water sting, and candies are Stir flour, baking powder and salt into a r but to further the the value of his cul- bowl, gradually adding the water. If the recipes are included. dough is too moist, add more flour, knead dough till it no longer sticks to hands. Place dough on floured surface.

1_6_9 326 Shape dough into round balls, then flatten 1/4 cup sh balls. Punch holes in the center. Deep fry 1/4 cup su in a large skillet, half filled with liquid shortening. Fry them for about five minutes Mix the dr on each side. Serve hot or cold. toning tog sugar to t plead Frv Bread

1 to 1 1/4 cup warn milk 2 tsp. salt 2 T. soft shortening 1 package dry yeast 2 T. sugar 3 cups sifted flour

Dissolve yeast in Milk. Add shortening, salt, 1 or more sugar and one-fourth of the flour. Beat un- Brush cav til smooth, scraping sides and bottom of bowl cavity tig frequently. Add remaining flour and blend large stic until smooth. Let rise in warm place about al springs 30 minutes. Punch down and knead. Let rise slices ove again. Break into doughnut size pieces and and pepper shape flat, cutting a slit into hot fat, Bake for I turning the bread until both sides are golden brown. Drain on a paper towel and serve while LULL warm. A favorite way to eat fry bread is to dip it into a small amount of syrup. 3 cups sa sen) -- Delores Nall 9 cups vat Browning, Montana Wash the Szaskilau cover wit utes. Wh Dice fat Hos beef, pork, bacon rind, or salt paste of pork. Place dided fat in baking pan and set Slowly ad in a medium low oven. Drain pieces of fat as until the they bake. Continue this process until diced Serve whi fat is crisp. Cool and salt. added if -- Delores Nall Browning, Montana Wrap fres and boil rater and 3 cups dry meat amount of 3 cups mashed cherries vor. Add

327 170 ound balls, then flatten 1/4 cup shortening $ in the center. Deep fry 1/4 cup sugar half filled with liquid hem for about five minutes Mix the dry meat, mashed cherries, and shor- ve hot or cold. tening together in a.large bowl. Add the sugar to, the mixture and serve.

-- Thomas Morn milk 2 tsp. salt Browning, Montana ng 1 package dry yeast 3 cups sifted flour Baked Trout

Milk. Add shortening, salt, 1 or more large trout, cleaned and washed. th of the flour. Beat un- Brush cavity with oil or butter. Stuff ng sides and bottom of bowl cavity tightly with 2 chopped.onions, 4 emaining flour and blend large sticks of celery, chopped, and sever- rise in warm place about al springs of parsley. Lay several bacon down and knead. Let rise slices over the trout. Sprinkle with salt doughnut size pieces and and pepper or any other desired seasoning. g a slit into hot fat, Bake for 1 hour at 373 degrees. until both sides are golden paper towel and serve while way to eat fry bread is to 1 amount of syrup. 3 cups sauer berries (dried, fresh, or frozen) elores Nall 9 cups water rowning, Montana Mash the berries. Place in saucepan and cover with water. Boil for about 30 minutes. When the berries are cooked, make a , pork, bacon rind, or salt paste of 2 T. flour, 3 T. sugar and water. fat in a baking pan and set Slowly add the paste to the berry soup. Cook en. Drain pieces of fat as until the desired thickness is obtained. ue this process until diced Serve while still hot. More sugar nay be 1 and salt. added if desired. elores Mall rowning, Montana Wrap fresh choke cherries in a thin cloth and boil in water. Add equal amounts of water and sugar to the cherry juice. The amount of sugar depends on the desired fla- ries vor. Add a package of Sure-Jel. -- Carolyn Blackman 327 Browning, Montana 170 n Sa na ha' Corn on t

1 pound dry peas 2 cups wet corn meal (plain) 20 ears ( corn shucks Control

Soak peas in water overnight, drain. Cover and Cook until tender. Drain and save lig- close vent uid. Moisten corn meal with above liq- in 15 minu uid. Add cooked peas. Roll into a ball about the size of medium tangerine. Poo Corn Place this roll in corn shuck and tie with strip of corn shuck. Put this in a 1 cup pop pot of water and boil for 30 minutes to 1/2 cup oi 1 hour. 1 - 2 tsp. 1/4 - 1/2 This rolled ball served as bread and was eaten with fresh neat. Place corn erature at .Kathy King, Rosanell When light Phillips corn stops Choctaw, Mississippi utes. Sea Yield 4 qu

;grits,

Mix ingredients together until it forms Mix thorou a ball. Shape into small balls (teaspoon size) flatten with hand, place on pan and bake. Neat oven to 350 degrees, bake S minutes. preakfast in a Class Work in wi 1 egg 1 cup milk Force the 1/2 cup fruit ungreased Bake until Place in blender and blend. degrees P. dos. Corn on the Cob - Electric Skillet

2 cups water 20 ears (place in skillet with 1 tsp. sugar) Control - 250 degrees F

overnight, drain. Cover and open vents until vater boils, Drain and save liq- close vents, turn temperature to 200. Cook seal with above liq- in 15 minutes. e ss. Roll into a ball a medium tangerine. Poo Corn - Electric Skillet corn shuck and tie shuck. Put this in a 1 cup pop corn oil for 30 minutes to 1/2 cup oil 1 - 2 tsp. salt 1/4 - 1/2 cup butter e rved as bread and vas e at. Place corn and oil into skillet, set temperature at 400 degrees I vents 'closed. athy King, Rosanell When light goes off, and leave lid on until Phillips corn stops popping, approximately 2-3 min- hoctav, W.ssissippi utes. Season vith salt and melted butter. Yield 4 quarts.

poritx gether until it forms Mix thoroughly: 1 cup soft butter o small balls (tee- 2/3 cup sugar n with hand, place on 3 egg yolks t oven to 350 degrees, 1 tsp. flavoring (almond of vanilla or 1/4 cup grated almonds.

Work in vith the hands: 2-1/3 cups flour.

Force the dough through cookie press onto ungreased baking sheet in desired shapes. Bake until set...but not brovn...Bake 400 d blend. degrees F.7 to 10 sinutes. "field aboUt 6 dos.

329 330 171 Apple Sauce Brea

Let each child peel an apple (using a vegeta- 1 cu ble peeler) - put the apples in a pot with Add just enough water to start them cooking. When Stir tender mash; add sugar (4 cups for 24 apples) - shor cook again for 10 minutes. Add Then yeaetable Soup stif Then After talking about vegetables that make good self soup, children might take a trip to the kitchen or grocery to buy vegetables - carrots, For turnips, potatoes, onions, tomatoes, a soup same bone. Cover soup bone with water in a large dou kettle. Simmer slowly for 2 hours. Peel spri vegetables cut in small pieces and add to soup a sm bone. Add salt. Cook 40 minutes. .roll

Jello The the Making jello is fun. Measuring, mixinju_sut - ar tins and serving are all important be developed. Jel Biscochitos - Mexican Cookies Put 1 cup sugar 2 cups whole wheat flour in 2 cups shortening 1 tsp. salt Mix 1 tsp. anise seed 2 tsp. baking powder Bri 4 cups white flour3/4 (about) cup water Add Cream eta Bri Cream lard with hand. Boi Add sugar; beat until light and fluffy. Rem Add anise seed and flour which has been sif- Pou ted with salt and baking powder. Coo Add just enough water to make mixture hold together. The Roll 1/2" thick and cut into fancy shapes. fro Dip in sugar and bake in moderate oven. Rat in

331 172 Bread

1 an apple (using a vegeta- 1 cup lukewarm water. the apples in a pot with Add 1 cake yeast. to start them cooking. When Stir until yeast melts. Then add 2 tsp. ugar (4 cups for 24 apples) shortening. minutes. Add 2 T. sugar; stir. Then add 2 cups flour--be sure dough is very stiff. Then set in warm place until it doubles it- t vegetables that make good self (about 1 hour). ht take a trip to the kit- buy vegetables - carrots, For more adventurous classes try using this onions, tomatoes, a soup same bread recipe for cinnamon rolls. After bone with water in a large dough has risen the first time roll the dough owly for 2 hours. Peel sprinkle with sugar and cinnamon, dot with !small pieces and add to soup a small amount of butter, roll, cut, allow Cook 40 minutes. rolls to rise and then bake.

There is no end to cooking possibilities in the classroom, -- with just a hot plate pre- n. Measuring, mixing, cut- paring rice, dried beans, potatoes or fruit re all important skills to juices becomes an adventure.

Jelly can Cookies Put 2 cups grape juice and 3 3/4 cups sugar 2 cups whole wheat flour in large sauce pan. 1 tsp. salt Mix Well 2 tsp. baking powder Bring o boil. 3/4 (about) cup water Add 1/2 cup liquid pectin, stirring constantly. Bring to full rolling boil. nd. Boil hard 1/2 minute. til light and fluffy. Remove from heat; skim. flour which has been sif- Pour into 5 jelly glasses. baking powder. Cool. ter to make mixture hold These cooking experiences are not isolated d cut into fancy shapes.. from other phases of the school curriculum. ake in moderate oven. Rather they may enhance and xcite learning in many instructional areas. !Jrtrtn.

Wacky Cake 1 cup nonf 2 cup shor Take an ungreased square or oblong cake pan refriger 9 x 13 x 2 and sA.ft into it: Sift toget 1 c. sugar then add: Cut in sho 1-1/2 c. flour 1 tsp. vinegar two knives 1/2 tsp. salt 1 tsp. vanilla corn meal. 1/4 c. cocoa 1/3 c. salad oil room tempe 1 tsp. soda 1 c. cold water Lk master mix level off

Stir this mixture around the pan until there , are no lumps. Then bake 30 to 35 minutes in Biscuits 350 degree oven. Candy mint on top. 1 cup of B Crispy Cookies 1/3 cup of

Knead 8-10 Rite Crispies r=0 . 1 cup pat to 1/2 cut, place grees, bak r=r)Hester (Rik Puddin C ciaZ3sugar ...... +5/39* 4. eup 3/4 cup of 1 pkg. ins 1/4 cup of .frifflp tit III4140ME" 1/3 cup

Mix crispies, Master Mix and sugar. Add milk and stir. Drop by spoonful on baking sheet. Bake 375 degree oven, 10 to 12 minutes.

Master Mix

To be used for biscuits, griddle cakes, muf- fins, etc.

9 cups sifted all-purpose flour 1/3 cup baking powder 1 tablespoon salt 2 teaspoons cream of tartar 1 cup nonfat dry milk powder 2 cup shortening which does not require or oblong cake pan refrigeration it: Sift together dry ingredients three times. add: Cut in shortening with pastry blender or vinegar two knives until mixture looks like coarse vanilla corn meal. Store in covered container at salad oil room temperature. NOTE: To measure the cold water master mix, pile-it lightly into a cup and level off with a spatula. the pan until there 30 to 35 minutes in Biscuits int on top. 1 cup of Bisquick 1/3 cup of milk (mix with fork)

Knead 8-10 times. Place on floured board, a 1 Cup pat to 1/2" thick. Dip cutter in flour and cut, place on pan. Heat oven to 450 degrees, bake for 15 minutes. l'

Pudding Cookies

a4.Cup 3/4 cup of Bisquick 1 egg 1 pkg. instant pudding mix desired flavor. 1/4 cup of vegetable oil mu" 1/3 cup

and sugar. Add milk ul on baking sheet. to 12 minutes.

griddle cakes, muf-

flour

333 ?VI BREAKFAST MENUS

Orders for 50 Children

FIRST WEEK

Peanut Butt Dry Cereal with sugar 3 pounds , 50 sMall (individual) boxes use brand that can be eaten from box 3-10 ounc Bananas (cut in half) 5-2/3 pounds Bread enri 3-1/4, 1 Milk Make sand 6-1/2 gallon preferred or 50 individual cartons Oranges 2-1/4 doz Sugar 50 1 teaspoon packages Milk 6-1/2 gal MONDAY 50 indivi

Sliced Cheese Make open faced sandwiches 3-1/4 pounds Graham Crac Saltine Crackers 1-2/3 pou 2 pounds Carrot Stic Grapes, seedless 2-1/4 pou 5 pounds Raisins Milk 4-1/4 pou 6-1/2 gallon preferred or 50 individual cartons Milk chocc 6-1/2 gal TUESDAY cartons 1-1/2 pot

335 174 BREAKFAST MENUS

Orders for 50 Children

FIRST WEEK

Peanut Butter Mix with Jelly ar 3 pounds ual) boxes n be eaten from box Jelly 3-10 ounce jars f) Bread, enriched white 3-1/4, 1 pound loaves Make sandwiches, cut slices in 1/4's erred or tons Oranges 2-1/4 dozen kages Milk 6-1/2 gallons preferred or MONDAY 50 individual cartons

WEDNESDAY open faced sandwiches

Graham Crackers 1-2/3 pounds

Carrot Sticks 2-1/4 pounds

Raisins 4-1/4 pounds red or ns Milk. choColate 6-1/2 gallons preferred.or 50 individual TUESDAY cartons 1-1/2 pounds instant cocoa mix, add to milk

THURSDAY

174 Butter - cream but Dry Cereal 2/3 pound 50 individual packages Cinnamon - 2 table Pineapple-Grapefruit iuice 1-1/4 #10 can Sugar, granulated

Milk Fruit Cocktails 6-1/2 gallons preferred or 50 individual 6-2/3 #303 cans cartons Milk Sugar 6-1/2 gallons pre 50 1-teaspoon packages cartons

FRIDAY

Dry Cereal - 50 ind BREAKFAST MENUS Apples - quartered Orders for 50 Children 6-1/4 pounds

SECOND WEEK Milk - 6-1/2 gallon individual carton

Sugar - 50 1 tsp. p Dry Cereal 50 individual packages

Orange Juice 1-1/4 #10 can Sliced Cheese - 3-1

Milk Saltine Crackers 6-1/2 gallons preferred or 50 individual 2 pounds cartons Celery Sticks Sugar 2-1/3 pounds 50 1 teaspoon packages Milk. Strawberry MONDAY 6-1/2 gallons pref cartons 1-1/2 pounds inste Bread, white enriched 3-1/4 4 pound loaves 3 7 175 r -,! ,.r.nr*r.

Butter - cream butter with cinnamon 6 sugar 2/3.pound gas Cinnamon - 2 tablespoons juice Suaar, granulated - 3 cups

Fruit Cocktails rred or 50 individual 6-2/3 #303 cans Milk 6-1/2 gallons preferred or.50 individual ages cartons

FRIDAY TUESDAY

Dry Cereal - 50 individual packages ST MENUS Apples - quartered 50 Children 6-1/4 pounds

D WEEK Milk - 6-1/2 gallons preferred or 50 individual cartons

Sular - 50 1 tsp. pkgs. ges WEDNESDAY

Sliced Cheese - 3-1/4 pounds

Saltine Crackers rred or 50 individual 2 pounds Celery Sticks 2-1/3 pounds ges Milk. Strawberry,

MONDAY 6-1/2 gallons preferred or 50 individual . cartons 1-1/2 pounds instant strawberry milk mix

THURSDAY

175 327 ek) Graham Crackers Bread, 1-2/3 bozos 3-1/4

Peanut Butter - six peanut butter with raisins Peanut 3 pounds and make open face sandwiches See W and quarter Cantalo Raisins 6-1/4 1 pound Milk - 62.11 indiv 7 0303 cans; red food color

Milk 6-1/2 gallons preferred or 50 individual cartons Dry Cer

FRIDAY Peaches 4 in

Milk - BREAKFAST MENUS indil Orders for 50 Children Suter - THIRD WEEK

Dry Cereal ALM 1 50 individual packages 4-1/ Oranse Raisins - 1-1/2 pounds 2-1/, Milk - 6-1/2 gallons preferred or 50 indi- Milk - vidual cartons indil Suter, - 50 1 teaspoon packages MONDAY Bread, brown wheat 3-1/4 1 pound loaves

Ipeanut butter with raisins Peanut Butter and Jelly open face sandwiches See Wednesday Week I quarter Cantalou e 6-1/4 cut up and sliced

Milk -6-1/2 gallons preferred or 50 individual cartons food color TUESDAY erred or 50 individual Dry Cereal - 50 individual packages

FRIDAY Peaches. slices 4 #2-1/2 cans

4ST MENUS Milk - 6-1/2 gallons preferred or 50 individual cartons r 50 Children Suter - 50 1 teaspoon packages D WEEK WEDNESDAY

hardcooked, peeled ages 4-1/4 dozen Oranite Slices h,c18 2-1/4 pounds preferred or 50 indi- Milk - 6-1/2 gallons preferred or 50 individual cartons n packages THURSDAY MONDAY

t'. r 176 - r.e..n...aroerwtnwe

Celerv, washed, but not cut 2-1/3 pounds

Peanut Butter - used as filling in celery 1 pound

Graham Crackers 1-2/3 pounds

Milk 6-1/2 gallons preferred or 50 individual cartons

FRIDAY

341 177 ut not cut tsed as filling in celery

referred or 50 individual

FRIDAY

342 341 177 WREN MEMEI

ro,

1'1 PARENT INVOLVEMENT IN THE KINDE

Both parents and teachers are educators of the The pr child. The child will be aided in achieving room e the best education of which he is capable when their parents and teachers work together, each re- have e spectful of the other's indispensable contri- Indian bution. Thus p ing he Parent involvement in the bilingual kinder- artifa garten must become a true partnership of home by usi and school, with two-way responsibility for him, b the education of the young child. "The goal cultur must be to establish a mode of communication teache and decision making where the outcome is a room. blend of what parents want and know their children need most and what educators know The te and undeistand about children, learning and help p growth." groups e., by The comprehensive kindergarten program in- direct volves parents in a way only recently attemp- (1) re ted in this country through the Head Start dividu Program. Parent involvement is important be- and au cause the child's sense of security is rooted with s in his family and he needs close contact with intere an emotionally significant adult for varying time, lengths of time as he moves out to the world classr of school. The teaching staff can gain from (5) ac the family information which will assure a from s smcoth transition from home to school. Par- pret w ents who participate in the early educational he spe programs of their children generally under- the th stand better what the school is doing, feel that the school is genuinely interested in their children, and learn ways to help in the educational process. 1 Dr. Ear Since the purpose of the kindergarten program, cia by its very design, is to assure success in Was current and future learning, it is important that each parent understand his role in the comprehensive program.

3" 178 PARENT INVOLVEMENT IN THE KINDERGARTEN PROGRAM

teachers are educators of the The presence of some parents in the class- d will be aided in achieving room each day reminds Indian children that on of which he is capable when their people are important, that what they hers work together, each re- have experienced at home is valued, and that other's indispensable contri- Indian life and language will continue. Thus parents can assist the teacher by showing her the importance of certain Indian t in the bilingual kinder- artifacts, such as the loom for the Navajos, e a true partnership of home by using the child's first language with two-way responsibility for him, by sharing information about the local the young child. "The goal cultural patterns, and by following the ish a mode of communication teacher's wishes for helping in the class- ing where the outcome is a room. ents want and know their t and what educators know The teacher and the teacher-assistant can out children, learning and help parents, either singly or in small groups, understand how each is important, i. e., by helping the child move toward self- kindergarten program in- direction in the classroom. The parent can a way only recently attamp- (1) read or tell stories; (2) carry on in- ry through the Head Start dividual conversations; (3) make equipment involvement is important be- and augment the store-bought play materials sense of security is rooted with stuffed toys, hobby horses; (4) be an he needs close coatact with interested fellow eater at breakfast, snack- gnificant adult for varying time, and lunch so that all adults in the s he moves out to the world classroom eat with small groups of children; eaching staff can gain from (5) accompany the children on the bus to and ation which will assure a from school and on field trips; (6) inter- from home to school. Par- pret what the child is trying to convey when ate in the early educational he speaks in his mother tongue and repeat children generally under- the thought or word in English if possible the school is doing, feel s genuinely interested in nd learn ways to help in the ss. 1 Dr. Barbara Biber - Challenges Ahead for Early Childhood Education, National Asso- of the kindergarten program, ciation for Education of Young Children, n, is to assure success in Washington, D. C. e learning, it is important understand his role in the gram. Q1,1 r 178 so that the child will be helped in both guidance. languages;(7) move into small groups of children as the teacher directs, to super- 5. Facilitate vise, re-direct, or enrich activity. the task of family can The parent may not be acquainted with the ing another p specialized techniques used by teachers in the schoolroom. The parents' educational OBJECTIVES efforts are usually more informal and geared to a specific and immediate life situation. a. To create an o Under the guidance of the regular teaching to see his pare staff, a cadre of parent-teachers can be developed if the staff 1 b. To provide an o to share with t 1. Recognizes the role of the parent in and hopes about the child's education, experience.

2. Accepts each parent where he is and c. To involve the helps the parent to perform a role in daily kindergar the classroom which enhances the child's pride in his parent and in him- d. To incorporate self thereby fostering the child's par- into the planni ticipation in the classroom process. school program.

By encouraging parents to visit and. partici- e. To interpret th pate in the kindergarten program, the staff dren in the pro will: parents to rela children are gr 1. Enhance the child's self-concept as he in school. sees a member of his family welcomed by the school. EXPERIENCES

2. Gain helpful information about the 1. Make parents fe child's early history, including his providing seati likes, dislikes, living habits, talents, and desires. 2. Facilitate part transportation 3. Help the parent grow in objectivity as necessary for pa he sees the child in a new setting with of the family. a group. 3. Through home vis 4. Provide an opportunity for the parent to talking, and sha work with other children under staff teacher learns a family. 3 6 179 be helped in both guidance. to small groups of r directs, to super- 5. Facilitate parents' understanding of rich activity. the task of the school so that the family can join the school in produc- acquainted with the ing another permanent learner. used by teachers in arents' educational OBJECTIVES re informal and geared diate life situation. a. To.create an opportunity for the child the regular teaching to see his parents and teachers together. nt-teachers can be de- b. To provide an opportunity for parents to share with the staff their knowledge ole of the parent in and hopes about the children's school ation, experience. ent where he is and c. To involve the parent in the ongoing to perform a role in daily kindergarten program. ich enhances the his parent and in him- d. To incorporate the basic family culture tering the child's par- into the planning and implementing of e classroom process. school program.

to visit-and partici- e. To interpret the activities of the chil- en program, the staff dren in the program and to enable the parents to relate to the staff how their children are growing and learning while d's self-concept as he in school. his family welcomed by EXPERIENCES

rmation about the 1. Make parents feel at home and welcome by tory, including his providing seating and meaningful jobs. living habits, talents, 2. Facilitate participation by providing transportation and interpreters when row in objectivity as necessary for parents and other members in a new setting with of the family.

3. Through home visits, formal and informal unity for the parent to talking, and sharing information, the hildren under staff teacher learns about the child and his family.

179 31.6 34: 4. Facilitate participation of the parents ing all in the classroom through carrying out Health. special activities such as cooking, read- and com ing stories, story telling, making learning materials,* going on field trips with Helping the children, etc. and thi gram is 5. Encourage the parent to bring to school mists i those things which have significant mean- saintai ing to the child and his family - such as flexibi native costumes,. arts and crafts, tribal the sta foods, seasonal'songs and dramatisations. ideas d the con 6. Plan time for parent and staff to share need to with one another their mutual concerns. opportu Parents are people who have a variety of er COMM interests and needs apart from those of of the being the parents of a kindergarten child, the pro plannin 7. Plan field trips for and with parents. New ide B. Plan a community evening in accord with take ro local customs and traditions. take pa vations 9. Take pictures of children and families. and con ful exp t Mothers of the Big Cypress Kindergarten parents children have made doll clothes in typical so that Seminole patterns for them, be full parents the cos SUPERVISION FOR IMPLEMENTATION OF THE BILIN- they de GUAL KINDERGARTEN PROGRAM special bring t Supervision as educational leadership is the and com concept basic to the role of the principal and the education specialist. Working toward Supervi the achievement of agreed upon educational ing sta goals is the function of supervision. Con- their s stantly searching for better ways to advance of teac the purposes and smooth operation of the kin- special dergarten program makes the role of the super- staff d visor a key one in coordinating and integrat- tion.

s 0frt 180 u,.3 rticipation of the parents ing all of the facets into the curriculum: room through carrying out Health. Guidance, Social Services, parents ities such as cooking, read- and community. story telling, making learn- ,* going on field trips with Helping teachers to organize the classroom etc. and think through the many narts of the program is one of the ways the supervisor as- parent to bring to school sists in the initiation of new programs. By which have significant mean- maintaining a climate of experimentation. ild and his family - such as flexibility, and safety to make mistakes e s, arts and crafts, tribal the staff is aided in carrying out the new al songs and dramatizations. ideas desired in * program. Acceptance of the contributions of the staff as they see parent and staff to share need to modify original planning creates her their mutual concerns. opportunities for better feedback and strong- e ople who have a variety of er commitment to the program. Involvement needs apart from those of of the staff in evaluating the outcomes of eats of a kindergarten child. the program serves as a basis for further planning and innovations. ips for and with parents. New ideas for kindergarten programs seem to ity evening in accord with take root better if parents and community and traditions. take part in the original planning. Inno- vations relating to organization, methods, of children and families. and content of the curriculum require careful exploration with and explanation to the Big Cypress Kindergarten parents of the young children in the program ade doll clothes in typical so that the program's purposes and goals may ns for them. be fully understood. Involvement of the parents on a continuous basis helps both the community and the staff reach the goals MPLEMENTATION OF THE BILIN- they desire. Principals and education PROGRAM specialists are the key liaison people to bring the staff and parents into necessary ucational leadership ii the and comfortable working relationships. the role of the principal specialist. Working toward Supervision has the further task of inspir- f agreed upon educational ing staff members to continually develop tion of supervision. Con- their skills and their own unique qualities for better ways to advance of teaching. Principals and education smooth operation of the kin- specialists together with the kindergarten makes the role of the super- staff develop a program for ongoing educa- n coordinating and integrat- tion. Important parts of this in-service

180 program are awareness of new information in EXPERIENCES regard to content areas, knowledge of new ways of working together, and new concepts 1. Establish mee in learning theory. garten staff, selected memb Understanding of the place the content intro- and parents f duced has and the meaning of the activities jectives and developed to help the children acquire con- group could f trol over this content in relation to the tioning Parent First Grade becomes a concern of the total formulate pol staff of the school. Articulating the ex- applicants for periences children may have for learning and growing from Head Start through kindergarten 2. Have time prio and into the primary grades is of major con- staff to meet cern to the principal and total school staff. weeks of schoo In-service programs can clarify and enhance als and equipm the meanings and soundness of the activities zones in the c proposed. plies which ar and to childre OBJECTIVES doors.

I. To help initiate a comprehensive bilin- 3. Arrange for st gual kindergarten program. kindergarten c resentative. me II. To assist staff and parents in developing ponents of the meaningful working relationships. (Health, Guida prior to the o III To sustain the kindergarten program as it ly after schoo serves children and their parents through- .1 out the year. 4. Involve in the for participat IV. To assist teachers in maintaining a 1,al- ed community r ance in the curriculum and incorporate of the kinderg all of the comprehensive services. room, teacher with parents, V. To develop a significant in-Iservice edu- teacher with t cation program through regular staff mines the numb meetings. (Daily for kindergarten staff, absorbed meani weekly for groups of teachers, monthly into the class/ with principal and/or education special- day. Establist ist and intermittently with consultants.) parents may mec or with invitec VI. To assist staff in developing evaluation them; to sew, n procedures.

181 u%)..e't"7.0 ess of new information in EXPERIENCES areas, knowledge of new gether, and new concepts 1. Establish meetings of principal, kindergarten staff, education specialists, selected members of the local community, he place the content intro- and parents for initial planning of ob- meaning of the activities jectives and scope of program. This the children acquire con- group could form the nucleus of a func- tent in relation to the tioning Parent Advisory Committee to s a concern of the total formulate policy, e.g. priorities of 1. Articulating the ex- applicants for kindergarten. may have for learning and Start through kindergarten 2. Have time prior to opening of school for ry grades is of major con- staff to meet and to plan the opening pal and total school staff. weeks of school, select specific materi- s can clarify and enhance als and equipment, organize activity oundness of the activities zones in the classrooms and store supplies which are accessible to teachers and to children, outdoors as well as indoors. te.a comprehensive bilin- 3. Arrange for staff and parents of the ten program. kindergarten children to meet with rep- resentative members of the various com- f and parents in developing ponents of the comprehensive services king relationships. (Health, Guidance, and Social Service) prior to the opening of school or short- kindergarten program as it ly after school opens. n and their parents through- 4. Involve in the classrooms as visitors or for participation in the program select- hers in maintaining a bal- ed community representatives and parents , rriculum and incorporate of the kindergarten childrn. Size of prehensive services. room, teacher's experience in working with parents, and familiarity of the ignificant in-service edu- teacher with the native language deter- through regular staff mines the number of parents that can be y for kindergarten staff, absorbed meaningfully and comfortably ps of teachers, monthly into the classroom activities on any one and/or education special- day. Establish a "Parent Room" where ttently with consultants.) parents may meet together by themselves, or with invited guests to speak to in developing evaluation them; to sew, make dolls and construct 351 350 181 equipment for the kindergarten class; 9. Org where the teachers may have close contact pla with the parents. edu aro 5. Encourage parents to join class on both and short and extended field trips; to super- pro vise small groups of children in work and play activities; read and/or tell stor- 10. Inv ies; and share songs and activities of pr native culture in both the mother tongue sup and English. and res 6. Organize regular meetings of staff and th parents to talk about the activities of the program, to analyze the behavior of 11. Hel individual children, to plan for their and growth and learning, to incorporate par- agi ents' and staff suggestions into the pro- arid gram for experimentation, and to evaluate (se the effects of the activities on the al children's enjoyment of school.Other an meetings are planned to discuss ways of si helping staff work efficiently together and to resolve interpersonal difficulties. 12. Ar of 7. Plan regular staff meeting of kindergarten to and primary teachers and assistants to wh discuss the activities introduced into ti the kindergarten curriculum to insure ar- in ticulation and expansion the following cu year. Share ideas and things-to-do, ch modify and re-organize_the curriculum experiences to enhance children's learning opportunities. SOCIAL CHILDHO 8. Organize regular meetings to include personnel representing the comprehensive A compr services so that staff can use information family- reported and thus gain insight into how for the to help children and their families use ing bac these services. Arrange for appropriate lead ou times to introduce these people into the him. I classroom and to administer services. fills u nr) for the kindergarten class; 9. Organize an ongoing in-service program teachers may have.close contact planned cooperatively by principals, parents. education specialists, and staff around the concerns, interests, needs, parents to join class on both and problems of the total kindergarten extended field trips; to super- program. 1 groups of children in work and vities; read and/or tell stor- 10. Invite consultant help to observe the share songs and activities of program and to share with the staff and lture in both the mother tongue supervisors new ideas, innovations, sh. and information from results of current research in education and learning regular meetings of staff and theory. o talk about the activities of m, to analyze the behavior of 11. Help teachers develop their own unique 1 children, to plan for their and personal teaching styles by encour- d learning, to incorporate par- aging experimentation, sharing ideas staff suggestions into the pro- and feelings with other staff members experimentation, and to evaluate (set up encounter groups, and individu- s of the activities on the al conference time) encourage attend- s enjoyment of school. Other ance at workshops and in-service ses- are planned to discuss ways of sions. taff work efficiently together solve interpersonal difficulties. 12. Arrange time and have on hand models of evaluation procedures for teachers lar staff meeting of kindergarten to analyze and from which to choose Ty teachers and assistants to what is applicable to their own situa- he activities introduced into tions. Encourage teachers to keep 1) rgarten curriculum to insure ar- information and 2) anecdotal records n and expansion the following current on each child so that growth are ideas and things-to-do, charts may be developed. d re-organize the curriculum ex- to enhance children's learning ties. SOCIAL SERVICES IN A COMPREHENSIVE EARLY CHILDHOOD KINDERGARTEN PROGRAM regular meetings to include per- presenting the comprehensive A comprehensive social service program is a so that staff can use information family-centered program, not just education and thus gain insight into how for the child. In regard to education, go- hildren and their families use ing back to its Latin root, educo means to vices. Arrange for appropriate lead out of the person that which is within introduce these people into the him. It does not mean to fill up as one and to administer services. fills up a jug. With this idea in mind, we 77277!"- can better see education's relatedness to a It makes no diffe family-centered program. In such a program parents may be, th the social services should serve as the kind of his family. T of mortar one puts around bricks to hold them this development. together and thereby construct a wall. Social situation and leer services are those integrative activities in the kindergarten program which tend to hold There are other th the whole wall of family living together, to terms of social se support it and strengthen it. We see the ment program. Gr social services intermingling and bringing workers who have s together activities of specialists which tend man behavior could to strengthen the family as a unit: the opment of the curr health needs of the child, the teacher, the ivities of the chi community and its concern for the child and vations about ind* his family. The social service needs of the small group which child are in reality community needs. Work- teacher in buildin ing with parents in all programs is of high- est priority in the social services. The social worker person for the sta We have a tremendous task in learning about about the families human relations and mental health: the kin- knowledge about so dergarten program for the child before he ences can be trans enters formal school represents an opportuni- within the kinderg ty for him to learn how to live, how to get along with other people, with his peers, with The social worker his parents, with other adults and with those opment of the prog in authority. This requires a sense of self- positive human rel direction and the self-esteem and sensitivity as well. The soci to others essential to the achievement of both preservice an positive mental health. This is an area where the social service the social worker can be helpful - getting members of staff ai people to communicate with one another. The social worker can help the staff which is Social services ma working with children and families to under- of our primary con stand each othei. Parents are essential in ing with these kin, any child development program since it is young children? T within the family that the child first learns programs can go ba how to regard himself and develops his own Christian era phil self-image. How people look at him as he "It is when the pe joins other groups is related to the image this ourselves tha which he developed in his family, an image leadership." That which he carries as an essential part of his Social services he personality. themselves, to lea 354 ion's relatedness to a It makes no difference how poor or ignorant am. In such a program parents may be, they are his parents, members hould serve as the kind of his family. The social worker understands ound bricks to hold them this development. Staff must confront this construct a wall. Social situation and learn to work with parents. tegrative activities in ram which tend to hold There are other things that are important in ily living together, to terms of social services in a child develop- then it. We see the ment program. Graduate professional social mingling and bringing workers who have studied subjects about hu- f specialists which tend man behavior could be helpful in the devel- ily as a unit: the opment of the curriculum for the daily act- hild, the teacher, the ivities of the children. There are obser- cern for the child and vations about individual children and the al service needs of the small group which would be helpful to the community needs. Work- teacher in building the curriculum. 11 programs is of high- ocial services. The social worker can serve as a resource person for the staff and come to know more task in learning about about the families and the community. Hie ental health: the kin- knowledge about social and cultural differ- the child before he ences can be translated into activities represents an opportuni- within the kindergarten. ow to live, how to get le, with his peers, with The social worker in planning for the devel- er adults and with those opment of the program can help bring about equires a sense of self- positive human relations on the staff level f-esteem and sensitivity as well. The social worker can also help in o the achievement of both preservice and in-service training of h. This is an area where the social service aides and in training be helpful - getting members of staff and volunteers. with one another. The p the staff which is Social services make a contribution to one and families to under- of our primary concerns: Where are we go- rents are essential in ing with these kindergarten programs for program since it is young children? The whole meaning of these t the child first learns programs can go back to the Chinese pre- and develops his own Christian era philosopher, Laotze, who said, le look at him as he "It is when the people can say we have done related to the image this ourselves that you really have good his family, an image leadership." That is where we are going. n essential part of his Social services help people do things for themselves, to learn for themselves skills ob 355 _1 8_3 by which to live in this complex world. So- is expanded for cial service persons and other professionals come educational help with this by training people so that the family. In knowledge and wisdom can be a resource for vice program to the everyday man and child. Not only are the specific goa there things that families can do for their children, but they are in a position to teach 1. To promote others these skills. Perhaps we could share standing o our technology and know-how about community 2. To promote services with the common man. Developmental education provisions are necessary for growth. Crea- 3. To promote tive leadership must be found to mobilize derstandin them for social service. goals. 4. To promot Excerpts from statements of Dr. education Ira Gibbons, Director, Social hood to i Services, Project Head Start community. 0E0 at BIA Conference on Early Childhood Education, Albuquerque, OBJECTIVES New Mexico, March, 1968 I. To promote standing o DEVELOPING A COMPREHENSIVE SOCIAL SERVICE PROGRAM FOR THE FAMILY II. To promote cation in The social service component of the family activities centered bilingual kindergarten aims to provide experiences which will build strong III. To promote healthy persons, not only physically but also derstandin mentally and emotionally.*This means a plan goals. needs to be developed to guarantee each family member an opportunity to become a helpful, IV. To promote contributing person who contributes to fami- ucation ra ly, school, and community life. to institu

Social service as a family centered activity EXPERIENCES seeks direction from the community social service agencies. The program would be so de- 1. Plan for a signed as to insure aid for families who need parents may help to remedy or alter deficiencies and to Refer to se lessen pressures and stresses. 2. Encourage t As the family unit strengthened, opportunity closely wit

356 184 this complex world. So- is expanded for the family members to be- s and other professionals come educational resources for children in raining people so that the family. In order for such a social ser- m can be a resource for vice program to evolve from the kindergarten d child. Not only are the specific goals are: amilies can do for their are in a position to teach 1. To promote family interest and under- Perhaps we could share standing of the school goals. know-how about community 2. To promote family involvement in the ommon man. Developmental education program and activities. ssary for growth. Crea- 3. To promote school interest in and un- t be found to mobilize derstanding of family and community vice. goals. 4. To promot?, community involvement in om statements of Dr. education ranging from the neighbor-

, Director, Social hood to institutions in the wider roject Head Start community. Conference on Early ducation, Albuquerque, OBJECTIVES March, 1968 I. To promote family interest in understanding of school goals. HENSIVE SOCIAL SERVICE ILY II. To promote family involvement in education in the educational program and component of the family activities. kindergarten aims to pro- ich will build strong III. To promote school interest in and un- t only physically but also derstanding of family and community nally.* This means a plan goals. ed to guarantee each fami- unity to become a helpful, IV. To promote community involvement in ed- who contributes to fami- ucation ranging from the neighborhood munity life. to institutions in the wider community.

family centered activity EXPERIENCES m the community social ser- program would be so de- 1. Plan for a variety of ways in which the aid) for families who need parents may assist in the classroom. lter deficiencies and to Refer to section on Parent Involvement. d stresses. 2. Encourage the teaching staff to work strengthened, opportunity closely with the social worker to be

!+4 366 184 sure of a clear understanding of each where th other's roles and objectives so that well- established plans may be made. 8. Social w tions in 3. The social worker should be available to have imp give information to families about commu- This rep nity resources and how to use them. He planning is responsible for referrals and contin- meet the uity in care when a variety of services are needed. The kindergarten teacher should be informed about the plan for any of the families in her group. The kinderga 4. The social worker should plan to observe ity for gath and participate in the kindergarten pro- child's grow gram so that he knows the child and his formation ma family in the school setting as well as to the paren at home. This helps the child and parent growth and dz to know better the social service staff gained by ke member. of the child reflect as o 5. Social worker should consult with teaching of the way t staff about the individual child's educa- materials and tional, social, and emotional problems and provide information about home condi- The staff sho tions and social environment. The teach- sees the beha er also brings information about the child by how one wo at school and, if she has visited the and the way h home, about the home; and together the two fore, when se plan ways of solving the problem. more objectiv and each can 6. Social worker should gather and record fort to help relevant information about the needs of as free as po the children and their families together ings of the s with the nature of the social service may be helpfu staff activity for providing help. The ments and que information should be available to teach- may discuss w ing staff and administrators as well as meansing of e the social service staff members. is made to th each child is 7. Social worker should mobilize community staff members resources to provide for adequate housing, In writing de food, clothing, and income maintenance is helpful to

363 -185 clear understanding of each where these are lacking in the family. les and objectives so that well- plans may be made. 8. Social worker should assess the conditions in the community environment which worker should be available to have implications for the school program. ation to families about commu- This report shouldbe used for basis of ces and how to use them. He planning the social service program to ble for referrals and contin- meet the needs of the family. e when a variety of services The kindergarten teacher nformed about the plan for any REPORT OF CHILD'S GROWTH lies in her group. The kindergarten staff has the responsibil- worker should plan to observe ity for gathering information regarding each pate in the kindergarten pro- child's growth in the classroom. This in- t he knows the child and his formation may be used as feedback to report

he school setting as well as to the parents and as a record of the child's , his helps the child and parent growth and development. This information is ter the social service staff gained by keeping daily observation records of the child in the classroom. They should reflect as objective a judgment as possible er should consult with teaching of the way the child seems to behave and use the individual child's educe- materials and equipment. ial, and emotional problems information about home condi- The staff should be aware that the way each ocial environment. The teach- sees the behavior of others is influenced ngs information about the child by how one would like to see others behave nd, if she has visited the and the way he expects others to be. There- the home; and together the two fore, when several people keep records, a f solving the problem. more objective report is likely to result and each can share what he sees. In an ef- er should gather and record fort to help keep the reports on children formation about the needs of as free as possible from the personal feel- n and their families together ings of the staff, the following suggestions ture of the social service may be helpful. After reading the state- ity for providing help. The ments and questions following, the staff should be available to teach- may discuss with one another the possible d administrators as well as meansing of each remark and how application service staff members. is made to the children in ile class. As each child is discussed, the different ideas er should mobilize community staff members have should be written down. provide for adequate housing, In writing descriptions of the children, it ing, and income maintenance is helpful to record the specific ways in

185 which they actually do things. Rather than writing descriptions such as "This child is a lovely, friendly child who always tries to please," the staff should try to write concrete behavioral descriptive statements. For e xample, one might say, "This child seems to withdraw from new activities when they are first introduced, but if an adult apparently coaxes his, he will try to stay at the new actitity, but only if someone is close to him to give him encouragement."

Reports on each child should be made and filed at least every three months. Final reports are developed from the quarterly ones and the continuous daily anecdotal records. Periodic e valuations of each child in the classroom will (1) provide feedback information for parents, (2) assess the growth and development of the child during the school year, (3) provide a basis for planning further curriculum e xperiences and promote growth in learning, and (4) sharpen the observational powers of the teaching staff. things. Rather than ch as "This child is Id who always tries to ld try to write con- ptive statements. For "This child seems to ities when they are f an adult apparently to stay at the new omeone is close to him nt." hould be made and filed nths. Final reports quarterly ones and the tal records. Periodic 'ld in the classroom ck information for par- owth and development school year, (3) pro- ng further curriculum growth in learning, ervational powers of

186 3C1 REPORT OF CHILD'S GROWTH

Kindergarten Report on

School Period To

Days Present Days Absent

Position in Group (according to age)

Description of any handicap:

Teacher Teacher Assists:

I. Physical Development. A. Is the child energetic and forceful? Some children seem The child who is lacking in vigor has a low energy output vigorous child is not necessarily speedy or quick, nor is The vigorous child performs powerfully and with a display

B. Is the child healthy? Does he have many medical or healt from school frequently for medical reasons? What is the

C. Does the child see himself as being capable of doing thing can do or does he view himself as being inferior in physic the child feel about his own ability to do things physical his body? Is he typically involved in big-muscle activiti running, jumping; or in small-muscle activities, such as c buttoning?

362 187 REPORT OF CHILD'S GROWTH

Kindergarten Date of Report:

Birthdate:

Days Absent

(according to age)

handicap:

Teacher Assistant

lonment, ild energetic and forceful? Some children seem to waste motion and energy. who is lacking in vigor has a low energy output. Be sure to note that the child is not necessarily speedy or quick, nor is he necessarily efficient. ous child performs powerfully and with a display of energy,.

ild healthy? Does he have many medical or health problems? Is he absent ol frequently for medical reasons? What is the nature of his problems?

child see himself as being capable of doing things which other children does he view himself as being inferior in physical ability?How does feel about his own ability to do things physically?How does he use Is he typically involved in big-muscle activities, such as climbing jumping; or in small-muscle activities, such as crayoning, pasting, or II. Emotional Development. A. Is the child cheerful, happy, good-natured, laughi good sense of humor; or on the contrary, is he mo tented, unhappy, sad? Disregard the degree to wh sider the degree to which the child probably enjo

B. Does the child seem to like to sit close to an a wink, or smile?

C. Does the child react emotionally to many and freq and quiet?

III. Social Development. A. Does the child continually seek out the company o make friendly acceptable advances? His success of his friendliness. Friendliness also implies a to the advances of others.

B. Does the child attempt to dominate social situati plan the activity of the group? Does he lead? H to be a leader? Is he a good follower?

C. Does he seem to be fearful of social situations? hesitant when confronted by changing social situa

IV. Cognitive Development. A. How well does he know his colors, shapes, numbers etc.? Does he know his name? How good is his me from one situation to another situation?

n CJCP:Z 188 velo ment. hild cheerful, happy, good-natured, laughing, pleased; and does he have a se of humor; or on the contrary, is he morose, gloomy, depressed, discon- unhappy, sad? Disregard the degree to which the child pleases you. Con- e degree to which the child probably enjoys himself.

child seem to like to sit close to an adult? Does he enjoy a hug, pat, smile?

child react emotionally to many and frequent situations or is he passive t?

o ment. child continually seek out the company of other children and adults and endly acceptable advances? His success in such contact is an indication riendliness. Friendliness also implies an adaptive response on his part dvances of others.

child attempt to dominate social situations, to take the initiative to activity of the group? Does he lead? How successful is he in his attempt leader? Is he a good follower?

seem to be fearful of social situations? Is he apprehensive or shy and when confronted by changing social situations?

velo sment. does he know his colors, shapes, numbers, directions, such as down, under, oes he know his name? How good is his memory? Can he transfer his learning situation to another situation?

7 188 365 7.11rirIV"W'm1M

B. Does he stick with a difficult taskor does he give up q1 difficulty in following simple directionsor does he caV stimulated by new and novel material or does he refrain in the unfamiliar? How curious is he?

C. Does he react favorably to difficult problem-solving siti himself from situations which demand intellectual abilit: from the teacher or others? The child's self-concept is,

he approaches difficult new material. How does he see 1 new problems?

189 .0.11.TITS Pegyva*...... ck with a aifficult task or does he give up quickly? Does he have in following simple directions or does he catch on quickly? Is he by new and novel material or does he refrain from becoming involved iliar? How curious is he?

t favorably to difficult problem-solving situations? Does he remove situations which demand intellectual ability, or does he seek help cher or others? The child's self-concept is revealed by how eagerly s difficult new material. How does he seehimself when faced with

189 2. PIS 217 COMPREHENSIVE HEALTH

In a comprehensive early childhood education program, the health section should be comprehensive and include numerous activities in which many people participate under the leadership of a health director, preferably the doctor, who will be responsible for the school health program. The following outline of school health services gives some ideas as to the activities and the people involved.

I. Appraisal Aspects

Health history of child and parents obtained from parents by social worker, nurse, teacher. Screening tests such as height, weight, vision, hearing, TB skin test, laboratory tests such as hemoglob- in, urinalysis, done by technicians or trained aides.

Medical examination including developmental assessment by physician.

Dental examination by dentist or dental hygienist.

Health assessment of classroom by teaching staff and nurse.

II. Preventive Aspects.

Communicable disease contact. Immuniza- tions by doctor or nurse.

Health check of personnel in contact with children, such as teaching staff, bus driver, and also food handlers.

Suggest health check on family members by social worker or nurse where indica- ted.

3e8 190 COMPREHENSIVE HEALTH PROGRAM

early childhood education Safety environment and safety measures h section should be compre- in buildings are a responsibility of e numerous activities in the school board and must be according participate under the lead- to public health regulations. In rooms director, preferably the the teacher should check on the chang- e responsible for the school ing environment according to the pro- he following outline of gram. ices gives some ideas as to the people involved. Proper sanitary facilities are provided by the school under public health regu- ects lations.

y of child and parents ob- First aid equipment for injuries and arents by social worker, sudden illness, when minor, should be r. Screening tests such as available for the use of the teaching t, vision, hearing, TB skin staff. ory tests such as hemoglob- done by technicians or Plans should be made to take care of serious situations to include transportation to adequate facilities, such as nation including develop- a hospital, by administrative personnel. ment by physician. Technical assistance and consultation ation by dentist or dental in regard to content and evaluation of health subject matter used in teaching can be obtained from the physician, ment of classroom by teach- dentist, dental hygienist, nurse. nurse. III. Remedial Aspects pects. Follow-up services arranged by social disease contact. Immuniza- worker, nurse, principal, include cor- or or nurse. rection of remedial defects, and health counseling for child and his family. of personnel in contact with h as teaching staff, bus lso food handlers.

h check on family members ker or nurse where indica-

3e3 . 190 3CO 1/011141111111

fiRIENEW 4V

II tot- JO*

, t

\;...? ade. BOOKS

ALMY, Millie, et al., Young Children's Thinking - Teachers Coll University, N. Y., 1967 Ways of Studying Children - 11 11 11 , 1959

ASHTON, Warner, Sylvia, Teacher - Simon and Schuster, N. Y. 196

Association for Childhood Education, International - Feelings a Washington, D. C. 1965

BERNARD, Harold, W. and HUCKINS, Wesley C., Readings in Human D Bacon, Inc. 1967

BIBER, Barbara - Challenges Ahead for Early Childhood Education Play is Growth, Bank Street College of Educati

BRIM, O. G. Jr., Education for Child Rearing - Russell Sage Fou

CHUKOVSKY, Kornei, From Two to Five - Revised edition, Univers]. California, 1968

CHOEN, Dorothy and STERN, Virginia, Observing and Recording the Children - Teachers College Press, Columbia University, N.

COMBS, Arthur, W., The Professional Education of Teachers - All Mass., 1965

Department of Elementary School Principals, National Education School Years, N.E.A., 1960

D'EVELYN, Katherine, Individual Parent-Teacher Conference - Bur Teachers College, Columbia University, N. Y., 1945

ENGEL, Rose C., Language Motivating Experiences for Young Child Los Angeles, California, 1968

ERIKSON, E. H., Childhood and Society - Norton Co., N. Y., 1967

FREIBERG, Selma, The Magic Years - Charles Scribner's Sons, N. Y BOOKS

1., Yount Childroes Thinking. - Teachers College Press, Columbia . T., 1967 Wave of Studvina Children - w " " "

" . 1959 lvia, Teacher, - Simon and Schuster, N. T. 1963 ildhood Education, International - Feelinas and Learninas - A.C.E.I.,

. C. 1965

and RUCKINS, Wesley C., Readinas in Human Development, Allyn and 1967 hallenaes Ahead for Earl, Childhood Education,NAETC, 1969 la, is Growth, Bank Street College of Education ducation for Child Rearina - Russell Sage Foundation, N. T., 1959

From Two to Fi - Revised edition, University of California Press, 968 STERN, Virginia, aggimigg_gp_djt.mataa_tilaj achers College Press, Columbia University, N. T., 1958

The Professional Education of Teachats - Allyn and Bacon, Boston, antary School Principals, National Education Association - Those First N.E.A., 1960

, Individual Parent-Teacher Conference - Bureau of Publications, ge, Columbia University, N. T., 1945

Notivatinaaveriences for Yount Children - D.F.A. Publishers, alifornia, 1968

- Norton Co., N. lf., 1967

Charles Scribner's Sons, N. T., 1959

372 371 191 GARDNER, Bruce, The Development of the Pre-School Child

GOODLAD, John, School Curriculum and the Individual - Blais

GORDON, Ira J., Studying the Child in School - John Wiley a

GULLEY, H. E., Discussion. Conference and Group Processes,

GWYNN, J. Minor, Theory and Practice of Supervision - Dodd,

HAMLIN, Ruth, et al, Schools of Young Disadvantaged Childre N. Y., 1967

HARRINGTON, M., The Other America - Penguin Books, Baltimor

HARTLEY, R. Frank L. and GOLDENSON, R., Understanding Child versity Press, N. Y., 1952

HARTUP, Willard and SMOTHERGILL, Nancy (editors), The Young National Association for Education of Young Children, W

HEFFERNAN, Helen and TODD, Vivian, The Kindergarten Teacher

HYMES, James L. Jr., Teaching the Child Under Six - Charles Columbus, Ohio, 1968

HYMES, James L..Jr., Effective Home - School Relations - Pr

HOLLANDER, H. Cornelia, Portable Workshop for Preschool Tea Inc., Garden City, N. Y., 1966

JENKINS, Gladys, et al, These Are Your Children - 3rd editi Chicago, Ill., 1966

LANE, Howard and BEAUCHAMP, Mary, Understanding Human Devel New Jersey, 1959

LANE, Mary B. (editor), On Educating Human Beings - Follett Illinois, 1964

LANGDON, Grace and STOUT, I. W., T.:licher-Parent Interviews evelopMent of the Pre-School Child

Curriculum and the Individual - Blaisdell Pub., Waltham, Mass. ing the Child in School - John Wiley and Sons, Inc., 1966 sinn. Conference and Group Processes, Henry Holt & Co., N.Y., 1966 ry and Practice of Supervision - Dodd, Mead and Co., N. Y., 1961

Schools of Young Disadvantaged Children - Teachers College Press, ther America - Penguin Books, Baltimore, Md., 1964 nd GOLDENSON, R., Understanding Children's Play - Columbia Uni- Y., 1952

THERGILL, Nancy (editors), The Young Child; Reviewsof Research - ion for Education of Young Children, Washington, D. C., 1967

ODD, Vivian, The Kindergarten Teacher, revised edition

Teaching the Child Under Six- Charles E. Merrill Pub. Co., 1968

Effective Home - School Relations- Prentice-Hall, Inc., 1953

, Portable Workshop for Preschool Teachers- Doubleday and Co., N. Y., 1966

These Are Your Children - 3rd edition- Scott, Foresman & Co., 66

AMP, Mary, Understanding Human Development - Prentice-Hall, Inc.

On Educating Human Beings - Folleti Publishing Co., Chicago,

I. W., Teacher-Parent Interviews - Prentice-Hall, Inc., N.Y. 1954 ....i.",r,:,?1,,,,,trflICITernt

LEEPER, Sarah Lou, et al, Good Schools for Young Children, 2nd edit N. Y., 1968

LEONARD, Edith M., VANDEMAN, D. and MILES, L., Counselling With Par Hood Education - MacMillan Co., N. Y., 1954

National Society for the Study of Education, Behavioral Science and istration - Part II, 63rd yearbook, Chicago, Ill., Univ. of Cal

OSBORNE, Ernest, The Parent-Teacher Partnership - Teachers College Columbia Univ., N. Y. 1959

PHILLIPS, J. L. Jr., The Origins of Intellect, Piaget's Theory - W. pany, 1969

RUDOLPH, M. and COHEN, D., Kindergarten - A Year of Learning - Appl N. Y., 1964

SHARP, George, Curriculum Development as Re-Education of Teachers, tions Teachers College, Columbia University, N. Y. 1951

STONE and CHURCH, Childhood and Adolescence, Random House, 1968

HISTORY AND CULTURE BOOKS

1. The American Heritage, Book of Indians 5. Education fo New York, Simon & Schuster 1961 Chilocco Bur Chilocco Ind 2. Indian Art of the American Leroy H. Appleton 6. Indians of t New York, Scribners & Co., 1950 John Collier W. W. Norton 3. Race, Language and Culture Franz Boaz, New York 7. Blackfeet Cr MacMillan, 1949 John C. Ewerl Bureau of In 4. Fort Hall Haskell Inst Jennie B. Brown Calwell-The Caxton 8. The Five Civ Printers Ltd., 1932 Grant Forema University o al, Good Schools for Young Children, 2nd edition - MacMillan Co.,

DEMAN, D. and MILES, L.,Counselling With Parents in Early Child- MacMillan Co., N. Y., 1954 he Study of Education, Behavioral Science and Educational Admin- II, 63rd yearbook, Chicago, Ill., Univ. of California Press, 1964

Parent-Teacher Partnership - Teachers College Bureau of Publication,

. Y. 1959

The Origins of Intellect. Piaget's Theory- W. H. Freeman and Com-

., Kindergarten - A Year of Learning- Appleton Century Crafts,

lum Development as Re-Education of Teachers, Bureau of Publica- llege, Columbia University, N. Y. 1951 ldhood and Adolescence, Random House, 1968

HISTORY AND CULTURE BOOKS

a e, Book of Indians 5. Education for Cultural Change Schuster 1961 Chilocco Bureau of Indian Affairs Chilocco Indian School, 1953 American 6. Indians of the Americans s & Co., 1950 John Collier, New York W. W. Norton Co., 1947 Culture rk 7. Blackfeet Crafts John C. Ewers, Lawrence Bureau of Indian Affairs Haskell Institute Press, 1945

8. The Five Civilized Tribes Grant Foreman, Newman University of Oklahoma Press 3'5 193 376 9. Nez Perce: Tribesman of the Columbia Plateau F. D. Haines, Newman University of Oklahoma, 1955 Don t

10. The Nava'o E.ui. J. A. King Section of the Interior, 1948 Housi

11. The Peyote Cult Weston LaBarre New Haven, Yale Univ. Press, 1938

12. Art and Indian Children Curriculum Bulletin No. 7, Institute of American Indian Arts, Santa Fe, N.M., 1970

13. The Book of American Indians R. B. Raphael

14. Modern Indians Dr. J. F. Bryde

15. The Legends of the Mighty Sioux Obtain from Young Citizens of the De- partment of Public Instruction sponsored by The University of South Dakota.

r a PAMPHLETS Role From: tor

1. Association for Childhood Education In- Su e ternational, 3615 Wisconsin Avenue, N.W. Usin Washington, D. C. 20016

Bits and Pieces - Ima inative Uses for Chil- dren s Learnin$

377 194 ,r,^yn.r.ryA,,mrT..rreowl,ymmyn7mrrFmm7Trttnma'm'am-em3mv.-,Ar'rr:!r17mTA7ern

sman of the Columbia Children and Oral Language (joint committee) au of ACEL;ASCD; I.R.A.; N.C.T.E. wman lahoma, 1955 Don't Push Me!

Equipment and Supplies

Interior, 1948 Housing for Earlx Childhood Education: Cen- ters for Growing and Learning

How Good Is Our Kindergarten? Univ. Press, 1938 Implications of Basic Human Values for Edu- hildren cation tin No. 7, Institute of Arts, Santa Fe, N.M., Play - Children's Business

Toward Better Kindergartens ican Indians From:

2. Association for Supervision and Curricu- lum Development 1201 Sixteenth Street, N. W. he Mikhty Sioux Washington, D. C. g Citizens of the De- ic Instruction sponsored Leadership for Improving Instruction (Year- of South Dakota. book)

Organizing for Improved Instructions LETS Role of Supervision and Curriculum. Direc- tor in a Climate of Change (Yearbook)

hildhood Education In- Supervision in Action

enue, N:W. Using Current Curriculum Development 20016

ginative Uses for Chil- rn7r11: ,,!.nMM!M ..ACIMI177...,IMITfr,ZT1Taft*"!Tr..f.:70"01:7,1.1,;175:-`74n7r7,r..-n!..1.7Tirer-nr1:.!

From: From:

3. Bank Street Publications 5. National A 69 Bank Street of Young New York, New York 1834 Conne Washington Hochman, V. and Greenwald, H. Science Exper- iences in Early Childhood Education Lady Allen of Lady Allen of Gilkeson, Elizabeth C. Let's Talk About Our Children

Johnson, Harriet The Art of Blockbuildin2 Baker,, Katherin

Packet for Parents Beyer, Evelyn Packet for Nursery School Teachers Teacher-Parent Packet (second) for Nursery School Teachers Friedman, David From: as Play Materia

4. Bureau of Indian Affairs Haupt, Dorothy Department of Interior Nursery School U.S. Government Washington, D. C. 20242 Jones, Betty J. Children? Indians of the Gulf Coast Indians of North Carolina From: Indians, Eskimos and Aleuts of Alaska Indians of Montana and Wyoming 6. National Da Indians of the Dakotas Chicago, Il Indians of Eastern Seaboard Feeding Little Early. Childhood Education for American Indi- ans - Proceedings of a conference on Early Food for Young Childhood Education for American Indians, March 5-7, 1968 at the University of New From: Mexico, Albuquerque, New Mexico 7. National Ed Department Nursery Ed 1201 Sixtee Washington,

379 195 ,..Z2A,Ttr."1...31'117V.Z.^."ActittillATVSNITIETLIrrrt41,AMMSVIVr. .4141DTPITYM.31X-MirrrIt,',.V.F.W.IWYCliert0-,-arttavx,...

From: tions 5. National Association for the Education of Young Children 1834 Connecticut Avenue, N. W. Washington, D. C. 20009 ld, H. Science Exper- od Education Lady Allen of Hurtwood - Play Parks Lady Allen of Hurtwood - Space for Play: Let's Talk About Our The Youngest Children rt of Blockbuilding Baker, Katherine Read - Let's Play Outdoors

Beyer, Evelyn - Sharing - A New Level in ol Teachers Teacher-Parent Relationships sery School Teachers Friedman, David, et al. Water. Sand and Mud as Play Materials fairs Haupt, Dorothy - Science Experiences for ior Nursery School Children

20242 Jones, Betty J. - What Is Music for Young Children? st na From: euts of Alaska Wyoming 6. National Dairy Council Chicago, Illinois 60606 ard Feeding Little Folks n for American Indi- onference on Early Food for Youns Children American Indians, niversity of New From: Mexico 7. National Education Association Department of Eldmentary, Kindergarten, Nursery Education 1201 Sixteenth St., N. W. Washington, D. C. 379 195 380 Blockbuilding Educat Kind Kindergarten Education Educat From: Facts 8. Office of Child Development, HEW Project Headstart Health Washington, D. C. gram

Rainbow Series of Pamphlets Project Head Your Start

Beautiful Junk - (a book of ideas for pre- ADDRES school equipment) I. Ch From: ve ca 9. Child Development Group of Mississippi Ws (0.E.0.) Jackson, Mississippi 2. Ch 9 From the Ground Up - a book of ideas for pre- Ne school equipment 3. D From: 85

10. Science Research Associates 259 East Erie Street 4. Chicago, Illinois 7 Grant, Eve. H. Parents and Teachers as Part- ners 5. 1 Piers, Marie - How to Work With Parents

From: 6. 1 11. Educational Resources Information Center U. S. Department of Health, Education and Welfare: Office of Education Washington, D. C. 20202

381 196 Educating Children in Nursery Schools and Kindergartens ion Educating Disadvantaged Children Under Six

Facts About Nutrition Development, HEW rt Health Auxiliaries in the Indian Health Pro- C. gram am hlets Pro'ect Head Your Child from 1 to 6

book of ideas for pre- ADDRESSES FOR ADDITIONAL RESOURCE MATERIAL

1. Children's Bureau, Office of Child De- velopment, Department of Health, Edu- cation and Welfare. nt Group of Mississippi Washington, D. C. sippi 2. Child Study Association of America 9 E. 89th Street - a book of ideas for pre- New York, New York

3. David Cook & Company - Publishers 850 N. Grove Avenue Elgin, Illinois 60120 Ch Associates Street 4. Merrill Palmer Institute ois 71 Terry Avenue Detroit, Michigan ents and Teachers as Part- 5. Metropolitan Life Insurance Company 1 Madison Avenue to Work With Parents New York, New York 10010

6. Play Schools Association 120 W. 57th Street sources Information Center New York, New York nt of Health, Education Office of Education C. 20202

381 196 7. Public Affairs Pamphlets 22 E.38th Street New York, New York

8. Society for Visual Education 1345 Diversey Parkway Chicago, Illinois 60614

9. Your State Department of Education.

383197 FILMS

The following filss are available, on a free-loan basis Talking Pictures Service, Inc.

DISCIPLINE AND SELF-CONTROL B/W, 25 nin. This film discusses the problem of discipline ss one of children. The film shows how a teacher can stablish co vent disciplinary problems; discusses adequate supervisi der control, and shows how to help a child accept contro

ORGANIZING FREE PLAT 1/11, 22 min.

This film focuses on the facet of early childhood educat school children and their teachers in the physical surro film discusses these questions: What is free play? Nov Now does one control free play? Au excellent training f AUDIENCE GUIDE highlighting the meaning of "free play" a ordered in quantity with the film through Modern Talkin DISCUSSION GUIDE AND PROGRAM MANUAL, designed exclusivel develops in detail the salient points of "free play" phi with or without the film and may be ordered from The Off Washington, D. C. 20201 pEAD ;TART TO CONFIDENCI BM 20 sin.

The film illustrates the vital need for every child to and worth as a person. It shows a teacher's various ne preschool children through controlled achieve:sent, lang panish translation available. AUDIENCE GUIDES, in bul quest. A DISCUSSION GUIDE AND PROGRAM MANUAL, to be us developed for program directors and/or discussion leads Development, NEM, Washington, D. C. 20201

;NNW( IS A GOOD THING Color, 15 min.

Read Start's newest film release. Dramatically shows o cepts -- that the Nutrition progra plays a major role activities in quality Need Start center. A film for the best examples of the child teaching process to the Lancaster. Title song, "Jenny", an original music scar Mary music fame. FILMS ms are available, on a free-loan basis, through the libraries of Modern Service, Inc.

LP-CONTROL B/W, 25 min. MTP #9055 e s the problem of discipline as one of teaching and living with young lm shows how a teacher can establish control in a friendly climate and pre- problems; discusses adequate supervision, and the dangers of over and un- shows how to help a child accept control.

LAY B/W, 22 min. MTP #9053

on the facet of early childhood education called Free Play. Using pre- nd their teachers in the physical surroundings of the nursery school, the e se questions: What is free play?How do children learn from free play? rol free play? An excellent training film, also available in Spanish. An ghlighting the meaning of "free play" as a curriculum of discovery may be ty with the film through Modern Talking Picture Service, Inc. The new AND PROGRAM MANUAL, designed exclusively for the use of discussion leaders, 1 the salient points of "free play" philosophy. It is recommended for use he film and may be ordered from The Office of Child Development, HEW, 20201

F DNCE B/W, 20 min. MTP #9054

tee the vital need for every child to have a sense of his own importance rson. It shows a teacher's various means of building the sell-confidence of n through controlled achievement, language and performance of useful tasks. AUDIENCE GUIDES, in bulk, will be sent with the film upon re- SION GUIDE AND PROGRAM MANUAL, to be used with or without the film, has been ogres directors.and/or discussion leaders. Please order from Office of Child Washington, D. C. 20201 11, THING Color, 18 min. MTP # 9273 est film release. Dramatically shows one of Head Start's most important con- e Nutrition program plays a major role and is an integral part of the daily quality Head Start center. A film for training staff members and introducing s of the child teaching process to the community at large. Narrated by Burt e song, "Jenny", an original music score by Noel Stookey, of Peter, Paul and

3P1 198 385 A Leader's Discussion Guide (Rainbow Series #3E) accompanies the structions on discussion techniques, insights into the full sign trition program, and suggesting questions to use in discussing t is part of the total Nutrition Kit and also may be ordered in bu Start, 1200 19th Street, N. W., Washington, D. C., 20506. Atten Film also available in Spanish.

Addresses of Modern Talking Service Film Libraries, for ordering

Atlanta, Georgia 30308 Los Angeles, Ca 714 Spring StTeet, N.W. 1145 N. McCadde Mr. Thomas L. Gunter Mr. Harry Samfo 875-5666 469-8282 Area code 404 Area code 2

Cedar Rapids, Iowa 52404 Milwaukee, Wisc clo Pratt Educational Media, Inc. c/o Roa's Films 200 Third Avenue, S. W. 1696 North Asto Mrs. Louise Nordstrom Mrs. Roa K. Bir 363-8144 271-0861 Area code 319 Area code 4

Charlotte, Norih Carolina 28202 Minneapolis, Mi 503 North College Street 9129 Lyndale Av Mr. Max Austin Mr. Cairan Eige 377-2574 884-5383 Area code 704 Area code 6

Chicago, Illinois 60611 San Francisco, 160. E. Grand Avenue 16 Spear Street Mr. William Gallagher Mr. William Sch 467-6470 982-1712 Area code. 312 Area code 4

Detroit, Michigin 48235 Seattle, Washing 15921 W. 8 Mile Road c/o Rarig Presen Mr. Kermit Cable 2100 North 45th 273-2070 Mrs. E. A. Rarig Area code 313 633-3878 Area code 20

386 199 n.,,,re-ss.vse"-nn-Nmerm,marwm, ion Guide (Rainbow Series #3E) accompanies the film, presenting clear in- ussion techniques, insights into the full significance of Head Start'sNu- nd suggesting questions to use in discussing the film itself. The Guide al Nutrition Kit and also may be ordered in bulk through Project Head treet, N. W., Washington, D. C., 20506. Attention: Miss Sue Sadow. e in Spanish.

Talking Service Film Libraries, for ordering:

0308 Los Angeles, California 90038 N.W. 1145 N. McCadden Place er Mr. Harry Sanford 469-8282 Area code 213

52404 Milwaukee, Wisconsin 53202 al Media, Inc. c/o Roe's Films S. W. 1696 North Astor Street rom Mrs. Roa K. Birch 271-0861 Area code 414

rolina 28202 Minneapolis, Minnesota55420 treet 9129 Lyndale Avenue, S. Mr. Cairan Eigen 884-5383 Area code 612

0611 San Francisco, California 94105 16 Spear Street er Mr. William Schweizer 982-1712 Area code 415

8235 Seattle, Washington 98103 c/o Rarig Presentation Services, Inc. 2100 North 45th Street Mrs. E. A. Rarig 633-3878 Area code 206

07 386 199 Washington, D. C. 20036 Suite 4, 2000 "L" St., N. W. Mrs. Maria Denis 659-9234 Area code 202

Omaha, Nebraska 68102 c/o Modern Sdund Pictures, Inc. 1410 Howard Street Mr. Keith T. Smith 341-8476 Area code 402

Philadelphia, Pennsylvania 19107 1234 Spruce Street Mrs. E. H. Dunn 545-2500 Area code 215

The following films are available on a free-loan basis Washington, D. C.

BLOCKS A MEDIUM FOR PERCEPTUAL LEARNING

The second in a series of training films for teachers o film focuses on the perceptual learnings that are inherl derived from how the child perceives the blocks with wh he builds. (Source: Campus Film Productions, New York

LEARNING THROUGH THE ARTS

The film shows experiences with language arts, response use of paint and clay. It shows how discovery and expr, natural and joyous part of life of the young child. (SI Robertson Blvd., Los Angeles, California)

GUIDING BEHAVIOR

Teachers deal with common developmental problems of 3, Churchill Films)

383 200 0036 t., N. W.

'11 102 tures, Inc.

lvania 19107

are available on a free-loan basis from BIACentral Office, Education,

MEDIUM FOR PERCEPTUAL LEARNING 17 min. les of training films for teachers of earlychildhood education. The perceptual learnings that are inherent in block building and which are e child perceives the blocks with which.he worksand the space in which Campus Film Productions, New York City, N. Y.)

E ARTS 22 min. riences with language arts, response to music and rhythm, imaginative ay. It shows how discovery and expression through the arts can be a art of life of the young child. (Source: Churchill Films, 662 N. s Angeles, California)

20 min.

common developmental problems of 3, 4 and 5 year olds. (Source:

389 200 1,11,1'...1140.101.0

SETTING THE STAGE FOR LEARNING 22 min. Pictures equipment and simple "props" - arranged for many kinds of 1 Churchill Films)

LITTLE WORLD 20 min.

Shows how a child development center looks and operates, thenecessar days program in action. (Source: Health and Welfare Materials Cente Available from McGraw Hill, 333 W. 42 St., New York, N. Y., for $15.0

A CHANCE FOR CHANGE , 30 min. Shows how a community built a strong child development center using

OTHER SOURCES OF FILMS

Educational Film Guide (annually) Dairy Council of Californ H. W. Wilson & Co. Imperial and San Diego Co 950 University Avenue 4604 University Avenue New York, New York San Diego, California 92

Educators Guide to Free Films Selected Films in Child L Educators Progress Service Department of Health, Edu Randolph, Wisconsin and Welfare Washington, D. C.

Superintendent of Document U. S. Government Printing Washington, D. C.

390 201 RNING 22 min. mple "props" - arranged for many kinds of learning. (Source:

20 min. ment center looks and operates, the necessary equipment, a typical (Source: Health and Welfare Materials Center, New York City, N.Y.)

1, 333 W. 42 St., New York, N. Y., for $15.00 rental:

30 min. lt a strong child development center using their natural resources.

nually) Dairy Council of California Imperial and San Diego Counties 4604 University Avenue San Diego, California 92105

lms Selected Films in Child Life Department of Health, Education and Welfare Washington, D. C.

Superintendent of Documents U.S. Government Printing Office Washington, D. C.

3 201 3ei ACKNOWLEDGEMENTS

In addition to all of the children, their parents, the BIA teachers acknowledgement is given members of the National Indian Education A in the kindergarten training sessions; the Indian Resource Consult Special Consultants, serving on training staffs of the National Ass Children, in 1968 and 1969 and of the Bank Street College of Educat consultants:

National Indian Education Advisory Committee Indian Resource Consult

Mt. Ted George Mr. Clyde Beyal Clallam Navajo Washington State Tohatchi, New Mexico

Mr. Domingo Montoya Mr. Franklin Dreadfulwa Pueblo. Cherokee New Mexico Tahlequah, Oklahoma

Mr. Frank Ducheneaux Mts. Irene Gronau Sioux Sioux South Dakota Sisseton, South Dakota

Mr. John Wooden legs Mrs. Jennie M. Holmes Cheyenne San Dia Montana Alameda, New Mexico-

Mr. Overton James Mrs. Anna Kipling Chickasaw Blackfoot Oklahoma Browning, Montana

Mr. Dan Hohahni Mrs. Eunice Larrabee Hopi Sioux Arizona Lantry, South Dakota

202 ACKNOWLEDGEMENTS of the children, their parents, the BIA teachers, aides and administrators, special given members of the National Indian Education Advisory Committee who participated training sessions; the Indian Resource Consultants and Program Specialists and serving on training staffs of the National'Association for the Education of Young nd 1969 and of the Bank Street College of Education, in 1970, and other special

cation Indian Resource Consultants

Mr. Clyde Beyal Mrs. Otellie Lolama Navajo Hopi Tohatchi, New Mexico Santa Fe, New Mexico

Mr. Franklin Dreadfulwater Mts. Connie Madrigal Cherokee Seminole Tahlequah, Oklahoma Okachobee, Florida

Mrs. Irene Gronau Mr. Eddie Mike Sioux Navajo Sisseton, South Dakota Shiprock New Mexico

Mrs. Jennie M. Holmes Miss Ida Nicori San Dia' Kwethluk Alameda, NeW Mexico Alaska

Mrs. Anna Kipling Mr. Vincent E. Randall Blackfoot Apache Browning, Montana Clarkdale, Arizona

Mrs. Eunice Larrabee Mrs. Lillian Rhoades Sioux Pima Lantry, South Dakota Scottsdale, Arizona.

393 202 202 Indian Resource Consultants (continued)

Mr. Richard Servilican Apache Fort Apache, Arizona

Mr. Paul Tisi Navajo Tuba City, Arizona

Mrs. Chabah D. Watson Navajo Window Rock, Arizona

Mrs. Mildred Young Sioux Pine Ridge, South Dakota

Training Program Specialists and Special Consultants and Other Special Consultan

Miss Hazel Anderson Mrs. Barsha Elzey Dr. Felix Hertado California Home Economist Indian Health Service California Albuquerque, New Mexico Mr. Lewis Ballard New Mexico Mr. Freeman Elzey Dr. Gertrude Hunter, Chief San Francisco State Health Services Dr. Bernice Borgman College Head Start, 0E0 Michigan State Univ. California Washington, D. C.

Mrs. Elizabeth Brady Dr. Richard Endsley Dr. Vera John California Univ. of Georgia Yeshiva Univ. New York Dr. Courtney Cazden Mrs. , Matti Feldman Harvard Univ., Mass. Bank Streei College Dr. Mary B. Lane of Education San Francisco State Dr. Laura Dittman New York College Univ. of Maryland California Dr. Bruce Gardner Dr. Robert Egbert Univ. of Denver Mrs. Stella Lee Director Navajo Reservation Follow Through, 0E0, OE Dr. Ira Gibbons Washington, D. C. Chief, Social Services Miss Dorothy Levens Head Start, 0E0 Vassar College Washington, D. C. New York 203 Training Program Specialists and Special Consultants and Other Special Consultan (continued)

Mrs. Mary Lewis Mrs. Marguerita Rudolph San Francisco State New York College

, California Dr. Blanche Saia Bank Street College Miss Ethel Macintyre of Education National College New York Illinois Dr. Mildred Sabath Dr. Francis McKinnley California State College Indian Education Project Far West Lab Mrs. Miriam Stecher Berkeley, California Bank Street College of Education Mrs. Phyllis Nye New York State Department Welfare New Mexico Dr. Helen Van Alstine Vassar College Mr. Harvey Pamella New York Head Start Arizona State Univ. Miss Charlotte Wheeler Univ. of Illinois Miss Anne Rainer Taos, New Mexico Mrs. Docia Zavitkovsky Children's Center Dr. Angel Reaud, Chief Santa Monica, California Community Health Indian Health Service Mrs. Pearl Zeitz Bethesda, Maryland Bank Street College of Education Mrs. Rachel Rippey. New York Bank Street College of Education New York

Mr. Wilbur Rippey Bank Street College of Education New York

395 204