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Ed 065 236 32 Rc 006 308 DOCUMENT RESUME ED 065 236 32 RC 006 308 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. C i . zl1 i . ti Ae .. 'i VW. ".4s,;311 . ' ' s 4Y4414.41434);.:P.41-ts.A tifPia , -sk,i1 kft 141:""fP-31; "it ' s;;'''" -OWN 'NX.= a ON 40 -MVO -WO AlIVVSS -na3 -At 4 Att, ' 'ints74.4s, .% 4,:04n- V4YsAk4,kr, tt, 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 re- sponsible 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, administra- tors, 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 substan- tial 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 philoso- phy 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, rele- vant to the particular child, his family and community. It is expected that the Guide could serve as reference to the Indian com- munity and schools of each region as they de- velop 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.
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