DOCUMENT RESUME T'D 039 450 PS 002 742 IATImanr Schmidt, Velma ,,,TmT171, A Study of the Tnfluence of Certain Preschool 7'ducational movements on Contemporary Preschool Practices. TITmTmtrrnTON Nebraska Univ., Lincoln. 7111 "P, rnmr 17Qn. rivDS PT)Tr.r PTV"; nriCem MT' Tn, 7ci PC,sq.0 117SCT)T"nDS *Doctoral. Theses, *Pearly Childhood Education, Plucafional nblectives, *Educational Practice, *PIncational Theories, Historical Reviews, Tnstrucional Materials, Preschool Curriculum, *Preschool Programs, Peview (Reexamination) , Teaching Metl-ods TDNTTr-1-77)S Child Si-nay Movement, vroebel, Head Start, Montessori AHSTPArT Tdentified in this dissertation are the major influences on American preschool education: (1) the Proebel leindergarten, (2) the Montessori movement, (3) the Child Study movement, and (4) Project tread Start. Each movement is described according to history, aim, curriculum, materials, and methods. rriteria for each section o'F the contemporary Preschoolwere identified by analysis and synthesis of opinions of fourcurrent authoritative sources in nrPschool education. The criteriawere then compared to the description of each Preschool movement to identify its influence. The Froebel kinderaarten contributed the view that ,'?ducation is a process of growth and advocated using the methodof self-acts vity through play. The Montessori movement put emphasison responsibility to be aiven to children for care of self and environment. The Child Study movement resulted in increasedattention to the Physical, social, and mental developmental needs of children. Peal start influence can only be Predicted, but effectivefactors may be increased attention to social services, health services,parent and volunteer involvement, and the effort to adapta program to the needs of a specific group of children.A bibliography and chronology fables of significant developments in Preschoolmovements are included. (DP.) U. g. DEPARTMENT OF HEALTH, EDUCATION & WELFARE orFicEOF EDUCATION THIS DOCUMENT PS frr..r1 Eri;TLY AS RECEIVED FROM THE (:) PERSON OR .1 P.):.; :f.;OF VIEW OR OPINIONS LIN STATED DO NOTr4F.ca::,s;kii..LY OFFICIAL OFFICE OF. EDUCATION POSITION OR POLICY. LC1 PrN A STUDY OF THE INFLUENCE OF CERTAIN PRESCHOOL EDUCATIONAL MOVEMENTS ON CONTEMPORARY PRESCHOOL PRACTICES (:) by L101 Velma E. Schmidt A DISSERTATION Presented to the Faculty of The Graduate College in the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education Department of Educational Administration Under the Supervision of Professor 0. W. Kopp Lincoln, Nebraska July 1968 ACKNOWLEDGEMENTS The writer wishes to extend her gratitude to Professor 0, W. Kopp, chairman of the supervisory committee, for his assistance in the plan- ning and completion of the study; to Dr. Millicent Savery,a member of the supervisory committee, whowas especially helpful in the planning of the study; and to Dr. Sue Arbuthnot,a member of the supervisory committee, who offered suggestions for the writing of the study. The writer is also indebted to the other members of the super- visory committee for their suggestions and encouragement. Finally, the writer is most appreciative of the typing assistance of Linda Luebbe. TABLE OF CONTENTS CHAPTER PAGE I THE PROBLEM AND DEFINITIONS OF TERMS USED, . 000 00 1 0 1 The Problem . 00 OOOO O 0 0000000008 Introduction of the Problem, , 0 400000000 1 Statement of the Problem. .,........... 2 2 Procedures of the Study, , 01)0104000000 Limitations of the Study . .,......... 2 Definitions of Terms Used . ....... 3 Overview of the Study , *0 POI1A10010000 II. THE FROEBEL KINDERGARTEN . .....,..... , . 4 History of the Froebel KindergaTten . .06 4 Aim of the Froebel Kindergarten . ...,.... 8 Curriculum of the Froebel Kindergarten, . 9 Materials of the Froebel Kindergarten , , , . , . , . 12 Methods of the Froebel Kindergarten. 2 0 0 0 . 16 III. THE MONTESSORI MOVEMENT ....... , Of 0 . 22 History of the Montessori Movement, ..... 22 Aim of the Montessori Movement. ....... 0 . 27 Curriculum of the Montessori Movement . 9 04 0 . 29 Materials for the Montessori Method , 00.... 33 Methods of the Montessori Movement. , , . 04 0 . 38 IV, THE CHILD STUDY MOVEMENT , 133 0 0 0 ........ 44 History of the Child Study Moveklent and the Re- constructed Kind?Agart.nn . 3 .10 0 1 44 iv CtOXIER PAGE Aim of the Reconstructed Kindergarten 53 The Curriculum of the Reconstructed Kindergarten. 54 Materials of the Reconstructed Kindergarten . 57 Methods of the Reconstructed Kindergarten . 59 V. PROJECT HEAD START . OOOO .. 0 6 0 OOO OOOOO 63 History of Project Head Start . 63 Aim of Project Head Start . G OOOOOOO . 77 Curriculum of Project Head Start 79 Materials of Project Head Start 83 Methods of Project Head Start 87 VI. AN IDENTIFICATION BY SELECTED AUTHORITIESOF THE NECESSARY FACTORS TO BE INCLUDED IN A GOOD PRESCHOOLPROGRAM AND INFLUENCES OF THE SELECTED PRESCHOOLMOVEMENTS. 89 Aim of the Preschool 89 Criteria for the Aim of the Preschool 89 Influences on the Aims of the Preschool from the Selected Preschool Movements 91 The Froebel kindergarten 91 The Montessori movement 92 The child study movement and the reconstructed kindergarten 92 Project Head Start. 0 OOOOOOOOOOO 93 Curriculum of the Preschocl . OOOOOOO 94 Criteria for th,. Curriculum of the Preschool: . 94 CHAPTER PAGE Influences on the Curriculum of the Preschool from the Selected Preschool Movements, . es oe 101 The Froebel Kindergarten. ....... 101 The Montessori. movement , 00...... 102 The child study movement: acid Lhe reconztructed kindergarten.. .. ........... , 102 Project Head Start. , 0100 a 0 . 104 Materials of the Preschool. ......... 105 Criteria for the Materials of the Preschool 105 Influences on the Materials of the Preschool from the Selected Preschool. M.:xcment$, .... 105 The Froebel kindergarten, 4 4 00400 .. 105 The Montessori movement . 00000210 ., 110 The child study movement and the reconstructed kindergarten. .. .. 110 Project Head Start, .... c 111 Methods of the Preschool. a 00400 0a. 0 0 a 111 Criteria for the Mothod, of th:: . a . 111 influences on the Methods of the Preschool from the Selected Preschool Mwments,..,. * . 114 The Froebel kinderorten, 400000 114 The Montessori movement . , 114 The child study movumat andthr-. reconstructed kinderorten ) 1 4 3 i , 115 vi CHAPTER PAGE Project Head Start000000000 . 00 . 115 VII. SUMMARY AND CONCLUSIONS. oo 000 . 117 Summary of the Study.OOOOOOOOOOOO A OOOOO117 Conclusions . OOOOOOOO 0 0 0 u 00 0 OOOOOO117 BIBLIOGRAPHYOOOOOOOOOOOOOOOO 0 0/000 7000 0 . 122 General Bibliography OOOOOOO 0 . 123 Bibliography of the Froebel Kindergarten . OOOOOO124 Bibliography of the Montessori Movement. 128 Bibliography of the Child Study Movement . o OOOOOO 135 Bibliography of Project Head Start . OOOOOOOO . 147 APPENDIX A. Chronology of Significant Developnents of the Froebel Kindergarten in Europe and America 158 APPENDIX B. Chronology of Significant Developmentsof the Montessori Movement in Europe and America 163 APPENDIX C. Chronology of Significant Developments ofthe Child Study Movement . o .........168 LIST OF' TABLES TABLE PAGE I. Analysis of the General Aims of thePreschool as Identified by Selected Authorities 90 II. Synthesis of Aims of the Preschool asidentified 91 by Selected Authorities. « ***** III. Analysis of Purposes of Each Area of theCurriculum as Identified by Selected Authorities *am. 95 IV. Synthesis of Purposes of Each Area of theCurriculum as 97 Identified by Selected Authorities . AO ** V. Analysis of Principles for the Planningof the Curriculum and Schedule by the SelectedAuthorities 0 98 VI. Synthesis of Principles for the Planningof the Curriculum . 99 and Schedule by the SelectedAuthorities , « $ . VII. Analysis of Representative DailySchedules and Suggested Time Allotments for a Three andOne-half Hour Session . 100 as Identifiedby the Selected Authorities, « . VIII. Synthesis of a Representative DailySchedule and Suggested Time Allotments for a Three andOne-half Hour Session 101 as Identifiedby the Selected Authorities. identified by I.X. Analysis of Materials for a Preschool as 106 . t . a the Selected Authorities . 0J X. Synthesis of Materials for a Preschool. asIdentified . 109 by the Selected Authorities. T viii TABLE PAGE XI, Analysis of Methodsas Identified by the Selected Authorities. ........ I I .... 112 XII. Synthesis of Methodsas Identified by the Selected Authorities.... 0 .. / ........ 113 XIII. Summary of the Descriptionof the Selerlted Preschool Movements ........ 0 4 .. 118 XIV. Summary of the Influencesof the Selected Preschool Movements on ContemporaryPreschool Practices 119 CHAPTER I THE PROBLEM AND DEFINITIONS OFTERMS USED I. THE PROBLEM Introduction of the xsattlem. The current interest in the education ofyoung children in America has been influenced by a number of European and American educatorsand educational philoso- phies during the last century. Ideas concerning educatingyoung children preceded the formal establishmentof kindergartens. American preschool education today is the resultof influences of Froebel, Montessori, Susan Blow, andPatty Hill, to name a few. Through financial, support of the federalgovernment in the Head Start program, interest in educating young children and in improvingthese programs has increased. Preschool education has changed through the years. Certain ideas and practices have been retained,while others have been dropped and additional ideasincorporated, Recent research shows the importance of the earlyyears in the learningprocess and will undoubtedly