xt7228051d20 https://exploreuk.uky.edu/dips/xt7228051d20/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1950-09 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "A Kindergarten Guide", vol. XVIII, no. 7, September 1950 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "A Kindergarten Guide", vol. XVIII, no. 7, September 1950 1950 1950-09 2022 true xt7228051d20 section xt7228051d20

“A manual to aid in the establishment of a situation
where young children may find materials, equipment,

and guidance to aid them in their growth and general
development.”

Published by
DEPARTMENT OF EDUCATION

BOSWELL B. HODGKIN
Superintendent of Public Instruction

ISSUED MONTHLY

Enter“ as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. XVIII September, I950 NO- 7

my J/L

FOREWORD

This bulletin entitled A Kindergarten Guide has been prepared
for the purpose of assisting school administrators and teachers in
planning kindergarten programs. The preparation of this bulletin
was prompted by the frequent requests which we receive from
school systems desiring help in the establishment of kindergartens.
It is hoped that this treatise will help those interested in the selecting
and choosing of essential equipment and materials.

The material in this bulletin has been prepared by a committee of
experienced kindergarten teachers and it has already been success-
fillly used in the classrooms of these teachers. This Guide is prac—
tlcal in its nature. You will find that is is composed of valuable and
worthwhile suggestions. The bulletin should be usable in th:se
twelve school systems which are at present maintaining kinder—
gartens for five thousand boys and girls.

Those administrators who are in the process of establishing
Wedﬁgartens. will. find the bulletin to be of inestimable assistance.
Spreadpe it will stimulate and, likewise, contribute to a more wide—

practice of including kindergartens in our Kentucky schools.

It 15 my desire to express sincere gratitude to the members of the

St ~ .
bull:t~comm1ttee Which planned and composed this excellent
1n.

kin

BOSWELL B. HODGKIN
Superintendent Public Instruction

665

INTRODUCTION

The Kindergarten is a growing thing. Like the children for whom
it is set up, the only thing constant about it is change. The Kinder-
garten, like the children, will grow, adjust, meet new Situations,
develop new ideas, and experiment with new trends and plans.

This Kindergarten Guide, too, is a growing thing. It is a point of
departure. It is a suggestion for a starting point. It will need constant
revision and supplementation. It cannot be taken literally. It should
be used as just what it is . . . a guide . . . to the establishment ofa
situation where young children may find materials, eqUipment, and
guidance to aid them in their growth and general development.

In the coming months, this Guide will be supplemented b."
monthly circulars containing suggestions and ideas of the following
month. The findings and helps of experienced teachers will be passed
along to aid others in their beginnings.

The authors of the Guide appreciate the assistance of many 00'
workers. Our associates who questioned our suggestions and opened
our eyes to new needs gave us invaluable help. Our con/0T1?”
whose ideas and plans we studied were generous with the“ we
and energies. It is impossible to mention them by namE, so we
express our deep appreciation to them as a group.

Carolyn Taylor, Chairman, Louisville

Mary Fossit, Covington

Lucy Walls, Bardstown

Louise Combs, State Department of Education

666

n for whom

‘he Kinder-
situations,

d plans.

5 a point of
ed constant
y. It should
hment ofa
pment, and
zlopment.

mented by
e following
11 be passed

f many to-
and opened
co-workers
their time
50 We Will

B a
y Law Klndergartens May Be Established

KRS 158 090 K.
. 1ndergartens_Th
any “11 1 ' - 6 board of ed .
gartens F: istrlct may establish and maintailcagon of
r c ildren from four to six years of 1n Inder-

age. . . ,

Legal A e ’
g Requlrements for Entering Kindergarten

SBE 64 D' ‘
lstrxcts now .
establishin ' Operatmg kindergarte
pose of pregpijiiiierghaﬁen grades in the futureniojrtili those
' . g C i re f . a e pur—
rlgldly to th . n or the ﬁrst grade sh
Only tehigllowmg age entrance requiremerajcl. adhere
requiremenfshlidren who will meet the legal a .
or entering the first grade tie
e

followin

g year shall

Dubl' . be Perm't

1c school kmdergarten iri t:dgi:e:nter a
year.

667

OUTLINE FOR KINDERGARTEN GUIDE

I Organization
A. Children
1. number
2. ages
3. qualifications
a. general health
b. immunizations

B. Teacher
1. number
2. qualifications
a. training
b. experience
0. ability to play piano

II Aims of the Kindergarten

111 Physical Environment
A. Building and Plant Facilities

1. available floor space
2. toilet facilities
3. ventilation and lighting
4. accessibility to exits and rest of school
5. use‘of available space
B. Equipment
1. sizes, numbers, types of
a. tables
b. chairs
0. cabinets
d. bulletin boards
e. blocks
f. easels
g. piano
h. other equipment

C. Materials and Supplies
1. kinds, sizes of
a. paper
b. brushes, scissors, saws, knives, hammers
c. wood

2. amounts, kinds of
a. paste and glue
b. paints
c. clay
(1. other items needed

D. Sources of Supply

668

IV Program
A. Annual Plan
1. units of work
2. holidays
3. other interests

B. Daily Plans

V Activities
A. Music
1. rhythms
2. singing games
3. rhythms band
B. Art

C. Language and Reading
1. story telling
2. poetry
3. dramatic play
4. reading readiness

VI Characteristics of the Five Year Old Child

VII Records

VHI Bibliography
A. Teacher’s
B. Children’s

669

KINDERGARTEN GUIDE

I Organization
A. Children

number

“From the viewpoint of the teacher, a group of twenty-
five children is a satisfactory number. A teacher having
this number can do justice to each individual during
school time. The matter of records becomes overwhelming
with large groups of children.

It is necessary to consider several factors before establish-
ing a rule as to the number of children to be under the
guidance of one teacher. The physical environment is
of great importance. Adequate space and equipment are
important factors in preventing overstimulation.

The range of ages will be another determining factnr‘
If the range is from five to six years, the interest W111
be extremely varied. Some children near six Will be
interested in a type of program that stimulates their de-
sire to learn to read, while many of the five year 01d
children will not be the least bit interested.

The type of children attending the kindergarten muSt‘be
considered. A teacher can work more satisfactorily “nth
a larger group of children who have had previous group
experiences and who are independent of adult asmstanci:
If children depend on her more than is wise, it takes 10“,:
periods of individual attention to develop indePendence‘
Thus, the number of children in a kindergarten cannO‘
be limited without qualifications. Where larger 3“)”;
are necessary and one teacher is available, older childre‘
in the school may be asked to assist at times Sliding:
game periods, hygiene periods, or when taking excurSIU "

ages . Local
Follow ruling by State Board of Education and by
boards of Education.

One year of Kindergarten is sufficient a
Children should be admitted who will ente
the following school year.

nd advisable-
r first grade

Qualifications

All children in general good healt
chronological age should be admitted. All C xvacl'
required by state law to have a successful Smallpot com- t
nation. Other immunizations are advisable but no ‘

pulsory. Consult your local board of health.

ct
rid of the cone
h a hiidren 6”? .

. . 'on
1 Benner, Lorraine W. “Kindergarten Quiz.” Childhood Educ“t1
Vol. 19:7 pp. 314

670

B. Teacher

i 1. number

It is advisable to have one teacher with a group of kinder-
garten children. When there is more than one teacher,
the children too often obtain uneeded help and fre-
quently find the teachers are a contradiction to each other.
Too, the matter of placing of authority is difficult with

of twenty- too many adults.
her having 2. qualifications
.ual during A college degree is desirable.
zrwhelmlng If a teacher with a degree is not available, one with not
. less than two years of college with training in child psy—
e establlSh' chology and early childhood education would suffice.
sunderth‘e The teacher can make the kindergarten. She must like
ronment 15 Children and possess those characteristics which will help
ipment are her guide children well. She must be able to develop a
an. sence of freedom and a respect for authority. The use of
ring faCt‘lr' authority must be used judiciously. Suggestions rather
itereSi W111 than commands will be the order of the kindergarten day.
ix Will be There should be a balance between freedom and author-
zs their d: ity. All the characteristics of any good teacher plus an
e year 01 ‘ understanding and an unlimited amount of patience for
i the young child.
an inns“; The voice of the kindergarten teacher is most important
torlly W1 and should be low and vibrant. She should speak with
10115. grog? a pleasant modulation and enunciate clearly. She can
asSIStana' encourage the use of a well—modulated voice by setting
takes 101}: the example.
perldenciot The teacher should be poised and confident. She must
ten cazups be alert to changes and must be ready to try the new
ger Slime“ and meet the unexpected. She must be aware of the
er C 10h as Problems of the individuals and at the same time keep
es 511 mg. the good of the whole group in mind. She must be alert
excursl alert to the whole situation.
The teacher must grow with the children and forever rec—
d by Local Ognlze them as exciting and wonderful individuals with
great potentialities.
advisabia 3- ability to play the piano
first grade 1 It. IS almost vital that the teacher be able to play the
plane. A victrola can be used but nothing can replace
the piano for rhythms, singing and other activities.
:he comeCt
iiidl‘en “.9 1
llpox vaCi'
t not Com' i
ition

‘671

II Aims of the Kindergarten

During the year, the teacher of the Kindergarten children
will attempt to accomplish the following: ‘

A. Create

1. an atmosphere that will develop a love and enthusiasm
for school.

2. an environment that will awaken new interests in
young children.

3. situations that will demand thinking and problem
solving that will further growth.

4. experiences that will develop the children’s mental,
physical, moral, social, and experiential growth to the
greatest possible extent.

B. Help children

. become accustomed to group living.

. learn to share and to share willingly.

. become secure and friendly members of their gTQUP-

. develop good habits of work, play, and social livmt

.recognize the interdependence of people and thelI‘
relationships to others.

UrP-OJNH

C. Present opportunities for the development of i
. respect for property.

. respect for personalities.

. regard for materials (conservation).
. familiarity with tools and materials.
. needed skills.

. - re etc-
. meaningful concepts of number, space, 5126,1391“ ’

ovumwwia

D. Foster growth through . for
1. participation in a program of activities suitable
the age level of the children
a. housekeeping activities
'b. rhythmic play . . _
c. experiences involving use of tools and Varled equlp
ment and materials .
d. excursions to investigate new materials
. conversation and story-telling

e ' I I
f. experimentation involving various materials 1'9
blocks, clay, water, snow, paper, WOOd'
dramatization ‘
. dramatic play ’
observation ‘

wee-woo!“

. e,
. listening to stories, muSic, sounds of natur
of work and play .
1. enjoying and appreciating Vlsu

. . . . . ~ ida S l
somalizing experiences Le. parties; 1101 y sounds 1
I

a1 aids

6'72

3n children

enthusiasm
nterests in
d problem

1’s mental
.wth to the

leir group:
:ial living-
and their

exture, etc.

litable for

ied equip—

erials 139-

ys
be, Sounds

E. Provide a program to give each child the opportunity to

1.
. organize his ideas
. use a larger and more accurate vocabulary

KYCEU‘IHADJN

(DOD

continue the practice of the use of language

. learn to speak distinctly

. develop confidence in himself

. learn to be a good listener

. develop an interest in books as a source of fun and

information

. adjust to other people

. assume responsibility for himself and his property.
10.
11.

learn to make choices and make wise ones

acquire knowledge that will help him when he is
ready to undertake the more formal phases of edu-
cation.

All this will be done, keeping in mind continually the age
and growth rate of the child and with every effort to develop
him to the full extent of his ability.

673

[11 Physical Environment

A. Buildings and Plant Facilities

available floor space

Room size desirable 22’ by 44’ or the equivalent space.
Room arranged for greatest convenience of children.
Much storage space is desirable in order to have a clear
space for activity. Young children must have plenty of
room for large muscle activity.

Space for personal belongings should 'be conveniently
placed.

toilet facilities
Separate toilet facilities including low toilets and lava-

tories with running water, and low drinking fountains"

are desirable.
If separate facilities are unavailable, time should beset

aside for special use of the use of the Kindergarten‘

children.

Soap, paper towels, and toilet tissue should be convenient ;

ly placed at all times. _
Access to drinking fountains and lavatories lS almosta
necessity.

ventilation and lighting

Low windows With wide sills are desirable. ._
Windows must be easily lowered from 1501). Clear glaa:
should be kept clean.

Windows arranged to make cross ventilation-
Temperatures should be taken near floor. . q;
Chairs, tables and easels should ’be placed to rece1ve mall
mum light.

Drafts should be avoided.

Heaters should be well protected.

accessibility to exits and rest of school

Private entrances and exits are desirable-

All stairs should have low handrails.

An exit into the playyard is desi1 able. 'ded. '

If possible use of long halls for passage should be avg)! he
If single room is available for Kindergarten’ use time
EYmnasium should be scheduled to allow for play
when weather prohibits outdoor play.

use of available space

A room large enough for numerous intereS

desirable Centers of interest will include c0

corner, block play space, sciencekarea, library

workin s ace for lar e unit wor mee.

If roomgspgce is limiteg, activities may be var1ed to

need.

a. Move tables and furniture to clear Space for
and play.

t centers is
a doll pla‘

rhythmS

674

{[161 ‘

ilent space.
nildren,

ave a clear
e plenty of

onveniently

; and lava-
g fountains

ould be set
indergarten

convenient-

is almost a

Clear E51355 |

ceive maXI‘

be avoided
use Of the
. play time

. center5 15

1 doll p13}. .

Er.
ary COI‘I1

. eet
led to m

or rhythms

. Alternate large and small unit work. Build large proj—

ect such as train, store, etc. and follow with small unit
to “clear the room.”

. Introduce new equipment and allow used equipment

to “reat.”

Use doll carriages for period then replace with iron
and board.

Use large blocks then replace with small blocks and
toys to stimulate building.

Use easels for period then replace with large mural.
Have science corner then remove until new interests
arises.

. An orderly room makes for space. Room should have

a lived—in look but should not be disorderly. Every—
thing not in daily use should be stored or discarded.
Blocks should be stored in low cabinets.

. Children can be made responsible for keeping room

neat and helping with storage of supplies and equip—
ment. Children can push furniture, tables, and chairs
to clear space for play.

13. Equipment (For group of 25 children)
sizes, numbers, types of
a. tables

7 tables seating 4 children each (two may be seated on
on one side and one at each end. Tables may be pushed
together to form square and seat 8.)

Tables should be 24” X 48” X 18”

Should be durable, sturdy, with smooth tops

Tops can be protected ‘by cardboards during work pe—
riod. Tables should looked used but not misused.
Library table is desirable. A round table lends itself
to a good library situation.

An extra table is advisable in the event cabinets are
not low enough to use tops for display purposes.

. chairs

Chairs should have saddle seats with bent backs-
10 chairs 10" high
20 chairs 12” high
2 chairs for adults

. ca‘binets

1, low with Shelves for materials for use of Children
4 x 27" high x 18" deep shelves

1 for storage of books

1 for storage of blocks (subdivided for various size
blocks)

1 for storage of supplies (adult size)

1 set cubby holes or lockers for children’s work and
personal belongings

675

It is desirable to have a space for children to keep
personal belongings and to put completed work. it
establishes good housekeeping habits and develops re«
spect for ownership.

Cabinets may be built low and placed against walls
to avoid using too much floor space. Cabinets should
set flush with floor to prevent collections of dirt and
paper under them.

Cabinets should be deep enough to hold necessary ma-
terials without crowding but should be shallow enough
to avoid “loss” of supplies on low shelves.

Tops of cabinets should be low enough to be used for
display areas.

. bulletin board ‘ f
l moveable board with cork pinning space or
low stationary boards of cork i

. block

500 blocks in bulk

If commercial blocks are unavailable, scrap wood cut
in units are satisfactory.

Blocks should 'be smooth, sturdy, accurately cut. some
sets include arches and cylinders. .
Boxes or hollow blocks stimulate use of large muse]? '
and active play. Commercial hollow blocks are 3V3"
able in sizes 12” X 12” X 6” and 12” X 24” X 6/:-
Boxes obtained from sash and door compémles 3r:
available usually for the asking. They meet the me?“
well. 75 to 100 hollow blocks are desiable for 11591
large unit work.

. easels ‘ _ Hm
Double folding easels with trays for holding P131? from
26” x 33" high with painting area 1/2" thICk, 48

top to floor

Lacking easels wall space where paper. ca

fastened and jars held steady will sufﬁce

n be securell’

. piano

Vital necessity in the Kindergarten

Any good make of piano, kept in tune an
ing condition

d good plal"

. other equipment

1. clock
wall clock with large numbers

2. fla . . slit"
W51 made sturdy American flag Wlth Styrccli‘mmer'
flag holder may be large spool in he“ 0 l
cial holder des

. 3T3
small flags to be used in celebrations and p

676

ldren to keep
ted work. It
i develops re- L

against walls
tbinets should
15 of dirt and

lecessary ma-
.allow enough

3.
3 be used for

EOI‘ r

-ap wood cut

1y Cut, some

arge muscles
ks are avail'
‘, X 6/,-

mpanies are
eet the need
is for use in

1g 133i“t jars
ck, 43" from

be securely

1 good plaY‘

aturdv stit‘ '
, .
Of commer ;

d parades

3. waste baskets
3 metal ‘baskets (solid sides)
. first aid equipment
. Window stick
. water bucket
. small pans for washing dishes, etc.
. dish pans

ooqoamuk

C. Materials and Supplies
Kinds, sizes of
a. paper

4 reams (32 pounds to a ream) unprinted or blank news
paper 24” X 36”
Construction paper 12” X 18” (50 sheets to package)
5 packages each
yellow
green
blue
red
black
brown
White
assorted
200 sheets manila tag board 18” X 36”
1 roll manila Wrapping 18” Wide
1 roll brown wrapping 36” wide

4 packages bogus paper 9” by 12” (500 sheets to pack-
age)

. brushes, scissors, saws, knives, hammers

1 dozen paint brushes with 1” Wide bristles
4 dozen 3A” camel’s hair or bristle With 12" handles
2 dozen blunt scissors

1/2 dozen pointed scissors

1 pair 7” shears

1 pair 12” shears

1 panel saw

1 hammer

1 screw driver

1 tack lifter

2 knives

. wood

scrap wood of all sizes white pine

3 dozen dowel rods or flag sticks 36” 'by 1/2”
3 dozen dowel rods or flag sticks 36” by 1/4”

2 dozen pieces 3,43” X 12” x 15" for clay boards

1 dozen pieces 36” x 343” X 4”

1 dozen pieces 36” X 3A3” X 2”

677 -

m. umr—zl-SJJW—«m‘ 4,,

3 ﬂ j...“

. :_.._._.; mm“

JPLV‘

2. amounts, kinds of
a. paste and glue
10 quarts commercial paste
‘ 1 pint glue

b. paints
cold water paint or calcimo
5 packages (one pond each) of

yellow

blue

green

White

orange

red

black

brown

c. clay
100 pounds dry clay
1 clay jar (five gallon earthen with cover)

(1. other items needed
crayons
2 dozen boxes large, durable in eight colors
Kindograph
oilcloth
6 yards White
pencils
3 dozen large lead
scotch tape
3 large rolls
paper fasteners
4 boxes (100 to box)
collar buttons
one gross
pill boxes
one gross
pencil sharpener
pins
one box straight
2 dozen safety
rubber 'bands
one box
yarn or zypher
5 ounces
stapler
standard make
staples I
5 boxes ;
paper punches I
one with large eye
one with small eye

678

OI'S

string
3 balls

thumb tacks
4 boxes (100 to box)
milk tops
4 rolls
paper plates
4 dozen
straws
2 boxes
paper clips
4 boxes (100 to box)
housekeeping materials
3 dustpans
3 hearth brooms
1 brush
2 sponges
24 ‘bars soap
5 boxes soap flakes
lunch napkins
15 rolls paper towels
2 rolls carpet binding
toys
2 or 3 dolls unbreakable and washable
doll bed or cradle
dresser
2 rockers
stove
table and chairs
ironing board
iron
tub
dishes
buggy
2 telephones
5 small balls
3 large balls
6 bean bags
wagon
5 jumping ropes
horse ropes (made of carpet binding)
2 peg boards
3 boxes, beads and shoe strings
t03’s to stimulate block play
1 see—saw
1 walking beam

679

musical instruments
cymbals
rythm sticks (dowel rods cut down) i
tambourines
sand blocks
triangles
drums
record player and records

Sources of Supply
Some equipment may be built by interested parents or bi i
the local school board carpenters. For help see |
Make It For Children. Washington 5, D. C.
Association for Childhood Education
International, Revised 1948 pp. 36 50 cents
Materials and Equipment Childhood Education
April, 1948, Washington 5, D. c. 1
Association for Childhood Education International 40 cents f
cents
Recommended Equipment and Supplies , -
Washington 5, D. C. Association for Childhood Educatlon
International. Revised February, 1949 $1.00
See local supply companies
Other sources
Acme School Supply Co.
102 West Second Street
Cincinnati, Ohio
Charles H. Bunch Co.
Southern Trust Building
Louisville, Ky.
(tables, chairs, furniture)
Central School Supply Co.
311 West Main
Louisville, Ky.
National School Supply Co. of Kyi
422 West Breckenridge
Louisville, Ky.
Office Equipment Company
119 So. Fourth Street ,
Louisville, Ky.

681')

'ents or by

al 40 cents 1

Education

I
i

HOME UNIT

1. Initiation of unit

a. Pictures of bright attractive rooms.
b. Pictures of beautifying homes.

c. Stories.

d. Poems

6. Cleaning of homes and school.

. Experiences

a. Watching cleaning and painting around homes and school.
b. Helping to clean and make our own room attractive.

. Activities

a. Fine arts
1. scrap books of rooms
2. making wall paper and rugs
3. pictures of rooms
b. Industrial arts
1. small; rooms in boxes
a. furniture
b. rugs
c. curtains
d. flowers
e. lamps

2. larger rooms in orange crates
Build furniture and houses with blocks

- Objectives

3- T0 arouse a desire to make the room and home attractive

b‘ To hEIP child take an interest in home and school surroundings

c. To Show child how he can help and his part in making the home
attractive

d. To give a child the knowledge of tools, blocks and other materials

9-. To teach child

to arrange furniture and use discretion in selection
of Color Cembi

nations.

681

A. Initi

COMMUNITY UNIT 1

ation of interest

1. Valentine
2. Pictures

3.S

afety guards

} 4. Toys

B. Experiences

1. Real
3. excursions
b. talks with community helpers
0. building stores in community

2. Vicarious
a. playing in stores built

. playing community helpers

C. Attitudes and appreciation
I. respect for faithful services performed by
a. members of family

. servants of the community

c. each other
2. respect for rights of others

D. Knowledge
1. Clearer concepts of things in environment

a. streets, cross walks, car tracks, street markings, traffic llghts,
mail boxes, telephone poles, etc. ..

b. gas station . . . pumps, air and water hose, tanks and d”?
ways

c. bank . . . writing checks, saving money

(1. traffic signals . . . various solors, use rcel

e. post office . . . stamp window, mail chutes, envelopesy pa
post, air mail, special delivery, etc. 1am?

f. fire department . . . signals, engines, hook and ladder. a

g. florist . . . plant real flowers, care of flowers

h. police headquarters . . . squad cars, signals, etc.

2. Clearer concepts of parts played by individuals

a. policeman

b. fireman

c. postman

d. florist

e. members of family

f. business men of all sorts

E. Habits and skills
1. cooperation
2. ability to work in groups
3. caring for tools

eatness

682

10.
ll.
12.

cooox‘lpagngb

romptness

courtesy
respect for rights of others
care in crossing streets

share possessions

se of aprons when needed

care in use of paint, glue, etc.
economic use of material
waiting in turn

F. Industrial arts
1. Build

'affic lights!

; and drive-

3.
4.

.opeSy 93er

alder, 313”“:

l
2
l
l

H- Music
1- Number

aqrbmmﬁo"

post office
.bank

. police station

. library

. flower shop
gas station

. streets, etc.

Make

b
c.
d

. stop lights
. money
stamps

. badges and hats

e. ﬂowers and pots
Paint

Draw

yawn-‘00"

G: Language
1- Develop
a.

ability to make wants known intelligently
. ability to express thoughts orally

- Vocabulary

' abllity t0 give two or three short sentences in sequence
' recognize names

talk in a well modulated voice

see outline

4r" Cu“

TRANSPORTATION UNIT

? A. Objectives

1.
2.
3.
4
5.

5.
C. Me

To arouse interest in various modes of travel.
To arouse an appreciation for community helpers.
To increase his knowledge of vehicles and their varied uses.

. To wake a sense of dependence and interdependence of the people

of the community.
To increase his knowledge of safety habits.

B. Interests

pictures

. toys

books
stories
excursions

ans of transportation, uses and operators
trucks

dump

. delivery

oil

mail

moving vans

. drivers

. mail carriers
. signal lights
. stops

. gas station

. mail boxes

{Demo‘s

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Fire department »
a. hook and ladder
b. fire engine
c. salvage corps
1. fire alarms
2. firemen

Police department
a. patrol
b. ambulances
c. cruising car
1. police
2. badge
3. billy
4. traffic light

Trains

a. passenger
b. freight

c. mail

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1563.
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d. engine
e. caboose
1. engineer
. fireman
. conductor
. porter
. station
. tickets
7. signals

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Airplanes

a. mail

b. passenger
1. tickets
2. pilots
3. airport

Other means
. auto

. wagon
sled

. street car
. bus

(031.95.”

. Boats

a. sand barges

. battleships

. submarines

. liners

. skiffs and canoes
1. caps
2. binoculars
3. lighthouses

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D. Construction

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. trucks

. mail boxes

. gas tanks

. signal lights

. mail bags

. letters, stamps, etc.

hook and ladder (fire department)

. police department
1

. patrol
2. ambulance

3. billy, badge, hat, etc.
4‘ semaphore

. trains

1. engine and cars
2. hats, tickets, etc.

685

10.

11.

12.

airplanes
1. planes
2. tickets, hats, and goggles

other

1. auto

2. wagon

3. sled

4. street car and bus

boats
1. caps and binoculars
2. lighthouse, anchors, life belts

Build all modes of transportation with large blocks

E. Art

999°.“

Painting

a. all means of transportation
b. all community helpers

c. valentines

Drawing

Dramatic play

Music

Literature

F. Science

caring for plants

2. changes in nature
3. fire . . . effect of water

effect of sand

686

THE GROCERY STORE

A. Approach
1. Questions

a.
b.

foods we eat
stores, prices, selecting foods

c. sources of food

2. Discussions
a.
b.

B. Objectives

menus for children
pictures of food, stores, and storekeepers

' 1. Understandings

people in community dependent on each other

. swift transportation for foods

c. sanitation and refrigeration
d.
e
f

courteous service

. source of foods
. attractive displays

2. Appreciation and attitudes

a.
b.
c.

respect for work of others _
appreciation of courteous, prompt, and honest serVICe
awakened interest in enterprizes of the community

C. Excursions
1. Grocery

kind of food sold
1. arrangement
2. amount

3. advertisements

b. where grocers get food

. dairy

2. bakery
3. wholesale house
4. farmer
5. butcher
6. canning factory

. how purchases can ‘be made

1. personally

2. by phone

3. by delivery truck

care of food

. cellophane wrapped and waxed paper
. glass case

. sealed packages

. refrigerators

. order, neatness and cleanliness
. canned food

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687

QPPWNT‘

e. how food is sold
1. weights and measures

D. Big floor activities

1. Store
a. clay for fruits and vegetables
b. posters, advs., signs, labels and tags
c. cash register
d. boxes for refrigerator
e. money
f. scales
g. telephone
h. truck

. Language

1. discussions

2. conversations
a. over counter
b. over telephone

Art and handwork

store

posters and advs.
books

money

food

tags, prices and labels

. Number

1. weighing
2. counting money
3. reading numbers

. Reading
1. advs., labels, and posters

FIRE STATION

. Approach

«7

a. fire truck

b. fire drill

c. fire prevention week

d. children playing with matches

. Objectives

a. understandings
1. provisions of city of firemen and policemen
2. speed and efficiency of fireman
3. interdependence of people
4. firemen as friends and helpers

b. attitudes and appreciation
1. value of life and property
2. respect for law
3. respect for property of others
4. realization of bravery, etc.

. Excursions

a. fire house
b. fire alarm box

C. watch the engine pass and return
d. fire drill

- Questions

a. What must auto do when siren is heard?

b- Why should not autos park by fire hydrants?
C- How is alarm sent?

(1. How is alarm received?

- Dramatic play

a. Sending alarm by phone or call box
~ playing fireman

C- Use of equipment

. Big floor activities

a. fire truck
b. bells
3- ladders
d~ hdeant and hose
e. alarms

f- hats and badges

‘ Wall activities

a. ' . . ,
frleZe showmg fires, equipment, etc.

689

. Approach

b
c.
d

valentine day

. letters

stamps

. pictures

Objectives

a. people dependent
b. rapid transportation and communication
c. careful addressing

. big floor activities

tween?

. Excursions

post office
mail box

post office

. Wall activities

trace mail

b. show mail man, truck, post office, home, etc.

.Art

pictures
posters
envelopes
signs
stamps
valentines

4. mail carriers
5. streets

6. mail boxes

POST OFFICE

. boxes for individual mail
. signs over slots for Air Mail, out-of-town, and spec
. stamp and parcel post Windows

690

ial deliver.v l

FARM UNIT FOR FALL

1. Initiation
a. pictures and stories of farm life
b. children telling of farm experiences
c. songs and poems of farm life
(1. toys
e. changes in nature resulting in
l. canning and preserving
2. change in clothes

2. Activities
a. make a farm
1. house
barn
silo
chicken house
pig pen
animals
sheep shed
garage

b. mold with clay
1. vegetables
2. animals
. make butter, jelly, biscuits, and apple sauce
. make a farm book
. collect signs of fall
paint a frieze for the wall

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‘The farm is eSpecially attractive for children, 'because of its inter—
?Stlng animals, its fascinating growing things, its Simple pleasures, and
Its freedom. Most children have had direct contact with farm life.

1- Objectives

to help children better understand life about him

'50 deVelOp in the child an appreciation of farm life and the work
of the farmer

to find out how the farmer he