xt780g3h1f58 https://exploreuk.uky.edu/dips/xt780g3h1f58/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1967-04 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.), "Education in Kentucky for Children Under Six", vol. XXXV, no. 4, April 1967 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Education in Kentucky for Children Under Six", vol. XXXV, no. 4, April 1967 1967 1967-04 2022 true xt780g3h1f58 section xt780g3h1f58

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EDUCATION IN KENTUCKY
.FOR CHILDREN UNDER SIX

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

EDUCATION
IN KENTUCKY
FOR CHILDREN

UNDER SIX

Published by

DEPARTMENT OF EDUCATION
DR. HARRY M. SPARKS
Superintendent of Public Instruction

Second Class Postage paid at Frankfort, Kentucky.

Vol. xxxv APRIL, 1967 No. 4

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FOREWORD

The purpose of this bulletin prepared by a committee in coopera—
tion with the staff of the Division of Elementary—Seeoudary Edueation
3* TU present guidelines and other valuable information relating to
lﬁllltlel‘g'tll'fﬂlﬁllll]'st‘1‘}' sehool edueation. Sinee l956, inereased em—
phasis on kindergarten edueation has brought about many improve—
ments in the program for ehildren under six. It is quite evident that
parents and edueators throughout the (Tommonwealth have beeome
aware of the "able of edueational experienees for these ehildren. ’l‘he
Ill'eat need for these experieuees eannot be overemphasized sinee they
will eontribute to an enriehed year of living and readiness for formal
srhool life \Ve are proud of the sueeess of the program and antivi—
lm" L’Teat expansion under the Eeonomie Opportunity and Ele-
mentary-Seeondary Edueation Acts. I greatly appreciate the efforts
that have been. made in making the materials in this bulletin avail—
able for publieation. I trust that the members of the profession
and parents will find the information useful.

Harry M. Sparks
Superintendent of Public Instrnetion

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ACKNOWLEDGEMENT

Educational experiences for children under six require a care-
fully planned program of activities eentered around the needs of
young children. The purpose of this Bulletin is to assist teachers in
kindergartens and nursery schools by providing broad guidelines for
scheduling and for program content.

The Staff of the State Department, of Education expresses ap-
preciation and grateful acknowledgement to all who have eon-
tributed materials. Miss Vivian Burke and Mrs. Clarke Cornell
have given many hours in eonlpiling and organizing the information.
Mrs. Barbara Miller prepared the Book List for children and Mrs.
John Newman did the art work.

The persons responsible for the program eontent have had
many years of experience in teaehing children under six and under-
stand the needs and the potential of young ehildren. \Ve are grateful
to the following persons:

Miss Vivian Burke, lnstructor, College of Education, University

of Kentucky, Lexington
Mrs. Clarke Cornell, Director and Teacher. Roseniont Baptist
Church Kindergarten, Lexington

Mrs. Elinor Hay, Department of Home Economics, Georgetown
College7 Georgetown

Mrs. Edwin Burnett, Director and Teacher, Maxwell Street
Presbyterian Chureh \‘Veekday l\'indergarten, Lexington

Mrs. Franklin Chanee. Direetor, Mrs. Chanee’s l’resehool, Louis-

ville

Dr, \V. R. MeNeil. Superintendent, Bowling Green lindependent

Schools, Bowling Green
Dr. James T. Moore. Jr.. Professor of Elementary Education,
University of Kentucky, Lexington

Miss Norma Perry, Department of Home Eeonomies, University

of Kentueky. Lexington

Mrs. Martha Smith. Lexington

Mrs. Barbara Miller, Louisville

Mrs. John Newman, ()wensboro

(Mrsfl l’atrieia l’. Mt-Bath. Consultant
Kindergarten-Nursery-Educational Services

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lll.
IV.

TABLE OF CONTENTS

lntroduotion ........................................ 1
Brief History .................................... 2
Teacher Parent—Child ............................. 5
Knou the Teacher ................................ 5
I\110\\ the Child .................................. ll
l’znents and T(‘H(ll(‘l \\ 01k logethm fol the Child .. . 20
Growing Through Play ............................... 27
The Curriculum ..................................... 29
The, Prom-21111 .................................... ‘2!)
Experiences in Language Development . . . . . . . . . . . . . 32
Experienees in. Social Studies ..................... 40

EXPOI'lUIIUOS with Seienee A131ivities—~“\\‘hytnlity” .. 43

Experienees with Number Activities ............... 50
Mush-211Experiences 52
Art Experiences 571
Health—Snl’etyﬁNntrition ......1.................... :39
Emergencies 5.0
Faeilities and Equipment ............................ til
Indoor and Outdoor .............................. (ill
Resonr1es .......................................... 69
(Lists of]? ooks R111 o11ls Films et1 l ............... 69
Bibliography .................................... 78
Room Arrangmnent: ................................ Rl
\\ hat Qhonld :1 Good K111deiua1ten PIOOIle Do ......... 87
Legal Responsibilities ................................ fll
Kentucky Law .............................. 91

l’rimte Kinderg-aHens—Nursery Schools ........... 93
Regulations~9tnte Board of Education ......... 93

l’nhlic Selmols ................................... 9.0
Law—Age, Entraneei—Kindergartens ........... l00

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I. INTRODUCTION

Kindergarten—nnrsery schools are designed to help children
learn by experience the skills of group living, through a planned
program centered around the needs of the children. Discussions,
games, stories trips, rhythms, songs, work and play help develop
traits of character such as fair play, confidence, courage and respect
for the rights of others. Every endeavor is made to help little chil-
dren grow physically strong and emotionally stable so as to gain
control that. comes from within themselves. Both indoors and out,—
doors the children are free to plan and execute their own ideas with
a variety of materials and needed guidance that lend themselves
railily to the imagination of a, little child. .

Since traints of character established in childhood persist
throughout life, the importance of kindergarten-nursery school. years
cannot he overstressml. ’l‘he hahits, values and attitudes essential
to successful living find their beginnings in these early school ex—
herienees. A good kindergarten-nursery school is not simply a play
(group with nursemaid care but a school with teachers who are pre—
liared to work with little children with understanding and insight.

Kentucky has made progress in the area of early childhood
Mutation in providing supervision for private kindergarten—nursery
S"'lmols through legislative action.

. The 1036 Legislature enacted a law authorizing the State
Sll'llm‘llltendent of Public instruction. to issue Permits to private
"l”ltl care centers according to standards and regulations adopted
l’." The State Board of Education Annual Permits are issued to

‘mflelz‘lmtens, nursery schools and day care centers making appli—
Cation.

\Y I“ l5l62 hv legislative action the State Department oF Child
Vlfare was authorized to license day care centers thus leaving the
lil'islmnxillility for supervision and the issuance of Permits to kin-
};l'l'vr‘l'tlll‘S‘Ii—iiurserv schools with the Department of Education. The
‘ Pied in lSloG was revised during the 1964 Legislature in
order to Update the terminology and to make mandatory that all

DI'iv .. - .

. ate (inteis caring for four or more children be under the
S 1.‘r.'

”Pnnmon of a state agency.

ision was provided by the State Department
1962 when the position of Consultant
'as given Full time

Part time superv
of Education until November
of? Kinder-gui'tmmun-Hwy School Education \\
status.
agencies, the Departineut of l’uhlie Health
work in 00-
the

Two other state
and the Department of Safety and Fire Prevention,
ith the Department: of Education in providing for

operation w
health, safety and education of children under six.

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A BRIEF HISTORY OF
KINDERGARTEN - NURSERY SCHOOLS

KINDERGARTEN

Frederick lt‘roebel, l782-1852. known as the Father of Kinder-
garten, was the first educator to practice his theory. He established
the first kindergarten in Blankenburg, Germany in 1837. He made
use of games. plays and songs to illustrate his belief that a child
should learn by doing- rather than by reading. He believed the
creative rather than the imaginative powers of the child should
he developed. Play should be used to foster the educational de—
velopment of the Child.

Louisville, Kentueky had one of the earliest kimlergarteus.
This kindergarten was opened around 1900 by Miss Patty Smith
llill and Miss Anna Bryan. lx’iiulergzartens were a. part of the publie
seliool in Louisville for approximately fifty years. In the 1880’s
there were kindergartens in many of the larger cities of the United
States. They were originally started as private kindergartens but
soon beeame part of the publie schools. St. Louis, Missouri had
the earliest public kindergarten in 1873.

NURSERY SCHOOL

Nursery sehools are a eomparatively recent development in
lire-primary edueation. In the years between 1915—20 interest de—
veloped in many universities, Merrill-l’almer Foundation in Detroit.
and Bureau of Edneational Experiments in New York. These pro—
"Hle training: eenters for teaehers of preschool age children.

lhitil 1933, nursery schools were relatively few. However, in
1933.34, federal appropriations under the \Vorks l’rog'ress Adminis—
tration were made to states for establishment of nursery play
schools for 1mderprivileged children. Again. during,r \Vorld \Var
H ft‘(lt‘l'al funds under the Lanham Aet were made available for
nursery sehools so mothers eould be released for war work. These
luuds were withdrawn in 1947 and many schools were closed.

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II. TEACHER—PARENT—CHILD
KNOW THE TEACHER

A good teacher has an awareness and understanding of chil-
dren and their needs. The way in which the teacher utilizes various
qualities of her own personality in directing the learning experi—
ences of children is determined by her own understanding of the
learner. The alert kindergarten—nursery school teacher, then, is a
serious student of child development and learning. Teaching is
knowing the individual child and being skillful in selecting and
directing experiences which will foster the child’s total develop-
ment. Teaching is making it possible for a child to learn these
things which he is socially, emotionally, physically and mentally
capable of learning.

To be effective in teaching young children the teacher must
build a mutual trust and understanding. This trust grows out of
the teacher’s sincere acceptance of every child—accepting strengths
and weaknesses as basic elements which go to make for the unique—
ness for each individual. Without this acceptance of the child on
the part of the teacher and of the teacher on the part of the child
day living brings. As the teacher plans to meet the day by day
T110 conditions for effective learning cannot exist. The good kinder-
garten ~ nursery school teacher, then, consistently demonstrates

Patience and understanding of children, parents, her associates
and herself.

A good kindergarten — nursery school teacher builds an environ-
ment which is characterized by calmness, gentleness, consistency,
and firmness. Achieving this end demands skill and insight of the
Young child on the part of the teacher. It does not just happen.
T1118 challenge must be met in a learning situation which is char—
“Cterimd by activity as the child seeks to learn about things through
(lxlllm'inz‘l'. handling. hearing, smelling and manipulating. The pro—
{Iram must focus 011 an active experimental kind of learning that
St“Yes to build understandings as well as intangible skills.

, Ability to plan and coordinate is an essential quality for the
““del‘garten-nursery school teacher. Planning must be done to
2::t1'10flg range purposes as well as to meet the changes day by
. IVIng brlng. As the teacher plans to meet the day by day

I am ready for you. Are you ready for me?

living, she will help each child reach his potential by creating a
social climate conducive to wholesome living and learning by con-
tinuous daily guidance. Flexibility comes not through lack of
planning but through being able to adjust to demands of the
moment in such a way that the ultimate purposes may be attained

THE TEACHER KNOWS THAT

1. She must like little children and make a genuine response to
each one, if she is to help them.

2. She is caring for children in their most important years.
She cannot push growth. It develops slowly, influenced by
everything and everybody around the child.

4. She must keep her sense of humor—laughing with the chil-
dren—never at them.

a. The safety of her children is paramount.

5. She lends a helping hand only after the child has tried for

himself.

The young child is not ready for close work requiring the use

of the eye muscles. Eye muscles are not fully developed.

8. Attitudes of goodwill can be built by living together in good-
will,

9. She must demonstrate patience and understanding of children,
parents, her associates, and herself.

10. When excitement mounts, it is her turn to be self-possessed.

]l. A smile, or simple word of praise, is an essential technique
in creating self confidence.

12. A balance in the day’s routine between strenuous work and
play and quite rest periods helps behavior.

13. Participation is encouraged but perfection is not expected.

THE TEACHER WATCHES

1. The health of each child closely —— his sight and hearing ability
his muscle coordination, both large and small.

2- The lonely disinterested child to show that she is his friend.

She must earn his love, confidence, and respect.

The over-stimulated child and helps to channel his activity

before he “blows up.”

THE TEACHER MAINTAINS A STEADY ATMOSPHERE
1.

Her quiet voice reassures the group.

I ' i
\\ hen she speaks to a chﬂd, she comes near to hlm, then gets
his attention.

When she needs to speak to the whole group, she has a quiet
signal#maybe a chord 011 the piano——0r a hand signal.

She handles mishaps as calmly as possible. “This is an acci-
dent. \Ve can help fix it.”

She explains the unusual, tl'ntht'nlly and casually.

Hhe synlzithizes, when sympathy is neeessary.

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a quiet THE TEACHER SETS A GOOD EXAMPLE

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By dressing neatly but always gaily to please the children.
By using good manners at all times. “John, would you be kind
enough to close the door for us?” “Thank you, Mary, for help—
ing Sue tie her shoe lace.”

By not talking; down to children. She respects them.

%y not hurryin 5: them.

By not making: them feel guilty. Not, “How did you happen
to do such a thing-3” Rather, “That hurt your friend; how
ean you help him to feel better."

By not frightening; them in any way.

'Ey not using threats or bribes to force behavior.

By not prodding: them to be “GOOD.” This implies they are.
really bad.

THE TEACHER REMEMBERS TO

Be her best self. Children learn through imitation and ob—
servation.

lie interested and helpful in the child’s play.

Keep her promises even if. the child has forgotten. it reassures
him to have her remember.

Praise the desirable and ignore the undesirable as mueh as
possible.

Use, the. clock to help in routine disciplines—

“The clock says it’s about time to pick up blocks.”

“1 know you don’t want to go home from our trip, but my
wateh says it’s time to 9:0.”

Use eonfidenee in her relations with children——

“You can all lie quietly a few more, minutes.”

“Every day you are getting to be more cooperative.”

Explain and talk about disciplinary action-—

mYou ean’t push into Rutlis house. People knock on the door,
to be invited in.”

“This is your place to play now. If the others bother you too
mueh move over there.”

(live attention to positive values such as#

“You have been suell ,rzood helpers today.”

“The rain makes friendly noises on our roof.”

(iive every ehild in her group individual attention at sometime
during- the day.

Be gentle, but firm7 and consistent.

W/atch me!

THIS IS BETTER ————————————— THAN THIS

1. She uses positive suggestions—instead of negative directions

1. “John. you eau ride
around Carol.”

‘2. “John, leave the smut
in the box, please.”
11. She gives the child a
choice whenever she can
but only when he can
have a choice.

1. “Do you want to play
with the Moeks or the
clay 3"

HI. She respects the child‘s
individuality.

1. “The e olo rs Mary

used in

are pretty.”

her pieture

“Don't hump into (‘nroh John.”

“Don‘t throw the sand."

She does not state suggestions
in the form of a question when
no choice can be given.

home

“Do you want to go

now?”

Rather than making compa?
sons and encouraging competl-
tion between children.
“Mary paints so well. 1
her picture.”

“kl?

N THIS

rections
, John.”

gestions
m when

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30mpari'
competi-

I liki?

To one who is needing encouragement.

]. “Did you notii-o .lohn
spoke so Wo (‘Hlllll
hear him.

I\'. She gives the child mini-
mum suggestions to en—
able him to feel satisfac—
tion of achievement.

1. “Let‘s see. what does
a. car ll?l\'(‘,.’~~\\‘llt‘l't‘
will you put the on—
gine?”

“This is nice. toll llll‘
about it.”

a. “Could yon St‘U lwttui'

"John always speaks so we can

hear him."

Rather than doing it for him as
making models in art work,
woodwork, etc.

"llore is a Dit'llll't‘. You may

copy it.”

“What are you making? What

is it 3”

“Move oyor here.”

if you sat hero 3"
\. She accepts the child’s
right to feel as he does.

Instead of trying to make him
think there is something very
wrong in feeling the way he
l. llilly humps his kin-o does

and begins to (‘l')'.

"hat lnn't. (liiln‘t it

Billy? “'0 will rub it "You aren‘t hurt: (lon't cry
to make it t'iwl ln-t- Billy."
tor.”

KNOW THE CHILD

' lho l