xt7cnp1whg4m https://exploreuk.uky.edu/dips/xt7cnp1whg4m/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1957-07 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.), "Preschool Education in Kentucky", vol. XXV, no. 7, July 1957 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Preschool Education in Kentucky", vol. XXV, no. 7, July 1957 1957 1957-07 2022 true xt7cnp1whg4m section xt7cnp1whg4m 6 Commonwealth of Kentucky 0

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EDUCATIONAL BULLETIN

 

 

 

 

 

PRESCHOO/L EDUCATION
IN ’kENTUCKY

Published by
DEPARTMENT OF EDUCATION
ROBERT E. MARTIN

Superintendent of Public Instruction
Frankfort, Kentucky

 

 

 

 

 

—

ISSUED MONTHLY

: Entered as second-class matter March 21, 1933, at the post office at

, Frankfort, Kentucky, under the Act of August 24, 1912.

VOLUME XXV JULY 1957 NO. 7

 

 

 

 

  

 

 

 

  

 

 

 

PRESCHOOL EDUCATION IN KENTUCKY

 

 

365

  

 

 

 

 

 

FOREWORD

The 1956 Kentucky General Assembly passed the first law in the
State regulating private preschool centers. This law provides for
rules and regulations governing the operation of child care centers
and places the responsibility for their supervision upon the State
Department of Education. The purpose of this law, which was
initiated by the American Association of University Women, and
through Whose efforts the law was passed, is to provide a more
adequate program for preschool children. It is only through the
cooperation of those responsible for private preschool centers that
the provisions of this law can be effective.

This bulletin includes a copy of the law known as House Bill
No. 464, and a copy of the regulations for the operation of child care
centers as adopted by the State Board of Education. A practical
philosophy for working with children under six and helpful informa-
tion for planning a total program are included.

The need for good experiences for the preschool child cannot
be minimized. Patterns of thinking and acting are formed at pre-
school age that contribute to their readiness for more formal school
life and academic skills.

ROBERT R. MARTIN
Superintendent of Public Instruction

366

 

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ACKNOWLEDGEMENT

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i The State Department of Education recognizes the need for this

i bulletin as a guide for teachers of pre—school children. This need
has been emphasized by the passage of House Bill No. 464 which
provides for the adoption of rules and regulations for the operation
of approved child care centers in Kentucky.

Recognizing this need a committee was appointed to compile
the material. We wish to express our appreciation to the committee
i and to the directors of local child care centers for their contribution.

 

 

 

 

 

 

gm :he The committee members are:

es 01'

centers ‘_ Mrs. A. B, Sawyer, Jr., Chairman of the Committee

a ’ Country Nursery School, 1930-1956, Louisville

v State . . . . . . .

1h was ' Adult Educatlon, Univers1ty of Lou1sv1lle, Loulsv1lle

: d \ Miss Martha Jane Brunson, Kentucky Division of the American

31, an ; Association of University Women, Louisville -

a more Miss Vivian Burke, Teacher. Kindergarten University School,

lgh the . College of Education, University of Kentucky, Lexington

1'8 that ‘ Mrs. S. Franklin Chance, President, Southern Association of
_‘ Children Under Six, Louisville

ise Bill ' Mrs. Frances Goldsmith, Head, Home Economics Department,

ild 9 University of Louisville, Louisville

' earl Dr. Fred E. Harris, Professor, Elementary Education, College of

ractlea ‘ Education, University of Kentucky, Lexington

1forma- Miss Betty Jane ’l‘nttle, First Grade Teacher, Fayette County

School System, Lexington

cannot Dr. Opal Wolford, Associate Professor, Home Economics De-

at pre- partment, Berea College, Berea

,school Grateful acknowledgement and deep appreciation is extended

 

 

to Miss Dorothy Harrell, Teacher in the Louisville School System,
L0u1sv111e for the art work throughout the bulletin.

(MRs.) VA. RUTH CHAPMAN, SUPERVISOR
Attendance and Pupil Personnel
State Department of Education

367

 

  

 

 

 

 

   
 

TABLE OF CONTENTS

 

 

’u-iet’ llistory of Preschool Education ........................ 369
The, Nurserydiinderg-arten School . . . . . . . . . . . . . . . . . . . . . . . . . . . .372
The Day Care Center ...................................... 375
How a Little Child Learns ................................. 378
Three Year ()lds in Nursery School A......,.................38()
Four Year ()lds in Nursery School .......................... 381
Five Year Olds in Kindergarten ... . . . . . , . . . . . . . . . . . . . . . . . . .383
Play Emiipinent for ’l‘hree-Four-the Year ()lds . . . . . . . . . . . . . .387
llousing—Housekeeping ...................................... 390
The Teacher of Preschool Children ......................... 394
Parent-'l‘eacher Relationship ................................ 403
Science Stories—Music .................................... 40:3
I’IealthMNutrition ......................................... 408
‘When is a Child Ready for First Grade ...................... 412
Games Finger Plays .................................. 415
Suggested Equipment .................................. 417
Films ................................. J(21
Bulletins .............................. 421
l’iibliotrraphv '1 Story Books ........................... 422
’7 ' Musre Books .......................... 422
Records ............................... 422
L Books for Parents and Teachers ......... 423
Suggested Entrance Questionnaire ........................... 423
Suggested Plan for Preschool Playroom ....................... 425
Training Courses Available in Kentucky ..................... 426
Kentucky Law Concerning Child Care Centers ................ 428
Kentucky Standards for Preschool Care ...................... 43]
368

 

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BRIEF HISTORY OF PRESCHOOL EDUCATION

Plato was among the first to advocate the importance of train-
ing young children and urged a community nursery in setting up
his “ideal state”.

Educators in the sixteenth and seventeenth century wrote of
their theories relating to the values of early education for the
young child.

Frederick Froebel, 1782-1852, known as the Father of Kindergarten,
was the first educator to practice his theory. He established the
first kindergarten in Blankenburgh, Germany, in 1837. Mrs. Carl
Schrug, a student of Froebel, introduced the preschool to America
in 1865, when she opened a kindergarten in Watertown, Wisconsin.

The pioneers in America were Elizabeth Peabody, Patty Smith
Hill, and many others. Through the efforts and contributions of
these early preschool educators the kindergarten gained widespread
recognition in the United States within the short period of twenty-
five years. By 1890, most of the larger cities had established free
kindergartens.

Well known educators such as John Dewey and G. Stanley Hall
not only took an active interest in this early phase of education, but
encouraged the activity program. They recognized that the basic
fundamentals of the preschool theory would have impact on public
school education.

The earliest progressive kindergarten training school in Ken-
tucky was opened in Louisville around 1900 by Patty Smith Hill
and Anna Bryan. Miss Hill later became the Director of the Kinder-
garten Department of Teacher’s College, Columbia University,
in 1910.

Louisville was the center of preschools in Kentucky, where in

1900: the kindergarten became a part of the Louisville public
School system.

'1'HE FIRST NURSERY SCHOOL founded in the United States
was In New Harmony, Indiana, in 1826.

' 111 the years between 1915-1920, interest developed in many
universities, Merrill-Palmer Foundation in Detroit, Bureau of Ed-
ucational Experiments in New York. These provide training centers
fOP teachers of preschool age children.

Until 1933, nursery schools were relatively few.

369

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

   
 

However, in 1938-1934, federal appropriations, under the Works
Progress Administration, were made to states for establishment of
nursery play schools for underprivileged children.

Again, during World War II, federal funds, under the Lanham
Act, were made available for nursery schools, so mothers could be
released for war work. These funds were withdrawn in 1947 and
many schools were closed.

However, the impetus received during the war years helped
arouse favorable public opinion, and led to many permanent nursery
schools.

DAY CARE CENTERS also resulted in many geographic areas
to meet the demands of local working mothers.

The preschool centers in Kentucky made great progress when
the 1956 general session of the legislature passed House Bill 464.
All private preschool centers are now supervised by the State De—
partment of Education.

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THE NURSERY-KINDERGARTEN SCHOOL

The nursery school and kindergarten are organized communities
of preschoolers designed to help children learn, by experience, to
live together happily. Discussion groups, games, stories, trips,
rhythms, songs, work and play, help to develop traits of character
such as fair play, courage and respect for the rights of others. Every
endeavor is made to help little children grow physically strong and
emotionally stable, so as to gain control that comes from within
themselves.

Experiences are enlarged by trips to other places of connecting
interest. Both outdoors and indoors, the children are free to plan
and execute their own ideas with creative materials such as blocks,
paints, clay and woodworking. These lend themselves readily to the
imagination of a little child.

Authorities have long stressed the importance of the preschool
years for establishing habits and attitudes essential to successful
living. Traits of character established in childhood persist through-
out life. “’0 spend our lives in dealing with other people. A good
preschool is not simply a play group with nurse maid care, but a
school with teachers, trained to deal with the emotional problems
of little children, with understanding and insight. Cooperation and
friendliness, established at an early age, are a strong foundation for
the problems of adult life.

Rest periods alternate with periods of activity through hours
of the day, Mid-morning tomato juice is provided. A well-balanced
dinner, suitable for little children, is served at noon, if children
stay for afternoon.

Parents should always be welcome at the school, either to ob-
serve, or for conference planned to help meet problems that arise
in every normal family.

TECHNIQUES FOR GUIDANCE

Young children of nursery school age are developing fast
Lifetime emotional attitudes or feelings are being formed at thlS
age level. Adults need to be alert to the effect of their guidance
upon these basic attitudes. In general, we say that the adult’S T019
in the nursery school is one of remaining in the background, inter-
fering as little as possible, but always being present to offer guidallCG
at the right time. She should lend a helping hand to safeguard the
child from some physical object, or from other children. The child,S
sense of security depends in part upon this—a feeling that the adult

372

 

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will safeguard him. The adult’s tone of voice, facial expressions and
actual words are important, not only to convey confidence to the
child, but also in helping him carry out expectations.

Children need warmth and friendliness at all times but should
not be “smothered.” The child’s outlook upon life, his feelings about
adults, his confidence in himself and security with others, will
depend to a large extent upon the kind of contacts he is making
new. They need sympathy and understanding at all times, but
should not be “over protected”. They may have greater need for this
type of understanding, when they first leave home and enter school,
when they are finding a task especially difficult, or when hurt
physically.

Security for young children comes from knowing what is ex-
pected of them and being able to carry out these expectations. To
achieve this security, children need guidance—even correction. They
need to know what they can and cannot do. In general, children
should usually be told what to do, rather than be told what not to do.
Adults need to realize that children, too, have feelings. Correcting
small children across the room, or from a distance in front of
others, is as wrong as it is to do it to adults. The adult should move
near the child, speak quietly and calmly, but firmly, to him.

Children should be allowed to make as many choices as possible,
but they should never be given a choice if they are not to be allowed
to carry it out. Allowing many choices makes it easier for children
to carry out the other many daily demands which they are called
upon to meet.

373

 

 

 

 

 

 

 

 

 

  

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SUGGESTED MORNING SCHEDULE

FOR FOUR OR FIVE YEAR OLDS

Welcome individually, and decide if child is well.
Children go to coat room and remove wraps——reeeive help
where necessary
Children choose and start work in orderly room arranged
for block play, easel paiMing—workbench
Pick-up time—children clean room with teacher’s help
Toilet time followed by juice tomato or orange
Rest 0n cots or rugs—stories told by children
Music period—singing, dancing, jumping, partner game, etc.
Put on wraps
Outdoor play
Toilet, drink of water
Stories, poems, finger games by teacher
Children go home

 

Children play out each day the weather is suitable. \Vhen it rains
or snows too hard, the teacher may plan quiet, indoor work for the
11 o’clock period—allowing choice of finger painting, puzzles, games,
clay modelling, etc. She listens, too, for ideas from the children”
dress up, cutouts, pasting, etc.

She should always feel free to adjust her schedule to suit the
day, the children and herself.

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DAY CARE CENTER FOR PRESCHOOL CHILDREN

When a mother applies for day care services for her child, or
children, the two concerns she usually mentions are safety and
dependability. Often her feelings are based on an experience with
a sitter, whom she could not feel sure of, either that she could be
depended on for regularity, or for the kind of watchfulness that
enables a mother to be at her job without a feeling of worry always
in the background. \Vhen she learns that the day care center has
definite health standards and requirements, she is usually very
approving. She begins to feel that her child will be well cared for.
Occasionally, a mother will speak of the kind of experience her child
will have in growing up and developing, and learning to get along
with other people, but these are not usually of first importance, as
they are discussed at the time of registration.

Besides safety and dependability, the day care center must
provide many other things, because the day care experience is,
practically, a substitute for the home. The waking hours of the
children are spent, almost entirely, at the center, except for a few
hours at either end of the day. Almost all of a child’s play experience
and his relationship, with both children and adults, are centered
here. Whereas the nursery—kindergarten school strengthens the
child’s values derived in the home, the day care center has to play
a large part in setting values, as well. All of the nursery school
g0als of growth and development are present, with additional factors
to be considered.

The child of working parents lives under greater stress than
other children. There is the rush of getting to work 011 time, the rush
0f getting home to get an evening meal, and catch up on tasks in
the home. A child’s relationship with his parents comes at the
hurried, stressful part of the day. For this reason, it is important
that the atmosphere of the day care center be freed, as far as
DOSSlble, from anxiety, pressure and hurry. The atmosphere needs
to be one of warmth, calmness, and interest in the child and in the
group, Sometimes the greatest need of a child is that someone take
tune to listen, or to share an experience with him. A child may feel
that no one wants him, or is interested in him, bewildered at having
his mOther go off every day leaving him in this other place.

' 0.11 the other hand, a. child may need to be let alone, without
dll‘ection at times. Parents, in the time they are with them, realizing
ihg gaps, may try to make up for the situation all at once, and overdo
m dlrection and “training”. This child needs relief of another kind.

375

 

 

 

 

 

 

 

 

 

 

  

 

 

In other words, children in a day care center may need distance, or
closeness, or both.

Thought needs to be given to the alternating of activity and
relaxation, as evidenced in the following typical schedule. There
must also be consistency, along with flexibility, sensitivity to par-
ticular needs. This begins to sound like requirements for wise and
good parents. What day care center teachers hope to do is to
provide the good experiences of a nursery school, along with addi—
tional considerations that are a part of substituting for a home,
during the hours the children are in the center.

SUGGESTED DAY CARE CENTER SCHEDULE
7 :00 AM. OPENING
Inspection
Rest on cots
8 :00 A.M. Stories and records while children are still on cots
8 :30 A.M. Juice
Division into age groups for activities such as painting,
music, block play, doll play, rhythms and crayons
10:00 A.M. Outdoor play
Big muscle activity—4n gym if weather is inclement
11:00A.M. Rest on cots
Quiet games, finger plays, singing, etc. during this rest
Toileting and wash up
11:45 A.M. Hot meal
12 :15 PM. to 1:00 PM. Quiet play and books until nap
Small numbers going to nap rooms as they show readi-
ness. Stories during time children are falling to sleep
1:00 PM. to 3:00 PM. NAP
3:15 PM. Milk and snack
Division of children into age groups for free play
either indoors or outdoors until departure
5 :45 PM. CLOSING

 

  

 

 

 

 

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HOW A LITTLE CHILD LEARNS

—He imagines stories and tells them.
—She makes plans and carries them out.
—He plays vigorously with a stationary painted barrel.
—She constructs a. kitchen out of blocks.
—lle paints his home, with an angling TV antennae and an ang- \
ling chimney. But
—She shares; he learns to share. thrt
—She runs until she is tired; he climbs until he catches the
escaper.
—A child learns through play.
—A child learns more through play. ,
——A child learns most through play.

A child learns only as he grows

“Some grow quickly; some grow like most grow; some grow
slowly—and they learn in about the same ways.

— \Ve are only human; we cannot hurry growth. “Then we are
wise, we respect it, nurture it, appreciate it.

—V\Te do not teach anything too early—too soon. Too early
training often really retards growth.

H “7e do not, force walking, talking, reading, writing, skipping,
coloring, sitting, \x'histling, laughing, teething, running, eat—
ing, playing. '

A child shows how he grows

—By being happy.

~—By learning to listen to others.

—By increasing independent behavior.

—By learning to sit with a group.

-—By following simple directions.

—«By learning to share time with others.

—By learning to manage disappointment.

~By increasing his control over emotional responses. .

But he learns not one of these things just by being told—he learns
through direct experience

—~By asking increasingly complex questions.
—By increasing his vocabulary.

~—By using longer sentences.

—By increasing mastery of rhymes and rhythms.

378

 

 —By manipulating colors on paper, without teacher direction.
—By handling toys in his play.
f —-—By managing books and things.
—By increasing his span of attention.
—By relating stories in sequence.
—By being more and more curious about things and people and
places.
an ang- . —By increasing self—management.
But he learns not one of these things just by being told—he learns
through direct experience.
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THREE YEAR OLDS IN NURSERY SCHOOL

In a child’s develo )ment no rear stands alone or can be
I 3

chartered exactly. Each year is the result of all that has gone before
in his life.

THE VERY COMING TOGETHER OF THREE YEAR OLDS
is a large experience. Having a person take care of them who is not
their mother, using a strange toilet, listening to stories with others,
seeing other mothers and fathers, observing the way the teacher
helps and disciplines, watching other children play, laugh, cry, fall
down, recover and resume work—all these enlarge his small world.
They use the same kind of creative material as fours and fives, but
in a different, more solitary way. There is no planning between two
or more people. Two children,building together, may have entirely
different ideas as to what they are doing. To one the structure may
be a boat, to the other, a train. Attention shifts suddenly. The train
becomes a house or store with the greatest of ease. At three, it is
hard to get both feet off the floor at the same time. Painting or
crayon work is messy and purely experimental, but greatly enjoyed.

THE TEACHER NEVER TRIES TO MAKE THREE YEAR OLDS
KEEP WITHIN A PATTERN LINE.

In order to teach wisely and well, the teacher should know about
the general characteristics of children.

A three year old is~

— active — imitative — not capable of p13)“

— curious —— happy ing at long inter-

—— undependable — beginning to be vals

— unreasonable aware of surround- — or listening at long
(at times) ings intervals

He likes to —

— climb — play with blocks — pat and pound

—— ride — play with clay —- scribble

— pull — dress up — cut gashes in paper

—— push — look at books — paste paper on top

—— wiggle — feel objects 0f paper

—— crawl ~ finger them — dig

——talk —lick them —1iSt611 to records

— play in water — pat them

—— play with sand H handle objects

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FOUR YEAR OLDS IN NURSERY SCHOOL

Four year olds are more confident. They manage their arms and
legs better. They ask more questions, use more blocks, often plan and
build together. They need more materials, cover whole sheets with
paints of various colors, even show signs of patterns in some pictures.
They run a little faster, jump and think more quickly, remember
better and make contact with all the children in their group.

To know the characteristics of the age level helps the teacher
to guide the children effectively.

A four year old is —

 

 

 

 

— active — assertive —— responsible for own
——n0isy — imitative toileting
— curious — speaks in longer — plays at longer in-
—full of questions sentences tervals of time
—bossy — capable of dressing —unable to “stop
— silly self himself”
—— making excuses
He likes to —
— climb — make things he has — dig
—-jump created —feel objects
—pull — make choices — collect things
*PUSh — pound clay, make — build blocks
—— Wiggle things — paint
*OI‘an ~— use crayons —- use colored chalk
~talk —— listen to stories — work puzzles
~listen to records —look at books — dolls
-sing — play with water — dress up

— cook

 

381

 

 

  

  

FIVE YEAR OLDS IN KINDERGARTEN

I Five year olds make great use of organization in their play.

‘ The wagons, ropes, blocks, books, clay, paints, stories and music
still surround them. But now, their pictures take forms in definite
patterns, or simple familiar objects or people. “That kindergarten
teacher has not had her picture painted? They love to play to-
gether in groups, ‘my side and your side’. Dramatic scenes develop
quickly. They are filled with enthusiasm and a zest for life. Their
curiosity has no bounds. Their talk and bragging is endless. Their
physical activity and ability seem limitless. They are equipped to
‘live joyously’.

l GENERAL NEEDS

| 1. To learn, live, work, and play in attractive rooms which hold
many interests.

2. To know that he is wanted and loved and accepted.

3. To have opportunities to respond to authority.
To receive encouragement, recognition and praise for his best
efforts and behavior.

5. To understand and appreciate the importance of courtesy.

To have opportunities to learn to respect the rights and prop—

erty of others.

7. To have suitable materials to use for work and play,

8. To have a teacher who can, be comfortable with the ups and
downs of five year old personalities, alert to all that is going
on, and able to make quick decisions whenever the need arises.

 

 

  
 

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PHYSICAL NEEDS

 

 

1. To enjoy active and passive work and play.

2- To develop small and large muscles.

3- To learn basic rules of health and safety.

4. To develop the delicate eye muscles before formal reading.

SOCIAL NEEDS

1- To feel that he belongs to his group.

.2- To have an opportunity to solve his immediate problems.

3 To try out social techniques which will be acceptable to his
group.

4- To receive recognition for his best efforts and behavior.

2- To develop ability to get along with friends.

To assume responsibility suitable for him.

383

 

  

 

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EMOTIONAL NEEDS
To express his feelings.
To overcome nervous habits and fears. l
To be more aggressive if timidity is present.
To be less aggressive if over aggressiveness is present. i
To have his thoughts and mixed up ideas clarified by the
teacher.
To gain self confidence and assurance.
To develop attitudes of cooperation.
To develop a sense of humor.
To develop a feeling of trust in the teacher and his friends.

SIMPLE LEARNING NEEDS
To acquire knowledge of the world around him, on his level of
understanding.
To broaden his range of interest in the fields of literature,
language, art, music, science, numbers and people.
To explore, examine, experiment and investigate.
To think, reason, and make decisions for himself.
To have simple and direct answers to his questions.
To contribute ideas and tell of his experiences to his group.

SKILL NEEDS
To increase his vocabulary and conversation ability.
To distinguish between similarities and differences in sounds,
shapes and objects.
To organize his thoughts before oral expression.
To learn that books contain information and stories.
To lengthen his memory, attention, and interest span.
To use numbers when the need arises.
To learn to hold crayons, pencils, scissors, etc.
To sing or listen to music for fun.
To participate in rhythms and music interpretations.
To recognize colors.
To experiment With art matrials.

384

 

 

 

 

  

 

 

 

 

 

 

 

 

 

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PLAY EQUIPMENT FOR
THREE-FOUR-FIVE YEAR OLDS

Come, let’s play.
How often have you
heard that?

Is there any place
in the world where
play is valued so
highly as it is in
America? It is such a
natural part of the
young child’s life,
that all of us are inclined to take it too much for granted. Often,
an adult will say “he is just. playing”, and then proceed to interrupt
the child’s play, giving little thought to how occupied or interested
he may be.

Play is the child’s life. It is his work—his world. It is as import-
ant to the child’s growth and development as the food he cats and
the clothing he wears.

 

Worthwhile play —— “free play” — does not just happen. It is
planned for and guided by the teacher. Her exact role will depend
on many things, such as, what type of play is being carried on, how
many children are present, and their ages, etc. Children are curious
and eager to learn but they need opportunities. They need:

1. Space—Sufficient for active energetic play, as well as for the
more quiet play.

2. Material and Equipment—simple and varied to stimulate play.
Blocks, clay and paint are basic raw materials.

3. PlaymateS—relatively small groups for the safety and gOOd

fun of: the children.

4. Timefienough for each child to enjoy the activity thoroughly.
Understanding guidance of a teacher to promote the best grow-
ing environment for each child.

Blocks represent a considerable sum of money but if chosen

carefully and properly cared for they will last for years. Cardboard

boxes and cartons can be used, but must be replaced frequently.

Water play offers many possibilities. It may be used for pouring,
measuring, outdoor “painting,” and for washing dishes, dolls and
their clothing. It provides fun for blowing bubbles, floating objects
and learning about water currents.

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All children love some form of dramatic play. Children enjoy
a bed large enough to curl up in, a rocking chair, a doll carriagey
storage chests and cupboards, as well as dolls, dishes, and working
equipment. Satisfactory makeshift equipment can be made from
boxes and crates. Children love a box of “dress up” clothes.

Children love to dig—not just a sand box, but a place to dig
in real dirt.

The pre-schooler is in the large muscle stage. Equipment to help

him in his motor skills is essential. Only as he becomes competent in
these skills will he become self confident.

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HOUSING — HOUSEKEEPING

THE INDOOR AREA needs
to be planned as carefully as
that for outdoors. It is import-
ant to provide:

1. Airy, sunny, clean rooms

2. Warm floors for much
contact with young legs

3. Pleasing colors to sur-
round children

 

4. Enough room to wander
about, to look, to satisfy curiosity
5. Uncluttered surroundings
6. Simple furnishings and simple decorations
7. Large work and play areas indoors—space is basic to good

program
8. First floor rooms are best—basement quarters are not recom-
mended unless especially light, warm and well ventilated, and
dry
9. Open, 10w shelves, holding blocks and toys that children reach
for themselves. (Some open shelves may be put on rollers and
used as room dividers.)
10. Closed storage space for equipment not in daily use
11. Cloakroom with hooks, or bar, low enough to let children hang
up their own wraps
12. Bulletin boards low enough for children to see their own
paintings
13. A separate room for sleeping is excellent
14. Small tables and chairs should be of a size suitable for the
children
15. All furnishings and equipment should be durable and safe

REMINDER TO DIRECTOR — SEE KENTUCKY STANDARDS
~APPENDIX

SEE LEGAL FIRE PREVENTION AND SANITATION REQUIRE“
MENTS—APPENDIX

 

 

 

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“Let’s build a. garage”

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INDOOR EQUIPMENT to

Climbing apparatus Plants ; 1e.
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