xt7kh12v7926 https://exploreuk.uky.edu/dips/xt7kh12v7926/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1965-02 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. XXXIII, no. 2, February 1965 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. XXXIII, no. 2, February 1965 1965 1965-02 2022 true xt7kh12v7926 section xt7kh12v7926 L7;Wd83
22: ,_

Ellllﬂﬂlﬂll m HEIII'IIIIIW
FOB lllllllllEIl IIIIIIEII SIII

EIUCATION IN KENTUCKY
FOR CHILDREN UNDER SIX

Hll In a

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. XXXllI FEBRUARY, I965 No. 2

and
The
mu:
9011
sch
me
Sm:
bee
22m
Eim

FOREWORD

The purpose of this bulletin prepared l).' a committee in eoope '2 —
tion with the staff of the Division of l'nstruetional Services is to
present. guidelines and other valuable information relating to kinder-
garten~nurserv sehool education. Sinee 1956, increased emphasis
on kindergarten edueation has brought about many improvements in
the ]’>rogram for ehildren under six. It is quite evident that parents
and educators throughout the Commonwealth have beeome aware of
the value of edueational experimiees for these Children. The great
need for these experiences eannot be overemphasized since they will
f4ontribute to an enriehed year of living and readiness for formal
school life. \Ve are proud of the sueeess of the, program and anticipate
great, expansion under the Economic Opportui’iity and Elementary-
Seeondary Edueation Aets. I greatly appreeiate the efforts that have
been made in making the materials in this bulletin available for publi-
cation. l trust that the members of the profession and parents will
find the, information useful.

Harry M. Sparks
Superintendent of Public Instruction

vii

fulll
you
kinc
svhe

(1 izlf
mat
man

3211"

Xv“

year
Hm 1
folk;

ACKNOWLEDGEMENT

Educational experiences for children under six require a care-
fully planned program of activities centered 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 appre-
ciation and grateful acknowledgement to all who have contributed
materials. Miss Vivian Burke and Mrs. Clarke Cornell have given
many hours in compiling and organizing the information. Mrs.
lai'bara Miller prepared the Book List for children and Mrs. John
Newman did the art work.

The persons responsible for the program content have had many
years of experience in teaching children under six and understand
the needs and the potential of young children. \Ve are grateful to the
following persons:

Miss Vivian Burke, Instructor, College of Education, University

of lx'entucky, Lexington

Mrs. Clarke Cornell, Director and Teacher, Rosemont Baptist

Church Kindergarten, Lexington
Mrs. Elinor Hay, Department of Home Economics, Georgetown
College, Georgetown

Mrs. Edwin Burnett, Director and Teacher, Maxwell Street Pres-

byterian Church \Veekday Kindergarten, Lexington

Mrs. Franklin Chance, Director, Mrs. Chance ’s Preschool, Louis-

ville

Dr. W. R. McNeil, Superintendent, Bowling Green Independent

Schools, Bowling Green
Dr. James T. Moore, J11, Professor of Elementary Education,
University of Kentucky, Lexington

Miss Norma Perry, Department of Home Economics, University

of Kentucky, Lexington

Mrs. Martha Smith, Lexington

Mrs. Barba‘a Miller, Louisville

Mrs. John Newman, Owensboro

(Mrs) Va. Ruth Chapman, Supervisor
Kindergarten-Nursery-Educational Services

VT]

TABLE OF CONTENTS

ll lintroduction ........................................ 1
Brief History ................................... 2
ll. Teacher Parent—Child ............................ 5
Know the Teacher .............................. 5
Know the Child ................................. ll

Parents and 'l‘encliei-\V<>1'l{ Together for the Child . . . ‘20

lll‘ (lrmving 'l‘hroug'h Play .......................... .. 27
lV. The Curriculum ..................................... 29
The Program .................................... ‘29
Experiences in Language Development ............. 32
Experiences in Social Studies ..................... 40
Experiences with Science Activities “\Vhytality” .. 43
Experiences with Number Activities ............... 50
MusicalExperiences...................... ....52

Art Experiences ................................. 75

V. Ilealth—Safcty—Nutrition ........................... 59
Emergencies .................................... 59

VI. Facilities and Equipment ............................ 61
Indoor and Outdoor .............................. 61

VII. Resources ........................................... 69
(Lists of Books, Records, Films, etc.) ............. 69
Bibliography .................................... 78

Vlll. Room Arrangement .................................. 81
TX. \Vhat Should a Good Kindergarten Program Do ........ 87
X. Leg-a1 Responsibilities ............................ . . . 91
Kentucky Law .............................. 91

Private Kindergartens—Nursery Schools ........... 93
Regulations—State Board of Education ........ 93

Public Schools ................................... 99
Law—Age Entrance—Kinderg'artens .......... 103

L INTRODUCTION

Kindergarten-nursery schools are designed to help children
learn by experience the skills of group living, through a planned pro—
gram 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 children
grow physically strong and emotionally stable so as to gain control
that comes from within themselves. l‘loth indoors and outdoors the
children are free to plan and execute their own ideas with a variety
ot,‘ materials and needed guidance that lend themselves readily to
the imagination of a little child.

Since traits of character established in childhood persist
thrmtghout lite the importance of kimlergarten-nursery school years
cannot be overstressed. The habits, values and attitudes essential
to sueeessl’ul living find their beginnings in these, early school ex—
periences. A good kindergarten—uursery school is not simply a play
group with nurseinaid care but a school with teachers who are pre—
pared to work with little children with uinlerstaiuling and insight.

Kentucky has made progress in the area of early childhood
education in providing supervision for private kindergarten-nurserv
schools through legislative action.

The 1956 Legislature enacted a law authorizing the State
Superintendent of Public lnstruetion to issue Permits to private
child care centers according to standards and regulations adopted
by the State Board of Education. Annual Permits are issued to
kimlergartens, nursery schools and day care centers making appli-
cation.

ln 1.062 by legislative action the State Department, of Child
\Velfare was authorized to license day care centers thus leaving the
responsibility for supervision and the issuance of Permits to kin-
dergarten — nursery schools with the Department of Education. The
law enacted in 1956 was revised during the 1964 Legislature in
order to update the terminology and to make mandatory that all
private centers caring for four or more children be under the
supervision of a state agency.

Part time supervision was provided by the State Department

of Education until November 1962 when the position of Supervisor
of Kindergarten - Nursery School Education was given full time
status.

Two other state agencies. the ,l)epat'tment ot Public llealth
and the Department of Safety and Fire Preyention. work in eo-
operation with the Department ot3 Education in providing- for the
health, safety and education of children under Six.

at
yi

A BRIEF HISTORY OF
KINDERGARTEN - NURSERY SCHOOLS

KINDERGARTEN

Frederick Froebel. 1752—1852, known as the Father of Kinder-
garten, was the first educator to practice his theory. He established
the first kindergarten in Blankenburg. (flermany 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
be developed. Play should be used to foster the educational de—
velopment of the child.

Louisville, Kentucky had one of the earliest kiiulergartens.
This kindergarten was opened around 1900 by Miss l’atty Smith
Hill and Miss Anna Bryan. Kindergartens were a part of the public
schools 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 became part of the public schools. St. Louis, Missouri had
the earliest public kindergarten in 1873.

NURSERY SCHOOL

Nursery schools are a comparatively recent development in
pre—primary education. in the years between 1915—20 interest de—
veloped in many universities, Merrill-Palmer li‘onndation in Detroit
and Bureau of Educational Experiments in New York. These pro—
vide training centers for teachers of preschool age children.

Until 1933, nursery schools were relatively few. However, in
1933—34, federal appropriations under the “Torks Progress Adminis-
tration were made to states for establishment- of nursery play
schools for underprivileged children. Again. during \Vorld \V'ar
H 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.

(11'011
quali
enws

learn
wriu
km)“
dil'cx:
11mm
1]] ing
02113211

1
build
H10 h
and \
mess
the 1)
day 1
the ('1
,Q'ar’re
patio}
and I

j
mom
and f
young
This .
ac‘mri
oxplo:
{tram
siriw

A
kinda
meet
day 1

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. ’l‘eaching is making it possible for a child to learn those
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 understamling. 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. \Vithout this acceptance of the child on
the part of the teacher and of the teacher 011 the part of the child
day living brings. As the teacher plans to meet the day by day
the 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 kimlergarten — 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
.VOllllg child on the part of the teacher. It does not just happen.
This challenge must be met in a learning situation which is char—
acterized by activity as the child seeks to learn about things through
exploring, handling, hearing, smelling and manipulating. The pro—
gram must focus 011 an active experimental kind of learning that
strives to build understandings as well as intangible skills.

Ability to plan and coordinate is an essential quality for the
kindergarten - nursery school teacher. Planning must be done to
meet long range purposes as well as to meet the changes day by
day living bring. As the teacher plans to meet the day by day

livin;
socia
‘rinuo
plam
111mm

THE

)_A
‘n

O
Tho

7/7

«1
)J.

in
12. A
p]
13. B

THE '

hi
T]

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.

3 She cannot push growth. It develops slowly, influenced by
everything and everybody around the child.

-Ll. She must keep her sense of humor — laughing with the Chil—

dren ~ never at them.
a. The safety of her children is paramount.

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

«1

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. \Vhen excitement mounts, it is her turn to be self-possessed.

11. 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 quiet 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.

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

She must earn his love, confidence, and respect.

3. 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.
2. When she speaks to a child, she comes near to him, then gets

his attention.

6. She sympathizes, when sympathy is necessary.

«1

I like to take life easy.

iii 3. When she needs to speak to the whole group, she has a quiet THE
ll signal-maybe a chord 0n the piano—01‘ a hand signal. 1,
5'3 4. She handles mishaps as calmly as possible. “This is an aeei- 2_
(lent. \Ve can help fix it.”

She explains the unusual, truthfully and casually.

“’3

“Tl
mu
Gl‘
“YI
HT}
GiV
(1111
Be

liet THE TEACHER SETS A GOOD EXAMPLE

1.
:ei- 2.

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 '3” “Thank you, Mary, for help-
ing Sue tie her shoe lace.”

By not talking down to children. She respects them.

By not hurrying them.

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

By not frightening them in any way.

By not using threats or bribes to force behavior.

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

THE TEACHER REMEMBERS T0
1.

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

Be interested and helpful in the ehild’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 much as
possible.

Use the clock to help in routine discipline—

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

“I know you don’t want to go home from our trip, but my
watch says it’s time to go.”

Use confidence 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—«

“You can’t push into Ruth’s house. People knock on the door,
to be invited in.”

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

Give attention to positive values such as—-

“You have been such good helpers today.”

“The rain makes friendly noises on our roof.”

Give every child in her group individual attention at sometime
during the day.

Be gentle, but firm, and consistent.

4.23

Watch me!

THIS IS BETTER —————————————— THAN THIS
I. She uses positive suggestions — instead of negative directions

1. “John, you can ride
around Carol.”

“John, leave the sand
in the box, please.”

II. 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 blocks or the
clay ?”

III. She respects the child’s
individuality.

1. “The colors Mary used
in her picture are
pretty."

“Don’t bump into Carol, John.”

“Don’t throw the sand.”

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

' 7]
“Do you want to go home now?

Rather than making compari-
sons and encouraging competi-
tion between children.

“Mary paints so well. I like
her picture.”

lV. Sh

hi1
ac]

V. Sh1
rig

The
ing out 1
about hi
his expi-
vides ex
never at
interest

(jilll
equippe(
nient or
frequent

ions
'hen

“1:27)

pari-
peti-

To one who is needing encouragement.

1. “Did you notice John
spoke so we could hear
him.

IV. She gives the child mini—

mum suggestions to enable
him to feel satisfaction of
achievement.

1. “Let’s see. what does
a car have 1’ — where
will you put the en—
gine?”

-. “This is nice, tell me
about it.”

3. “Could you see better
if you sat here ?”

V. She accepts the child’s
right to feel as he does.

1. Billy humps his knee
and begins to cry.
“That hurt. didn’t it
3illy? “'0 will rub it
to make it feel better.”

“John always speaks so we ean
hear him.”

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

"llere is a picture.
copy it.”

You may

“What are you making? \Vhat
is it 3”

“Move over here.”

Instead of trying to make him
think there is something very
wrong in feeling the way he
does.

“You aren’t hurt; don’t cry,
Billy.”

KNOW THE CHILD

The kindergarten-nursery school age child is constantly reach-
ing out. for understanding. He is ever curious and alert to the world
about him. His desire to learn, however. takes sudden shifts and
his expressed interests change quickly. A good program then pro—
vides experiences which encourage curiosity and build interest but
never attempts to force the child beyond the point where high

Interest can be maintained.

Children within this age range want to learn but are not
equipped to meet the strain of set standards of academic achieve-
ment or to cope with pressures without frustration. Failure is a
frecluent experience at this age and the child may quickly loose

confidence in himself if he is forced with day—tO—day formalized
instruction. Learning experiences should focus on providing oppor-
tunities for children to observe at first hand those things which
are Vital to their daily living and which build meanings. Learning
and growth proceeds from the simple to the complex, from concrete
to the abstract in an orderly sequence. Conflicts can be expected
to appear which is normal. and desirable.

Do you know me?

U
outloo
self", a
the hi

under:
greate
home
cult. o
A
up” ¥
a d a p t a
lenges.

lized
)por-
rhich
'ning
cretc
Beted

Children need warmth and friendliness at all times. The child’s
outlook upon life. his feelings about adults, his eont'ideuee in him—
self, and security with others. will depend to a large, extent upon
the kind of eontaet's he is making.»- now. lle needs sympathy and
understanding. but should not. be “over proteeted”. He may have
greater need for this type of understanding. when he first leaves
home and enters sehool, when he is finding a task especially diffi-
cult. or when hurt physieally or emotionally.

A child must feel adequate. and he must feel that he “lileasui‘es
up” — that is. he must have a healthy self—(:outrept if he is to be
adaptable to his social, emotional. physical and intelleetual chal—
lenges.

“The waves are high today.”

3: SOME GENERAL CHARACTERISTICS OF YOUNG CHILD
1‘ (3 to 6 YEARS):

SOCIALLY
The child:
Is ready to work and play in small groups.
Can share ideas and materials—however, he finds sharing diffi-
cult—feels very strongly about his rightsHhis concepts of
ownership may be immature.

Frequently forms intense short lived friendships,

Crayes attention from adults and ehildren.

Is largely self centered.

Likes to imitate the world about him.
EMOTIONALLY

The child:

ls fresh and honest in the expression of his emotions.

Rapidly changing moods.

Intense, but short lived emotions.

May be fearful of new experiences

ls growing in self control.
INTELLECTUALLY

The Child:

Has a short interest span.

Needs to change activities frequently.

Has a vivid imagination.

Is curious about the world around him.
Learns by seeing and doing.

Gains understanding through play activities.

PHYSICALLY

The child:

Has high energy level.

Needs physical activity. He climbs, jumps, runs, and hops (one
of the hardest tasks at this age is for a child to sit still).

Needs passive activity.

Tires easily, but does not realize it—(rest is essential).

Is susceptible to colds and infectious diseases.

Needs time to develop hand—eye coordination (eyes are still in
period of growth—danger of eye strain).

A LITTLE CHILD LEARNS

THROUGH PLAY:

He dramatizes his imaginations.
He likes to role dramatize.

He constructs out of blocks.

He paints in his individual way.

He learns to share.

He learns through concrete experiences.
A child learns through play.

A child learns more through play.

A child learns most through play.

HE GROWS:

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

We do not teach anything too early-too soonietoo ,t'ast~this
often retards growth.

SHOWS HOW HE GROWS:

By being happy.

learning to listen to others.

By increasing independent behavior.

By following simple directions.

By learning to share time with others.

By learning to manage disappointment‘.

By increasing his control over emotional responses.

W
A

THE YOUNG CHILD IS:

Active Noisy

Curious :[m it at ive

Undependable Happy

Unreasonable (at times) Aware of. his surroundings
LIKES TO:

Climb Make choices lnild with blocks
Jump Pound clay7 Paint:

Pull Make things Use colored ehalk
Push Listen to stories \Vork puzzles
\Viggle Look at hooks Play dolls

Crawl Play with water Dress up

Talk Hammer—Saw Please adults
Listen to records Dig Be recognized
Sing Feel objects Be praised
Create Collect things ",le appreciated

GENERAL NEEDS

A child’s early experiences are important. Subsequent ones

may greatly change 01‘ rc-inforce the earlier ones. If a child is ‘50

find in
diffieu
will no
the re:
first so

THE C
To
a bl
To
d ox
dec
To
To
To
To
1\t1
'l‘o
SOCIAI
To
To
To
To

sess
To
sequ
PHYSIC
To l
To 1
To l'
INTELLI
To h

find inner happiness, to feel comfortable, and to be able to face the
difficult stages in the development of a healthy personality; he
will need the help of understanding adults. The teacher must share
the responsibility of providing good growing conditions in the
first school year.

THE CHILD NEEDS:
To associate with healthy adults who are consistent, depend-
able, and friendly.
To have teachers who can be comfortable with the ups and
downs of young personalities and capable to make wise, quick
3 decisions whenever the occasion may arise.
To have opportunities for an increased amount of self direction.
To develop respect and appreciation for authority.
To have a few rules which are clear and enforced.
To see a purpose for rules—and help set them up.
Attractive rooms with suitable, accessible materials.
To have his work exhibited on eye level bulletin boards, etc.

SOCIAL AND EMOTIONAL NEEDS:
To accept and be accepted.
To feel the security of belonging to his group.
To know that he is wanted, needed, and loved.
To accept and assume responsibilities on his level.
To try out social techniques acceptable to the group.
To understand and appreciate the meaning of courtesy.
To have opportunities to learn to respect the rights and pos-
sessions of others.
To accept the consequences of his own behavior if the con-
sequences are not too severe.

PHYSICAL NEEDS:

To have his biological needs met.
To learn the basic rules of health and safety.
To have large and small play equipment and materials.

INTELLECTUAL NEEDS:

To have opportunities to explore, experiment, and investigate.
To extend his experiences and knowledge.
To receive recognition for his best efforts.
To have opportunities to achieve.
[165 T0 have opportunities to solve his immediate problems.
to To make decisions.

18.

Reme
put 11

Often

“York
Movm
I’m-sis
IS