xt7m0c4sm60s https://exploreuk.uky.edu/dips/xt7m0c4sm60s/data/mets.xml Kentucky Kentucky Department of Education 1936 135 . incl. forms. 27 cm. UK holds archival copy for ASERL Collaborative Federal Depository Program libraries. Call number LB1140 .W65 1936. books  English  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Kentucky Works Progress Administration Publications Report of Workers' Conference for WPA Nursery Teachers, University of Kentucky, October 12-30, 1936. Issued by Works Progress Administration and State Department of Education text Report of Workers' Conference for WPA Nursery Teachers, University of Kentucky, October 12-30, 1936. Issued by Works Progress Administration and State Department of Education 1936 1936 2015 true xt7m0c4sm60s section xt7m0c4sm60s    
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} REPORT OF WORKERS CONFERENCE FOR WPA NURSERY TEACEIERS  
1 I UNIVERSITY OF KENTUCKY I
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e>§»  October I2 - 30, 1956.  
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A y. we i%$ THREE WEEKS CONFEREPCE FOR NURSERY SCHOOL TEACHERS §
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S°?AJ.; H; George H. Goodman, State Administrator ;§
I ., —~TI Z #’ Elizabeth Fullerton Director Women’s & Professional Pro‘ects S
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‘A _‘ ~Qay it O. J. Jones, Director Educational Projects of Kentucky ii
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.. » "fx lm Harry W. Peters, State Superintendent of Public Instruction j¥
ID, nkiiy Homer W. Nichols, Director Special Education Q3
»%»‘ y tv Jane R. Shelby, State Nursery School Supervisor, WPA if
Q QT Nell Whaley, Assistant State Nursery School Supervisor, UPA ij
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» if Q,Q& Vary Mumford, Director University Nursery School Q3
_ _ ,Wya%—M$ Hrs. William R. Evans, Nursery School Specialist A A Qé
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` ' Authorization for a working conference for nur- .€
sery school teachers was received from the Educa- —§
y tion Division of the Works Progress Administra- Q?
y tion, Washington, D. C. under date of September 2, §
1936. Following this authorization arrangements were ]§
made with the University of Kentucky, by the Spon- _?
soring Agent, the State Department of Education, for ;§
a three weeks' work conference, the purpose of which 1;
was to train teachers not yet qualified in the spe- ng
cial field of nursery education. `E
 
Specific objectives were to give the teachers knowl- Q}
edge of the history of the Nursery School Movement, fi
of organization and management of nursery schools, of Eg
the needs of the young child, and a working understand- ij
ing of approved methods of techniques for child care gl
and guidance. Q
A lt is our hope that the training given will not only Q?
qualify the teachers to do more effective work and will [Q
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stimulate a desire to progress in this field, but also, pg
will through its application in the local communities, {Q
further interest in and understanding of nursery school ¤2§
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education throughout the State. Q?
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Jane R. Shelby ‘&
· Nell Whaley ‘“§
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Q C ONTEN TS I 
% I. Organization of Course Q
A II. History of Nursery School Education fg
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é III. Organization and Management of the Nursery School `Q
it The Physical Environment §
A Planning the Day's Program Q
Q Management in the Nursery School "E
?y The Teacher and Her Relationships _}
,i To Children Q
3 To Parents i§
I To Community Agencies JQ
g The Teacher - Her Personality Adjustment {
y Self Rating Sheets ·?
i IV. Child Management 3;
I Needs of the Child {Q
Q Age Level Behavior and Needs of Children {
,§ General Principles fg
5 g
Q V. Curriculum Content and Guidance .§
§ Procedures in the Nursery School _j
g The Child's First Day at School Qi
Q Health Care in the Nursery School _j
§ Food and Nutrition fj
§ Nurse's Duties _§
Q Morning Inspection C;
E Art and Play Activities gf
Q Suggestions for Teacher Guidance {Q
Q Play and Play Equipment Nj
§ Books About Toys __§
i Drawings and Specifications for Play Equipment %
é Pre-School Music lg
g Stories, Poems, and Pictures j;
i Nature Study if
§ VI. Sample Forms for Record Keeping §
ii J CE
. é VII. Key to Examination Questions E
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Y Efggghs THAT_y§KE A QQEQ_§yRSBRY SCHOOL ;§
 ;  
5 A good nursery school is a place where each child daily is f
{ being given an opportunity to learn how to take care of himself, Q
§ how to get along with other children and how to enjoy the world §
~§ around him, It is a place where he has the opportunity to grow O?
E physically, where he is kept well and healthy, where he can be Q
E serene and content and where he has an opportunity for many dif- E
g ferent experiences with guidance in all of these experiences. é
; · T
é Physical care is an important part of a good nursery school. T
{ Children should be protected from traffic hazards, fire hazards Q
§ and general accident hazards. They should be given the care ,§
é which makes the early detection of physical difficulties pos- E
{ sible, with provision for the correction of those difficulties i
E either through the child‘s own family physician or through ;§
A school service or such service as the school can secure. The E
§ everyday health needs of the child are taken into account in a ‘i
i good nursery school, e,g., sanitary toilet arrangements, provis— ‘;
X ion for regular elimination, well planned meals, provision for {
_§ rest, etc. §§
, The physical set—up is a factor in making a good nursery school. Q
L There should be space for eating, sleeping and playing, provis- i
E ion for storage of beds and bedding, toys and clothing, provis— —;
i ion for furniture adjusted to the child's size, equipment nec- ’ ji
a essary for eating, sleeping, toileting, playing, health care and ii
· , protection. gg
e ~ 4
` Good management of the environment is an important factor to j§
2 be considered. This should include consideration of the use of ii
{ tima, of the arrrngements for staffing, the movement of the child- ig
Q ren from place to place, arrangements for parents and visitors, §
T the keeping of records rnd the securing of services needed. {
J The relationships within the nursery school are another fac- jg
— tor in making the school a good one. These relationships in- §
~ clude consideration of the ralationships of the staff to each .§
, ether, to others in the building, to school authorities, to 'Q
Q the authorities of the organization with which the nursery school °§
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l {

 E is housed, to the head teacher, to the children, to the par- 'g
E ents, and to the supervisor. Relationships should be consid- $
_Q ered of the head teacher to the staff, to her administrative Ii
.Y authorities, to outside agencies, to the children and to the `Q
{ parents, Practical suggestions for points to consider in , §
T building up these harmonious relationships should be discussed Q
‘ . . E
‘ in detail by staff members. g
The guidance of the children is a highly important factor to Q;
consider. This includes consideration of the activities pos- lg
» sible for the children, of the general use of the environment g
providing for activity and of the actual techniques which the ‘j
teacher uses. All of these factors need to be considered in Q
. . , . -, ` *
s planning a good nursery school. Some way of studying the ChllG— g
· ren is important. This may be a system of records umich the vg
T teacher finds useful and on which she keeps running notes of Q
progress. Other records are essential, such as attendance, ~§
health and the recording of any tests given, ?§
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l I. ORGANIZATION OF WORK CONFERENCE. g§
g A. Purpose: To train teachers not yet qualified in the §
f special field of nursery education. §
 
B. Objectives: To give teachers a knowledge of ;§
Q (l) history of the nursery school movement. gg
‘ (2) organization and management of nursery »§
schools. ,§
if (5) needs of the young child, and a Q
* (4) working understanding of approved methods _Q
j and techniques for child care and guidance. g
4 C. Duration of Conference: Three weeks (six days per week). {
I 1, Division of Work _Q
g Class Work - including lectures, discussion `E
( periods, examination and meeting _;
; of the Central Kentucky Educational ll
p Conference. I?
. Observation -0f Nurser Seholls, Kinder arten li
¤ Y re
§ and Parent lbetings. ·j
E Practice Teaching- A
Individual Conferences {
` Library Work `Q
i 2. Credit --- 5 Hours in Education Course l95a. Ii
‘ 5. Tuition --— $14.00 for three hours credit. tf
. D. Instructors `Q
, l. Mary Mumford, Director of University Nursery School. e}
{ 2. Mrs. William K. Evans, Nursery School Specialist. Qi
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‘i E. Class Personnel. _§
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`@ Fifty-one(5l) teachers who had been certified for WPA em- 3
Q ployment and had been assigned to the Nursery Project were §
E admitted to the Education Course l95a. §
i The educational background of these students ranged from i
y thirty-two to one hundred and fifty-nine college hours, E
T with majors in Kindergarten, Primary Education, Elementary {
A Education, Romance Languages, Mathematics, English, Physi- g
`P cal Education, History, Science and Home Economics. Ten of E
Q these students have A. B. degrees, two of them have E. S. Q
§ degrees and one has an M. A. degree. Forty-five of those at- .§
j tending the conference have had some teaching experience. Q
Q ¤§
ii F. Observation and Yractice Teaching. ·§
._s 4
T The students were divided into two groups for class work--- if
E one group to be under the direction of Niss Mumford and the 'Q
Q other under the direction of Mrs. Evans. {
Ei `  
i The thirty hours of observation were divided into two and one Q
g half hour visits to each of the six schools cooperating. The {
j schedule was arranged so that each student observed the first 5
Q part of the day at one visit while the last part of the day's {
Q program was observed on another day. In this way each student .@
Q observed an entire day's program in six different "set-ups". ij
Q Three hours' observation of parent meetings in three different ug
§ schools was required. Z;
Q The fifteen hours practice teaching were divided into five hours ig
E at each of the two white emergency nursery schools and five hours rg
t at the University Nursery School. This was also arranged so that §
é each student had practice in teaching during the entire day's pro- E
E gram.in each of the three schools, ln order to conserve the stu- .,2
Q dOnt's time, energy, and carfare, they were scheduled to spend 4;
2 an entire day at one school - part of which was used for observa- 2
Q tion and part of which was used for practice teaching. -§
as ’ 3
§ Each of the two classes was divided into six groups for observe- cg
§ tion and practice teaching. ln order to make supervision by the Q
§ instructors easier, the six groups of one class were assigned to ·§
{ three schools and the six groups of the other class were assigned Q
% to the remaining three schools. This arrangement facilitated sohe- Q
é dule making for any student enrolling late in the class. i
§ Observation and Practice Teaching were scheduled in the two white g
§ Emergency Nursery Schools, and the University Nursery School. Cnly Q
§ observation was scheduled in the two colored Emergency Nursery g
§ SCh00ls and in the University Kindergarten. Observation in the j
§ Kindergarten was arranged in order for the students to observe the {
Q differences between the nursery school and the kindergarten and i
é also to see the splendid teaching personality of the teacher in g
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Q G. Observation and Practice Teaching Centers. ii
g 1, University Nursery School, l49`Washington Ave., Lexington, Ky. 3
3 Staff Members: Teachers — Dr. Ruth Melcher A
P Eva Mae Nunnelley (substitute L;
‘ for Miss Lhnaford) ,§
v Minnie Wilkinson (Q
Stenographer — Georgie Hooks E
~ cook - §
J
_ 2. University Kindergarten, University Training School, Lexington, Ky. gg
; Staff lknbers: Teacher - Margaret King ~§
Z A
T 5. Lincoln Nursery School, 997 W. High St., Lexington, Ky. `§
? Z
— . . . -€
é Staff Lembers: Head Teacher - Katherine Caldwell i
A AsSt.Teachcr - Ruby`Watson if
j Nurse — Uargaret Arnett, R. N. Q}
Q Cook - Althea Lowry .§
é NYA Help yy
i 4. Kenwick Cavalry Club Nursery School, Lexington, Ky. E
E 5
i Staff Members: Head Teacher — Virginia Pitzer ;i
5 Asst.Teacher - Bess Turley Kriegel _ ‘j
Q Nurse - Margaret Arnett, R. N. jg
, Cook - Cordie Corman .g
Q NYA Help .»  
A 1;
Q 5. George W, Carver Nursery School, Patterson St., Lexington, Ky. I;
A i
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A Staff Members: Head Teacher - Mary Ellen Long {
§ (colored) Asst.Teacher — Augusta Moore -§
§ Nurse - Margaret Arnett, R. N. ,g
Q Cook - Lonella Oldham, 4$
  NYA Help A-  
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Q 6. Constitution Nursery School, 514 E. and St. Lexington, Ky. ;
Q; Staff Members; Head Teacher - Rosie Jackson PQ
§ (colored) Asst.Teacher — Ester Bell Johnson §
,’._ Nurse — Margaret Arnett, R. H. f
QE Cook — Leona Irvine E
5{ NYA Help Q
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{ H. Course Requirements. _€
   
i l. Attendance at Parent meetings; 1
Q Lectures (l) Kenwick School-Oct. 22 —3;5O P.I. f
i Conferences (2) Lincoln School-Oct. 27 -3;3O P.§. Q
Discussion periods (3) University sc.—oct. 2O -7:5O Pen.  
° Observation periods if
Practice teaching periods E
» r
_Q 2. Lecture Notes ———— due Oct. 50th i
‘ A iq.
§ 3. Reading Notes ---- due Oct. l7th, Zdth, and 50th. ‘f
Q Use 4"xG" cards _§
f Include subject, title of book, author, and pages read. §
  22
i 4. Term Paper ——-——— due Oct. 28th. _§
i Write a detailed description of your plans for your school rg
é for the coming year. Be sure that you include answers to the ~g
_Q following questions; g
i What type children will te in your school? How many? Qi
Q Will there be other teachers in the same nursery school? E
§ How will the work be divided? {
l What space will he available for outdoor play? What §
Q equipment do you now have? List any additional equip- {
A Q ment and toll how plan to provide for it. Will other if
lg groups be using the same equipment? Q?
E What space will he available for indoor play? what play ' _Q
Q materials will you provide? Draw a diagram of your nur- Q
§ sery school room or rooms and show the location of all pf
Q furnishings and equipment. QQ
r § Describe toilet and wash room facilities and your plans if
3 for bathroom rountine. What equipment and supplies will `Q
Q you have to provide? ii
Q lhiere will the children eat? Who will plan the meals, Q
Q do the marketing, prepare the food, serve the food, if
Q and wash the dishes? Ԥ
Q Where will the children sleep? What equipment and sup- ~§
E plies will you have to provide? ii
. Q who will keeo the rooms clean? iyi
i Make a tentative schedule of your day’s activities. $
Q How do you plan to provide for daily health inspection, §
J weighing, measuring, and physical examinations? ig
r, Tkmt records do you plan to keep and what use do you {
i plan to make of them? . i
` nhat are your plans for enlisting parent cooperation? Q
2
i, 5. Examination i
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i§ UNIVERSITY OF KENTUCKY it
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Q Outline of Lectures for Emergency Nursery School Training Course If
Q October I2 — October EO 1936 _Q
. .9
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I .5
· I. Emer enc Nurserr Schools. i
S Y 5 .
. , , _ ¥
I l. Why has the Government set up Emergency dursery Schools? §
‘ 2. Value of nurse school to the communit . 1
` 3 · H H H H H tr pa Tents •  
Z 4. H II H H ll H    
‘ Q 5. Personnel of the nursery school. `§
q q
. l
I { II. Physical needs of the young child. Q
Q l. Fresh air and sunshine. `E
i 2. Ade uate la snace and activiti. _1
a . * "
i o. Good food. _;
{ 4. Adequate sleep and rest. li
Q 5. Good toilet habits. If
Q 6. Physical protection. ¥§
. _ _(
4 7._Adequate clothing. J
i III. Educational needs of the young child — outdoors. i
i IV. Educational needs of the vounv child - indoors. pi
I ~ J . 4
. -‘ 1
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=Q V. Educational needs of the young child — music, pictures and stories fi
·y l. Equipment and materials needed and where available. ·§
yi 2. How age levels differ in use of equipment and materials. ;§
Y 5. Techniques of guidance in use of materials. lg
W ·¢
1 *i
? VI. Training the child throuxh the dailv routine. if
A ·.» .,,~ J  
l. Rest and slee rocedure. It:
I P P p
g VII- Training the child through the daily routine. O;
I l. Mealtime procedure. §
I VIII- Training the child through the daily routine. V`;
i l. Bathroom procedure "g
` (I) Toilet training. §
_ (2) Dressing and undrcssing. eg
_ (3) Washina. ?
A
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IX. Planning the daily program. €
X. Pehavior in the nursery soycolz What is a good child? 5
» c a XI. Methods of discipline. {
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_? XII. Behavior problems. ri
 Z Temper tantrums Timidity §
g Lying Thumb sucking §
j Enuresis Anger and fighting g
Masturbation Noisiness _Q
a
XIII. Parent education and cooperation with the home. §
Demonstration Parent Conference in addition to lecture. j
Q ti
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· X7 f‘ F ' 1 l 1 1 C. . .L _ . it
XI`. Pro essiona out oo; of tne nureery school teacher. Q
Relation to the nursery school movement. gg
  Relation to fellow workers. §
— Relation to community. -5
Contacts that will strengthen health program, educational 3
. program and will aid in securing material. E
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{ Rnlsisc issicsrsnrs i
` p Emergency Nursery School Training Courses Fall 1956 _§
  'F
é I. Emergency Nursery Schools — October 12th. Q
E 1. U. S. Office of Education Bulletin of information for Emergency {
{ Nursery Schools, Bulletin No. 1. Administration and Housing, pp. 7 -17. §
_ P 2. Foster and Mattson — "Nursery School Procedure", pp. 198 - 201. ?§
` — I;. Fhysical Needs of the Young Child — October 15th. §
y 1. Fresh Air and Sunshine. €
* Sunlight for Sabies — Folder No. 5 Ghi1dren*s eureau §
` ` Read the entire pamphlet. §
g Elatz, Millichamp & Fletcher - "Nursery Education" — pp. 544 - 545. i
Q 2. Adequate Play Space and Activity. ‘f
i Blatz, Millichamp & Fletcher — "Nursery Education" —pp. 545, 544, _Q
_; pp. 1s? - 157. g
§ 5. Good Food. §
rl Kentucky Relief administration — Home Economics Bulletin {-11. Q
{ Lowenberg — "Food for the Young Child" - pp. 1 — 26. §
Q Rand, Sweeny & Vincent — "Growth and Development of the Young di
Q Child" — Chpt. C, pp. 511 — 515. —§
il Sweeny and Buck (The Merrill — Palmer School) — "Eow to Feed pg
§ Children in Nursery Schools" - pp. 9 — 51. yd
§ U. S. Dept. of agr. Circular No. 2—5 - "Mid Day Meals for Preschool `Q
Q Children in Day Nurseries and Nursery $choo1s" — pp. 1 — 25. {
1 U. S. Dept. of Labor, Bureau Publication No. 50 - "The Child from E
E One to six" - pp. 45 - 64 _§
E Foster & Mattson — "Nursery School Procedure" — pp. 157 — 159. _Q
g 4. Adequate Sleep and Rest. ;E
E Foster & Mattson - "Nursery gchool Procedure" - pp. 147 - 155. _Q
Q Blatz, Millichamp 5 Fletcher - "Nursery Education" - pp. 117 — 125. {
Q L. C. Wagoner - "The Development of Learning in Young Children" UQ
§ ch. 11, pp. 217. ig
Q U. S. Office of Education Bulletin No. 1 — "Administration and ·§
E Program" — pp. 19 - 20 ’f
g 5. Good Toilet Habits. _ Q
E Faegre and Anderson - "Child Care Q Training" - Ch. 10, pp. 155 — 144. Q
Q Vmrjng - "Tho Behavior of Young Children" - Vol. 11, pp. 61 - 105. nf
UE Blatz, Millichamp & Fletcher — "nursery Education" — pp. 69 - 81. ’§
TE Foster & Mattson - "Nursery School Procedure" — pp. 125 - 150. ~§
E Iowa Child Welfare Research Station - "nanual of Nursery School Zi
—{ Practice" ~ pp. 72 — 75. ;i
t L. C. Thgoner — "Development of Learning in Young Children" - E
—§ Ch. 15, pp. 224 — 254. Q
N5 Rand, Sweeny & Vincent — "Growth and Development of the Young Child" :§
g pp. sas - 527. §
if U. S. Dept. Labor Publication No. 50 — "The Child from One to six" - Q
.; pp. ss - s?. {
Q 6- Physical Protection §
Q lowa Child Welfare Research Station — "lhnual of Nursery School i
.f Practice" - pp. 27 - 45. g
;‘ Blatz, Hillichamp & Fletcher — "Nursery Education — pp. 549 - 558. §
Q U. S. Sept. of Labor Publication No. 50 — "Thc Child from Ono to Q
Q Six"- pp. 57 — 44. l
_Q U. S. Office of Education - "Emergency Nursery School Bulletin No. 1, Q
—g pp. 14 - 17. {
d 7- Adequate Clothing 5
;§ Bldtz, Millichamp & Fletcher - pp. 514 - 516 and pp. 545 - 545. E
Qf U· S. Dept. of Labor Publ. No. 50 - "The Child from.0ne to Six" — i
il pp. ?4 - ss. §

 Q Reading assignments cont'd E
2 U. S. Office of Education — Bulletin No. 1 for Emergency Nursery YE
Q Schools — pp. 2O — 21. 5
E Foster & Mattson — "Nursory School Procedure" - pp. 119; pp. 172 - 185. {
° § Waring — "Behavior of Young Children" — Vol. 5, pp. 1 - 44. p
“ 1 lll. Training the Child Through the Daily Routine — October 14. Q
Q 1. Rest and Sleep Procedure E
g Blatz, Millichamp & Fletcher - pp. 106 — 117, pp. 129 - 151. Q
{ Iowa Child Welfare Research Station - "Manual of Nursery School {
E Practice" - pp. 59 - 45. Q
E L. C. Wagoner - "Development of Learning in Young Children" - pp. 215 — {
¥ 225. é
_ Q Foster and Mattson - "Nursery bchool Procedure" - pp. 147 — 154. Q
' E IV. Training the Child Through the Daily Routine - October 15. Ԥ
Q 1. Mealtime Procedure Q
Q L. C. Wagoner — "Development of Learning in Young Children" — Q
wg pp. 198 - 214. Q
F Foster & Mattson — "Nursery School Procedure" - pp. 159 - 145. g§
E Institute for Juvenile Research — "Tho Preschool Child - The Habit _§
p2 of a Normal Appetite" — pp. 1 — 8. §
Q Haxton & Wilcox" - "Step by Step in the Nursery School" - pp. 89 - 127. _€
i Blatz, Milliohamp & Fletcher - "Nursery Education" - pp. 82—105. ·1
‘ {V. Training the Child Through the Inily Routine - October 15. Q
Q 1. Bathroom.Procedure Q
E H. Johnson - "Children in the Nursery School" - pp. 22 — 42. j
‘ Q (1) Toilet training — Haxton & Wilcox - "Step by Step in the °Q
Q Nursery School" - pp. 128 - 146. ·§
Q Also all of the reading references lis