The nursery school and kindergarten : human relationships and learning / Katherine Read, June Patterson.
|Location||Call Number||Status||Consortium Loan|
WRLC Shared Collections Facility
|LB 1140 .B27 1980 (show me on map)||
|LB1140 .B27 1980||Available||Request|
|LB 1140 .B27 1980||Available||Request|
Patterson, June, 1924-
xii, 419 pages : illustrations ; 25 cm
Sixth edition published in 1976 under title: The nursery school.
Includes bibliographical references and index.
Introducing the people in the school or day-care-center. The children. The parents. The adults in the school. Each adult shares common problems. Programs and types of centers. Definition of nursery school, day care and Kindergarten. Characteristics of a school for children ages three to five. The program as it functions for children. How day care differs from nursery school and kindergarten. Patterns in all good programs. Types of programs. Selecting a school or centre. Home-school contacts. History and theories influencing contemporary ideas in early education. History. The nursery school. Day care. Kindergarten. Three theories that have influenced programs in nursery school, day care and kindergarten. Tenets in a philosophy of early childhood education. The children and the teaching staff. The building: the equipment and materials; the use of space and time. Housekeeping. Basic teaching skills. Initial support through guides to speech and action. Discipline, setting limits and using authority. Observing children. Helping children adjust to new situations. Each child has characteristic patterns of response to newness. There are reasons for differences in adjustment. All new situations need to be handled thoughtfully in order to build a child's confidence. Helping children in routine situations. Toileting. Mealtime. Rest and sleep. The relation of routines and the development of independence. The role of the teacher. The teacher plays an important role in the child's personality and development. Understanding behavior. Feelings of security and confidence. Recognizing the child's feelings. Accepting the child's feelings. Confidence through expression. Good teaching contributes to development of confidence. Feelings of hostility and aggression. Tied up with growth. Children need to express hostile feelings. Adults must accept hostile feelings in themselves. Sources of hostile feelings. What are possible avenues for expression of feeling? How the teacher meets aggressive behavior. Dramatic play -- avenue for insight. Children play for many reasons. Fantasy and imagination in dramatic play. Sociodramatic play. Television is likely to impoverish and distort play. The teacher's role in dramatic play. Curriculum. The process of learning in early childhood. Definition of learning. Individual differences in pace and rate of learning. Conditions that facilitate learning. Perceiving: foundations for learning. Organizing and integrating perceptions: forming concepts. How children are motivated to learn. Play as a mode of learning. How teachers can recognize play. Theories of play. Observing play behavior. Children who cannot play. The teacher's role in facilitating play. Curriculum areas: Mathematics and Science. Language Arts. Social studies. Literature. Listening-Attending. Writing. Composition. Reading. Art, Music and Movement. Home-school-community relations. Teachers and parents work together. Parents are important people to a child. Goals in working with parents. The school as a center working with parents.
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|WorldCat Identities||Read, Katherine H. 1904-
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