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V......rir.31............nVV....V.VV.V.- ...... ... c . ...... . .... ......"V: V an. .... .V ...}... .... _V V ... a V... .V V .V V. .V 3,. V . V. ...... ...... ... ...... . . o I cl. .' . .. V _I V — B I I I I l. l . .- 523*»? u ugh-‘9‘: :3" Wifihifif‘ fl fii‘skate L Univerfiity PLACE IN RETURN Box to remove this checkout from your record. TO AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE 6/01 c-JCIRCIDateDuo.p65-p.15 a» MICHIGAN STATE UNIVERSITY COLLEGE OF HOME ECONOMICS EAST LANSING}, MICHIGAN //EISTORY OF THE COOPERATIVE NURSERY SCHOOL MOVEMENT IN THE UNITED STATES:- ITS IMPLICATIONS FOR URBANINDI;//, . by Mrs. Sharana E.Moses // A Problem Submitted to the College of Home Economics of Michigan State University in Partial Fulfilment of the Requirements for the Degree of Master of Arts Department of Home Management and Child DevelOpment. 1964. I3? IgIO THS A Cl‘ZITCFJLJD GI :..} ITS ‘ The writer wishes to eXpress her most sincere appreciation and gratitude to her major professor, Dr.William Marshall, for his guidance and supervision of the problem; to Dr.3ernice Borgnan, for reading the rough draft and offerim; her valuable suggestions and criticisms; to Dr.Alice Thorpe, and Mrs.Vera Borosage, for their suggestions and advice as members of the committee; to Mrs.Elise Gans for typiig this report with care and patience; and lastlv to a dear friend, Mrs.Galdys Dean, for h ing a constant source of help and (7') comfort to the writer throughout her stay in East Lansing, 111C111 gan. f) (‘I 71 fl W"r1 I'VTI" ' J A- ~ JA-J. F3 k k- . I \_AJ ‘7‘. U; C) ’- Chan tel; Page -’.\ ‘nv'. mTTVD'fi :1 'fflvx -<‘1_ 1- II ;__J_J ltfiJ.LJ_ LA.) Cl. luU,.i‘—JJ:J.I.L_ QUCLL” 3-1011 .. 6 III TTE ‘;IISTORI .E Eunssay I l QS'LVLJ) 11: [Iii—‘1 UQJQIA-O O. 43 IV REVISI‘I OF LI 111313.111 1.13 o o 60 v REsaLTS RID IV: HPTLTMIICN CF QUnofICHNAI.£ .. 93 V1 31113 tn SUEZ-SIRE? . . 104 VII II-IPLICATI 0153 “*‘OR URBAI‘I INDIA. 112 BIBLI LG“ «1111’ . . 127 AP?) u IITJIC I113 .. "All, "B", "CI! Chapter I' INTRODUCTION Most educators and psychologists agree that the first six years of life are crucially important formative years. During that time the foundations of the child's personality are laid, and most of his chances for healthy mental growth are determined. He seems to learn more in those years than he will during any later period of his life. And those are the years during which he makes the transition from being a totally dependent creature to becoming a member of society. This transition is difficult and sometimes painful. The youngster first discovers that there is a world outside himself, and outside his immediate family, with which he must learn to interact. The home, of course, is where the child must get his basic guidance in making this transition. Most experts emphasize this fact and point out that no school can possibly substitute for the warmth of family life. A good nursery school, however, can be useful as a supplement to the home. It can help ease the child's entrance into society by sealing the world around him to his needs. 2 In most cases, the young child's first Contact with group learning usually occurs either at nursery school or kindergarten, With his entrance into an environment Where his first formalized socialization with peers occurs. This socialization is usually under the guidance of adults other than his mother or immediate members of his family. Whereas, previous to the period of entrance into an educational ins- titution his mother was the most significant person guiding. him towards her conscious and unconscious goals of child rearing part of the responsibility at this juncture is assumed by others, mainly by the teacher in the schOol. There are, therefore, two agents primarily concerned with the welfare of the child - the parents and the teacher. In the nursery school the child is gradually weaned away, to some extent, from the interactive behaviour patterns with his family to other new patterns with his playmates a n d teachers. His dependency - independency relationship is now modified by other individuals in his extended environment. The parent and teacher are both similarly involved in main- taining his health and safety, in guiding his resting, eating, and eliminating patterns, in supervising his ex- plorations in play, and in helping him gain mastery over his newly procured environment with other children. America, more than any other country in the world, has dedicated its-scientific resources and goodwill to the nurturance and development of her children. ESpecially now in the United States, as before, children's health and education are something that possess a very high cultural value. Pre-school education is coming to be recognized as the foundation education. Independent groups were studying and experimenting in this field before organized research started. During the Second World War the need for custodial care of children of working mothers gave increased impetus _ to the growth of nursery schools. The writing of psycho- logists brought parents to be more and more conscious of the fact that personality patterns are largely grounded in the first few years of life. In this country there exists today different types of nursery schools with different programs, different tech- niques for socializing the child and different ways of com- municating their practices and philosophies to parents of the children at their schools. As Moustakas points out, " . . . there are no set standards for practice and philo- SOphy of nursery school education except in the areas of health and safety . . ."1 However, the general aim of ...—... .— 1 - C.Moustakas and M.P.Berson. The Young Child ' in School. New York: Whiteside Morrow, 1956, p.17. —- c -_.——_._o—— nursery school education seems to be to create an environ- ment Wherein conditions are suitable to help the child develOp to his full capacity socially, emotionally, physi- cally and intellectually. The home, too, strives for these objectives as can the more organized school of the later yearso It seems, therefore, essential that the pre-school years in the life and education of the child be studied systematically and the benefits of the nursery school to both the child and parent be evaluated. This study propo- ses to examine the philosophy of nursery schools in general, but the main aim of the paper is to study and examine the various aspects of the c00perative nursery schools to see how they differ from other nursery schools in structure, function and outcomes for children. The term 'c00perative nursery school' is applied to a school formed through the initiative of a few families. In such schools mothers of young children, under the guidance of a trained teacher, conduct play groups for children in order to give them an opportunity for social play. Such situations also provide opportunities for the mother to learn more about children. The parents not only c00perate in the organization and business administration, but also in the educational process of guiding the children. It is hoped that such a study would yield meaningful data which could be translated into culturally equivalent terms for the purpose of studying nursery school education in urban India. It would, perhaps, provide useful informa- tion to the nursery school educators in India where this phase of education is relatively new, so that they could develOp programs adapted to the needs of both children and parents. Chapter II A. THE NATURE OF NURSERY EDUCATION. Philosophy of Nursery Education. The twentieth century has seen many changes in educational philosophy and procedures. True, the seeds of new thought had been growing for a hundred years or more, but it remained for the present century to see them blossom into general acceptance.- "Complex social forces brought the nursery school into being. Yet more complex forces are shaping its organization today. The industrial revolution, economic poverty, war, urbanization, the decline of the birthrate, the pregressive education movement, and the growth of the life sciences have all played a role in the establishment of day nurseries, kindergartens, preeschools and child care centers. The nursery school is, therefore, both a symptom and a product of cultural forces."2 In order to understand the philOSOphy of the nursery school movement and its benefits to the child and the 2 - Arnold Gesell and Francis L. Ilg. Infant and Child in the Culture of Today. New York and London: Harper Brothers Publishers, 1943, p.258. parents, it seems necessary to describe the activities and opportunities it ordinarily provides. Stated briefly, it is to assist parents in bringing their young children to the optimum level of physical, mental, social and emotional development and to provide when it is necessary, away from home situations which will provide an environment for simi- lar phases of the child's develOpment. These children are visualized as playful, imitative, social creatures able to learn things essential to an effective and happy life at their own level of maturity, and to learn without the usual mechanics of instruction. The progressive education movement gave a new light on how children learn. It contended that the learning process is more rapid and more permanent when it is based on interests and needs and acCompanied by activity; and that the whole child, rather than just his intellectual powers, should be the concern of educators. The school i8 not satisfied that the child learn only to read, write, figure and amass knowledge, but it aims to help him become a healthy, happy, well-adjusted, self-disciplined individual who can make his contribution to the community. Along with the newer ideas of education, and as a result of research in child development, came the convic- tion that the young child would profit by organized educa- tion in his pre-school years. These early years are the most formative time of his life. John K. Norton of Teachers' College, Columbia University, in Speaking of the three and four year olds, says: " . . . education on an organized basis should begin and actually does begin one way or another at these early ages. As a matter of fact personality patterns for good or bad are fixed in these years to a considerable degree . . . In the past three decades research in child development has revealed that the speed and scope of a child's growth and learning in early years outstrip that of any later period of simi- lar length in his whole life; that in importance to his future efficiency as a person they overbalance later learnings; that early blights are a handicap to be overcome only by vigorous effort in later years, if indeed they can be rectified at £111.":3 The value of rich eXperiences in the child's pre-school life is pointed out by all who work with young children. "The knowledge that there is a relationship between behaviour and early experiences," says Chittenden, "serves to emphasize the need for making childhood a period filled with worthwhile eXperiences which, lived fully and completely, will prepare the indivi- dual for the next stage in his development."4 Foster and Mattson in the introduction to their textbook on 3 - John K.Norton. "The Place of Nursery Schools in Public Education," Childhood Education, 21:213-14, January 1945. 4 — Gertrude E.Chittenden, Living with Children. DIQTJ Vn'hll'o 'T'ho NIOARI'I1-Inn anhmhtr jQA/I h 1 nursery education, reiterate the thought. "At no age is the influence of environment more marked than it is in the very early years of childhood; at no age is the pro- vision of a good environment more imperative. The nursery school is one of today's answers to the search for a good environment for very young children."5 It is this early education of the child with which we are dealing in this paper. The term "nursery education" is applied to the guidance and training received by two, three and four year olds in group situations. The nursery school is a lOgical extension downward of public education. The old criterion of age of en- trance - ability to master the techniques of reading, writing, and arithmetic - is no longer in accord with the fundamental aims of education. "Such concepts as guidance in physical growth, health, behaviour patterns, methods of learning, personality development and social and civic growth new color the picture of educational goals. All these make their appearance early and in acute form."6 5 - Josephine C.Foster and Marion L.Mattson, Nursery School Education. New York: D.Appleton - Century-Company, Inc., 1939, p.3. 6 - Iowa Child Welfare Research Station, A Manual of Nursery School Practice. (Iowa City, Iowa: University of Iowa, l934), pp.7-8. 10 The aims of nursery education are in line with those of progressive education. They are to promote the physical, mental, social and emotional develOpment of children between the ages of two and five years. CONTRIBUTIONS OF THE NURSERY SCHOOL PROGRAM TO VARIOUS PHASES OF A CHILD'S DEVELOPMENT. Physical Development. In most instances before a child is enrolled in nursery school he is required to have a physical examination and in most places is required to have immunizations against small- pox and diptheria. The physical examination points up defects that may need corrective measures. Finding these defects at an early age means that remedial work will probably be com- plete by the time the child enters kindergarten. In a full day session the child has a dinner at noon and a mid-morning and mid-afternoon snack. In the half day Session, he has a mid-period lunch of fruit juice and crackers. For good health and growth the young child needs space to play freely and safely and the use of the equipment that fosters develOpment of his larger muscles. He needs to climb, jump, bend, lift, push and pull. The nursery school provides equipment which facilitates such activities through indoor and outdoor play. 11 Mental DevelODment. The nursery school provides an environment that stimulates intellectual growth. There are books and pictures, stories and songs, and opportunities for con- versation with other children and with adults to encou- rage his language deveIOpment. Imagination can be deve- loped through dramatic play. He can express his own ideas through various media; such as paint, crayons, dough, blocks and musical instruments. EXperiments with nature at this age are simple, such as caring for animals, plants, making a garden and feeding birds. Although such experiments are simple, they help to widen his horizon enough to make him want to learn more about the phenomena about him. The child also develops his judgment in problem- solving situations both ready-made and spontaneous. The teacher gives him time to work out his problem instead of stepping in to solve it for him. Working with color cones and puzzles, building a bridge with blocks, using pieces of wood and some nails in the workshOp for making an airplane, are some examples of using the child's judg- ment in problem-solving situations. 12 In the nursery school there is a period set aside for simple music, nursery songs and rhymes. Children enjoy music and group singing or listening to records played while they are involved in some kind of activity. The nursery music is not confined to formalized types. "Music is in the air, on the ground, in the swing, at orange juice-table, anywhere, any time throughout the pre-school day. Children who are happy and who feel free and Spontaneous will express themselves musically."7 Social DeveloDment. When the children come into the nursery school, they learn usually for the first time about living in a group of children. They learn that others have the Same rights and privileges which they have. Here the child learns to share toys and other things by taking turns. He learns that he cannot always succeed by using force. The teacher steps in as such situations arise and helps the child learn more acceptable ways of handling his desires and needs. In the nursery school there are many Opportuni- ties for the child to have experiences in leading and following; for example, a child may lead four or five other children in a dramatic play or follow another 7 - Dorothy N.Baruch Parents and Children go to School (Chicago: Scott-Foresman and Company, 19393, p.337. 13 leader in some other kind of activity, such as playing fireman, etc. "The social life of the nursery school contains a wide opportunity for eXpe- rience. There are situations which involve fair play, individual rights develOpment of social skills and abili- ties and social limits. Most nursery centers agree that promoting the child's confidence and encouraging him to actua- lize his potential are extremely important to growth in social interactions. Expe- riences involving sharing contribute to the child's sensitivity, awareness and cooperative life with other children."8 Gesell and Ilg call the nursery teacher a "guidance teacher"9 and the term appears to be e5pe_ cially appropriate.” EmotionalfDeveIOpment. In all of the phases of the child's school deve- lopment, the 000peration of the parents is essential but with regard to his emotional life, the relationship bet- ween the home and the school is most important. Sometimes a child is insecure because the parents themselves are insecure. With reassurance and guidance from the teacher and with the stimulus of contact with other parents who 8 - Moustakas C. and Berson M.P., The Young Child in School, New York: Whiteside, Inc. and William Morrow and Company, 1960, p.127. 9 - Gesell and Ilg. 93. cit., p.271. l4 likewise have similar problems, parents feel better able to carry out their responsibilities. Mental hygienists agree that among the important causes of emotional disturbances are feelings of insecu- rity and inadequacy. The nursery school seeks to reduce the extent of disturbances by creating a feeling of being "wanted" or of "belonging", and it presents many opportu- nities to the child to prove to himself his adequacy. "The young child thrives in an atmosphere of security in which he knows he is wanted, valued and appreciated as himself. He looks to the teacher for sympathy, understanding, affection and interest. He wants to be free to express his feelings in his own way and time. He strives to learn to understand and accept the feelings of others. An atmos- phere of trust, acceptance and reSpect gives the child a feeling of importance which ena- bles him to explore more and more fully the kind of person he is and is becoming, as well as to bring enrichment to the lives of others."10 Summary. Nursery schools have grown in many ways and have made great strides in broadening and enriching the curri- culum in knowledge of play media and materials and in“ greater understanding of child growth and develOpment. All of these have brought significant contributions to the education of young children everywhere. lO - Moustakas C. and Berson M.P., gp,ci ., p.132. I ’. 15 The nursery school exists, not only for children, but also provides education for their parents. Parent— hood alone does not bring with it all the knowledge necessary to child rearing. Therefore, the nursery oschool aims, not to be a substitute for the home train- ing, but to supplement it. 3' 'Q Anna Wolf states: "A good nursery school then, to some degree, must always be an extension of the home. Though it offers eXperiences which the home, by its very nature cannot offer, it should not break sharply with all that has gone before in the child's experience. There should be a continuous interchange of eXpe- rience and counsel between parents and tea- chers. Teachers must recognize the parent- child relationships as the cornerstone on which the child's life is constructed and must understand the part they can play in strengthening it."ll 11 - Anna W.M.Wolf, The Parent's Manual 6‘1. (New York: Simon and Schuster, 194i), p.323. 16 B. THE COOPERATIVE NURSERY SCHOOL. A more recent develOpment in the United States is the growth of the COOperative Nursery Schools. Coopera— tive pre-schools have recently become quite popular and the new movement seems to have gained significant impetus in the last twenty years. The parent cooperative nursery schools appear to offer promise of wider development and richer contribution to the well being of the children, their parents and their communities. The distinguishing characteristic of the program is its unique involvement of the parents, especially mothers, in both the adminis- tration of the organization and participation in the nur- sery school as teacher-assistants. In a cooperative mothers actually work with the children giving one or more days a month as part of their child's tuition fee. Under the guidance of a trained teacher they guide the children in activity, learn to use teaching techniques in helping children through periods of anger, fear or aggression, and learn to look at themselves and evaluate their own ways with children. Work with a group is usually supplemented by regular discussion groups where questions and problems can be aired. Aline Auerbach states that the parents, "need to gain understanding not only of their children, their needs Q\ Q\ 17 and motivations at each stage of development, but also of themselves as parents, their own attitudes, feelings and expectations, and the role they play in the parent-child relationship."12 Thus the parent education program should aim at helping the parents to become more effective as parents. The parent can thus gain appreciation of the significance of his or her role. The cooperative nursery school includes parent. education as an integral and extremely important aSpect of their program. Frances Upson believes that the aim of parent education is not only to provide training and a stimulating environment for children, but also "to provide training and experience for the mothers that will give them help and greater pleasure in rearing their children."13 Jerome Frank states, PThe goal of parent education is to help parents to deveIOp their own abilities for communicating successfully with their children rather than looking to others for ready-made solutionS."14 l2 - Aline B.Auerbach, Parent Group Education & Leadership Training, (New York: CSSA Publication, 1961), P.l. 13 - Frances Upson, "How Cooperative Nursery Schools can help Young Families," Understanding the Child, XXV (1956), P.ll. l4 - Jerome D.Frank "How do Parents Learn?", Child Study, xxx (1953), P.14. 18 Parents have been greatly influenced not to rely wholly upon traditional beliefs and customary practices in child rearing but to believe that the care and train- ing of children should be guided by scientific knowledge. Lawrence Frank feels that "individuals need time and the support of others to alter their thinking and to revise their relations." He also states, "In order to foster healthy personality development it is obvious that some of the beliefs, expectations and methods of parents must be revised, and in certain cases very largely superseded by a new orientation. But this means a genuine alteration in our culture, reforming our traditional ideas so that - they are consonant with our new knowledge of child growth and development."15 The cooperative nursery school provides a unique method of helping parents to gain insights and under- standing their children and other children in general. This method of parent education in cooperatives is called unique because it differs from the other nursery schools in that the parent in the cooperative program is actively participating in the teaching and guidance of children 15 - Lawrence K.Frank, "Is Parent Education Necessary?" Child Study, XXXIII (1956), P.15. 19 and observing his own child in relation to other children under the guidance and leadership of a trained teacher. This enables the parent to learn individual differences in children through personal experience and observation and effective ways of relating to children and guiding them. In order that the whole coOperative program may be successful, an effective and complete program of parent education should be carefully planned and carried out. BSHSFITS OF THA COCPURAT VA NURJSRY SCLOOL : TO PARRTTS It is essential and useful to examine systemati- cally the various aspects of the ccoierative prOgram and to evaluate the benefits of such a program for both the child and the parent in particular and the community in general. A. Personal Satisfaction: The coOperative nursery school encompasses the , ' .5 -1, values 0: the u m pal nursery school, and in addition, |._.| provides severa significant advantages of its own. The great value of a cooperative nursery school appears to be that it provides a developmental excerience for hoth the child and the parent as well. The cooperative program is especially beneficial to mothers in many ways. 20 . One of the major reasons for the fast growth of the cooperative nursery school seems to be the fact that many mothers feel the need for this kind of sharing expe- rience. It provides companionship while mothers are learning to do their job. In a cooperative nursery school they see first the advantages to their children - a safe place to play and other youngsters to play with; assis- tance in learning to manage feelings of jealousy, selfish- ness, and rebelliousness. Then, as time goes by, they begin to realize their own gains. For one thing, as the mother Spends time with a number of children, she begins to worry less about her own child's behaviour, about whether he is happy and whether all children act in the same way. The techniques of nursery school guidance take on a fresh meaning as she spends time with other children. Another benefit is the sense of significance and reSponsibility mothers gain through working and partici- pating in the cooperative program, as well as the train-‘ ing in child guidance they receive from trained teachers. It has been said that "the American mother of young chil- dren is an anomaly; she is parent and choregirl with aspirations and often training for other professional occupations."l6 By her actual participation in the 16 - Mary Waldrop and Ruth Spiegel, "Group Processes in a Community Nursery School," Understanding the Child, xxv (1956), P.14. 21 school program as teacher-assistant, the mother can learn from others and share her own experience and talents With the group. For example, a mother can be involved by doing the following: 1. 3. participating in planning and carrying out of the program; collecting materials such as books, pictures, records and songs; reading books and articles on child development and child psychology. participating in lectures, discussions, panels, group activities, etc., and on topics relating to nursery school problems; sharing any talent she possesses with the children, for example, playing the piano or other musical instruments, home-making skills, arts, crafts, dancing and drama, etc. If she does all these, the mother usually continues to be involved in the prOgram and in the growth of her child, which is an important aSpect of cooperative nursery education. It is this involvement which makes the co- Operative nursery the unique thing it is. 22 The outlet which parent unoperative nursery schools afford for young mothers seems to be of inestimable value. Young mothers who have had careers, or who have partici- pated actively in community affairs, with the coming of children frequently find themselves cut off from outlets . for their special abilities and interests. Many mothers report that their absorption in the service possibilities which exist within a cooperative has given them a Sense of significant contribttions to a worthwhile community venture while permitting them to continue to carry satisfactorily their reSponsibilities to their own children and families.17 The mothers find satisfaction within the cooperative ‘ nursery school by their actual assistance to the teacher in working with the children and by doing various adminis- trative jobs with regard to the running of the school and serving on various committees, thereby applying their energies and talents to something beneficial outside the family. But the most important thing, according to WaldrOp, seems to be "that the jobs mothers do and the roles they play strengthen their competence, give them real status and increase their Significance."18 l7 - K;D.Wann "Some Values and Needs for Cooperative Nursery Schools", Understanding the Child, XXV (l956), P.46. 18 - Waldrop and Spiegel, gp,cit., P.15. 23 Francis Upson states that, "Among the means of relieving the young mother's conflicts none offer more definite specific help than a good cooperative nursery school . . . Here the young mother is given food for thought; here is a place where she can use many of her Skills; here Inn? child is safe and happy so she can relax and have time for shopping, visiting, etc."19 Although most cooperative nurseries rely on the mother as working teacher-assistant, fathers are encoura- ged to participate when they can. Michigan State Univer- sity fathers often assist. Many other new groups that are now being organized are encouraged to have both parents working tOgether in as many projects as possible; to. participate in study, to help frame the constitution, to participate in parent-teacher conferences and parent education prOgrams. Participation of both parents helps to create a home atmOSphere for the child and also tends to give the father a feeling of satisfaction and accom- plishment. It is certainly a mistake to feel that fathers are only necessary when manual labor is required. A wife who is enthusiastic about the cooperative nursery would certainly like to have her husband share in the program. l9 - Frances Upson, "How Cooperative Nursery Schools can help Young Families,“ Understanding the Child, XXV (1955), P.ll. B. Parent Education. 1. ln Unstructured Ways. In a cooperative nursery there is also ample opportunity for actual observation of child behaviour, learning about the philosophy of the nursery school and how the trained teacher handles various problemS, adminis- ters discipline and gives encouragement to each individual child. Parents can learn much by observing the trained teachers' practices and also by seeing other children. "Parents are not so threatened by their own child's behaviour or 'misbehaviour' when they have the chance to see others behaving in a like manner.20 Many parents join the cooperative nursery school with the desire to be exposed to methods in child care which they can adapt for home consumption. Many ambi- tious mothers are eager to advance their children; they have not yet learned that children grow at their own individual rate of develOpment. These mothers are under the impression that they can help their children to achieve more success in school if they start them there earlier. The cooperative nursery school, if it is a good one, has a wonderful Opportunity to demonstrate normal child growth with emphasis upon materials and 2O - Norma Perry, “Personal Growth of Parent Participants in Cooperative Nursery Schools," Understanding the Child, XXV (1956), P.12. 25 teaching methods in accordance with the individual child's devaopment. Besides observation, actual parent participation is another important,a5pect of the cooperative program. Without being much aware of the process, the mother is learning about individual differences and similarities in children in their physical and emotional development, language deveIOpment, the amount of help and supervision necessary, attention span, equipment used, and approaches to children.21 "Through participation under skilled teachers, a mother has an Opportunity for observation and further understanding, not only of her own child, but of young children in general . . . She becomes surer and more relaxed in her attitudes as she learns what children are really like at various stages . . . Sensitivities and insights are born, often new attitudes taken on, which are valuable to the mother both at home and at school."22 2. In Structured Ways. Parent education, therefore, seems to be an essential training and guidance to the parents, in 21 - Henry Brandt, "Training Teachers and Parents for Cooperative Nursery Schools," Understanding the Ch' d, XXV (1956), P.6 fin (M... "A :-'A “r11uflA‘I1v CAL 15.51 (Q:1YTI\‘VI Ginsu-:Mnfl 26 helping them to reinforce their understanding and strengths in regard to themselves and their children, and to help them gain new knowledge and understanding about their children's changing develOpmental stages. The goal is the deveIOpment and maintenance of healthy family life and "to help parents learn to use the sound, scientific profes- sional knowledge in a creative, independent way, testing as they go, and carefully choosing a Specific approach that they feel is valid in the light of all the information they can get."23 The various programs that are used to-achieve these goals cover a wide range in subject matter, format and method. Each has its special limitations as well as its special values and potentialities for contributing to a parent's education. The aims in parent education programs are also varied according to the needs of the particular parents involved in the program. Parent education in the c00perative is carried on through different methods and techniques. But any such program should be evaluated in terms of the nursery's . basic objectives and meet the needs and interests of the members. The success of the program, however, depends upon 23 - Aline Auerbach, Trends and Techniques in Parent Education, (New York - CSSA Publication 1961), PP.9-10. 27 the members' participation. Katherine Whiteside-Taylor states "No other Sin le educational medium seems to have a as many potentialities for significant parental and pre- parental education as cooperative nursery schools.”24 (a) Parent Meetings. "These are the lifelines of the cooperatives. Planning of regular meetings will insure that decisions affecting the cooperative will reflect the thinking of the majority and that parent education will be a continuing process. Adequate notice Of time, place and date Should be given. Personal contact by telephone, news- letters announcing the topics for discussion, will help to make the meetings a success. A well run meeting should allow for discussion and sociability. The business meeting Should represent the current position of the coopera- tive and provide Opportunity for suggestions. Each member's participation and views are important. Planning programs on a yearly basis helpg to provide complete systematic coverage.‘ 5 In cooperative nursery schools the program is arranged in various forms: Organizational activities such as family participation through pot-lucks, picnics, school Open- houses; working groups through planning and making of equipment, maintenance of rooms and equipment and outdoor areas- inviting a good speaker from the child development 3 24 - Katherine W.Taylor, "Cooperative Nursery Schools Educate Families", Teachers College Record, LIV (1953), P.333. 25 - Michigan Council of Cooperative Nurseries, Guidepost No.4,"Parent Education - Orientation?PP.l-3. 28 and mental health fields to provide info mation and stimulate the interests and thinking of the members; arranging a symposium with three or more speakers pre- senting several aspects of a specific subject so that a comprehensive overall picture emerges; film; to provide a good shared experience on which to base group expe- riences. Other techniques of conducting such parent meetings would be by using the nursery's own resources as: panel discussion by parents themselves, who prepare and present the material which evokes interest and stimulates thinking on the part of the members; book reviews by members of the nursery present different aspects of the subject under discussion; dramatic presentations allow impersonal treat- ment of personal questions; skits prove an effective method of presenting material - role-playing where certain members are asked to act out roles in a specific situation may help a group to analyse objectively the feelings and emotions involved in such a situation. However, care should be taken to keep role-playing under control due to the un- predictability of the outcome of such Spontaneous acting. Sometimes 'dt may be used to just the extent of presenting a problem, with suggestions for solution being brought in the discussion. Usually a good discussion leader is needed to bring out the ideas expressed. 29 (b) Orientation. For parents new in the school a good orientation procedure should be planned and put into practice. Some parents are young and inexperienced in handling children, even their own. Others come to school with years of expe- rience as parents and perhaps a good amount of knowledge in early childhood education. But whatever it may be, everyone has something to learn and everyone has something to teach. Every school should plan to orient or educate its members in the Specific methods of operatiOn as well as in the general field of child develOpment. In most schools orientation begins with the original interview for member- ship when an outline of the school's program and philosophy is uSually given to the prOSpective member. (1) This out- line is supplemented by written material which may be a school manual, plus additional items on participation rules or pamphlet material on child develOpment. In orient- ing mothers as assistants in the nursery, the teacher must explain the underlying plan Of daily guidance procedure and also help them understand that such a plan is not rigid, that it is a philosophy based upon the growing needs of small children. (2) At least one meeting at the school before its official Opening is generally required for new and second-year members. Parents may be given pamphlets BO or a booklet concerning tt e or~1r1zat1on of the nursery school,e"alain1nc such t*ings as group neetings, general \ ings, and the organization and func tie on of the Sarent Those in charge of the orientation should keep a record of items which need evaluation and reconsideration. One important 1unctic1 of tne cooperative administration is that of raking certain that pre-aimittance policies are well understood by the applicant. Good pla ning has much to do with 8'11 (thing the path for adequate and easy child orientation. The mothers should be told that the normal child possesses the ability to adapt hins elf rather soon to the nursery, as the phm cal properties are gauged to the child's level and the atnOSphere of the Sohool iS friendly, warm and understanding. The teacher should help the mother to understand how the child can be prepared for the introduction into the nursery and his initial adjuSt- ment. Some schools prepare their own orientation manuals which are given to the parents. The teacher should try to inderstand that see is "in a particularly favorable position to help mothers work through their problems as she sees them in action with their own children, groups of children, and with 26 other mothers." -o- -—..---.—.- H .- 26 - The Los Angeles Council of Cooperative lHur ery Sc 0018, Prelini1nary G ide for Cooperative nurseii .chcols 787 hichettorenaE treet,‘Los up; files co, _alifbrnia, 1AAA 1R. H 31 (c) Informal Conferences. In many schools, there is usually the practice D 01 having a short informal conference at the close of each teaching session between the teacher and parents who assist in the program of the day. Important or interesting inci- dents of the day and any other questions that the parents or teachers may have are discussed at such meetings. Such an experience is valuable to both parents and teachers and reinforces their learning and understanding. At times individual conferences of parents and teachers are also arranged and held on a personal confi- dential basis, to enable the parent to ask questions about his own child which he might not feel free to present at a group meeting. This sort of conference is the most direct means the teacher and the parent have to reach a closer understanding and shared insight of the child. (d) Teaching byiProfessional Staff. The heart of the nursery school is the professional teacher. This is true in a unique way for the cooperative, for here the teacher's job is complex. Not only must she be trained to teach the pre—school child and be able to do so successfully, but she also must be able to guide and work with adults. These adults are mostly untrained and yet are her assistants, as well as mothers of the children in the 32 school. The cooperative program, therefore, requires a teacher with an unusually high degree of maturity and also one who possesses a personality attractive to both children and adults. The cooperative teacher should be able to deal more closely and effectively with the child— mother relationship than the teacher in any other school situation.27 In part one of the Los Angeles Council of Coopera- tive Nursery Schools Guide, the teacher's role in the school is discussed. “A cooperative nursery school can never be better than its teacher. The knowledge and atti- tudes she brings to her work with the parents and their children sets the tone for each member's feelings toward all the others."28 The council states that the function of a teacher in the c00perative is two-fold; first, the develOpmental guidance of the child, and second, the educational guidance of the parent. "Granting that the teacher has all the educational and phySical attributes for pre-school work, she must also have an added quality of being a teacher of teachers 27 - The Montgomery Council of Cooperative Nursery Schools, Cooperative Nursery Schools, A Guide for Organization and Administration, Maryland. 1960, P.37. 28 - Los Angeles Guide, 92° cit. PP.7-12. _— 9 33 For the mothers of such a group are expected to take an active part in the teaching program with her, and the teacher must give the mothers as much objective under- standing as she does the children."29 The Silver Springs Cooperative Manual30 also dis- cusses the role of the teacher. Even though the teacher is the employee, she is selected for her ability as the leader whose duty it is to set the educational standards and outlook. She must have professional status suffi— cient to give her self-confidence so that she can be steadfast for undoubtedly her methods will be challenged by the parents as assistants. She must be able to keep an open mind, for although she is hired collectively by the parents to do the best possible work, she will not be required to change her methods to agree with any indi- vidual member. She should be a person who is warm and understanding in the education of both the parents and the child. The selection of the teachers is one of the most vital duties of the executive board. It is clear that inasmuch as the cooperative nursery school grOUp is organized to function on sound educational principles and 29 " Ibido P090 30 - Helen M.Jones (ed), Our Cooperative Nursery School, Silver Springs Nursery School, Silver Springs, Maryland (1949),PP.15-17. 84 procedures, it is the professional leader who has the first reaponsibility. She is the pivot on which the whole turns and is the most important single aspect of the whole. This does not devalue the functions of the parent group, for the teacher cannot exist without the educational base, and therefore, the value of the teacher- director's job must be recognized. The teacher-director is appointed by the parent group to be the educational leader. She is chosen for her background of knowledge and eXperience in the field of nursery school education and also for her personal capabilities. The teacher should know that she has the confidence of the parent group for the sound interpretation of good educational standards and she in turn has to rely on the group for a continuing and steady participation in carrying out the administrative needs and the teaching requirements of the school .31 (e) Contact with Non—Professional Staff. While the director is responsible for the standards as the whole, the parents occupy two staff positions. They function as an office staff, taking charge of the administrative jobs through their officers and committees. They also function as the teaching staff with the director. 31 - Polly McVicker, The Cooperative Nursery School: Educational Responsibility National Association 0...— “Tw‘l-vgflr‘vuYY Vr‘wino‘F-i an (1 Q%9\ hD-R—7 - 35 It is true that if mothers and fathers cooperated, nursery schools could be maintained more economically than with an all hired staff, a good but not the basic reason for the cooperative plan. The unique and exciting value of the cooperative nursery, as expressed earlier, lies in the deep and meaningful learning Opportunity afforded to the parents. The initial training which the mothers usually receive before they begin to work should be comprehensive so that along with their learning, the mothers should understand that the nursery procedures are based upon.what is good for the child, his basic needs and his unique design. Where this is accomplished, the task of supervision is simplified and the tasks assumed by the mothers have more significance and challenge. Furthermore, when the mothers understand the reasons for the task, its meaning in the life of the child, they are able to put the knowledge so gained into Wider use.32 (f) Librari- The library in the cooperative nursery school is another important means by which parent education can be carried out. It should provide materials, pamphlets and books on child develOpment, child study and child guidance. 82 - The Parent Cooperative - Newsletter of the American Council of Parent Cooperatives. Vol.6, No.1 (Winter, 1963). 36 The parents should be alloved to borrow these books for as long as necessary according to their needs. hany cooperative schools have their own libraries which are of great value and help to the parents. - ,,1T*\"1'.'\'.' mix ”:71 n (‘h "1) . #1 T Y“ T.T'.'".'":"‘ "H" "1" x ‘. C‘ m P1"? “73” . 3.4. .ul' _L i.) LIL! "J {JLL'--A-VL .:.]: 1—1 -.L.) I. L 4.1! :11 8'11.- 1. CLLQ : LO "~J_.IL‘).LL‘_JTI m'ne Rah. ' d ‘rx' 'lrxon 71' . t1 Cr“ 3”)”‘. all 1.: 01C 31m an will L...) .lpfll‘.’ Ol Ire 20:05 iv l’v’e, therefore, s:ers to 0e that it offers "peeial benefits together. Since the cooperatives are schools for young children, they are valid only when the educational direc- tion is Clear and when the standards of good nursery school teaching are consistenoly maintained. A typical statement of educational philosophy would include the following: a) individual acceptance: It is important I ( J H: U) o for each child to be accepted as h~ F Each child is helped to develOp his own capabilities at 115 own.best rate of progress. ‘ J- b) Freedom witiin limits: A child needs to know that there are limits beyond which he cannot go. He needs an order to his day. 37 He also needs freedom in play; his imagi- nation and curiosity need room to wander. c) A child-sized world: A child needs to find himself in a relaxed and friendly atmosphere where he can explore, share, play, and com- municate with other children of his own age. d) Parent participation: Parents attend school regularly to work and observe. Thus they learn about children and their problems in truer perSpective through close association and guidance under skilled hands. They learn that all children do not have the same pro- blems and that different children and situa- tions need to be handled in different ways. e) Three—way sharing: In the cooperative one finds fellowship. Child-parent-teacher shar- ing furthers the adults' understanding of children and facilitates the children's adjustment to their first school eXperience.33 The curriculum in the various cooperative schools is similar although there is no Specific "typical" daily 33 - The Montgomery Council of COOperative Nursery Schools, Cit. P.4. r outi ne . (\8 L). The day's schedule varies from school to school according to the following factors: a) b) e) d) e) f) s) h) 1) Length of school morning. Location of school. Physical arrangement of room or rooms. Size of classes. Physical needs of a particular group for indoor play, outdoor play, rest, toilet periods and snack time. Teacher's personality. Season of the year. Age and interest of particular group of children. Routine of school set-up, i.e. whether large equipment needs to be put away or may be left out day to day, Usually the program of a nursery school will include .the following activities, although the sequence of the order of activities may be changed from school to school according to the needs of the school children. A sugges- ted program for three and four year olds would be as follows: a) Free play gives the child an Opportunity to interact socially with-other children. During b) C) 39 this time he may elect to do many things in the playroom. He may play in the doll corner, climb, slide, play with cars or blocks, build, or he may elect to watdh. We may ask the question, "How does this differ from his play at home?" The child is placed in an environment which has cer- tain limitations. He iS supervised, and selected equipment is his starting point for a social situation where he learns to function in a group larger than the one at home and one consisting of children his own age. Creative activity allows for self eXpres- sion through the use of many types of creative material. The child may feel free to participate if he desires. He will be encouraged but not urged to parti- cipate. If he is interested, he may work with paints finger-paints, clay, play dough and materials such as fabric, wire, yarn, crayons, etc. Refreshments are necessary for the child to sit socially and have a needed snack. 40 d) Talking is a time when the child can share his experiences and loved objects with others. e) Rhythm and Music give the child an oppor- tunity to march, sing, play musical instru- ments, dance either with a group or alone, or simply sit and listen to music. f) Stories will either be read to the child with the entire group or in small informal groups of two or three. The assisting mother will play an important part in this activity. g) Finger play is enjoyed by the child during this time either with the teacher's direc- 7 tion or the assisting mother's.. Besides the routine activities, the school may arrange field trips to places of interest such as farms, fire stations, public libraries, woods, etc., as part of the school program. Special events such as Christmas, birthdays and picnics are also part of the program. Children enjoy these recreational activities which help them to gain more knowledge and awareness of the world around them. 41 Each child differs in his reaction to school. Very often the child tires most easily in the first few weeks. The mother is to feel free to stay with the child if she desires. The teacher usually can help the mother in reaching a decision about staying. The first few weeks of school will not be typical of the school year and the child's reaction to the school. There will be a period of adjustment as this is the first time the child has been subjected to the nursery situation. He must become familiar with the adults around him, with other children and with safety habits and the program. 'Different times in the program will be offered gradually so that the child will not be exposed to too much at first. Another important relationship has been that between the nursery school and the public kindergarten which the child attends later. When teachers and parents of both groups have an understanding of each, it means an improved transition for children and parents. The cooperative nursery set up varies with the interests, resources and needs of the parents who organize the venture. Generally speaking, parents are reSponsible for business administration and finance with the consulta- ‘tion of a trained teacher. It is Child group early 42 "A cooperative nursery school group is many things. a workshop in family growth, a dynamic course in develOpment, an experience in the human values of effort; and for the childrei, a rich GXUETiTPCG in . 4 education."3 34 - Polly McVickar, 23. 913., Pp.6-7. Chapter III THE IIISTCR Y C? IIIIMARV SCIIOCLS III TIES ’.S.A. A. Non-cooperative Nursery SchooIS. Nursery schools are of fairly recent development in he United States, although the idea is not a new one. a -. 85 as early as tne la te 17008, Jean Frecerick Oberlin started "infant schools" in France for the purpose of teaching religion and morals; fifty years later his principles were adopted by the French National System. From t'is be nning develOped the pro-schools, started by Robert Owen in sngland, Pestalozzi in Switzerland, and Froebel in Germany. These infant schools were the forerunners of the modern nursery school movement which began in England with the work of Rachel and kargaret McMillan. In the early 1900's school medical inspections were initiated and they showed that many physical defects in school children had originated in their pro-school years. The infant schools were found deficient in the physical care they provided for children. In 1908 the HcXillan 35 - National Society for the Study of Education Preschool and Parental Education, Fth year book. (Bloomington, Illinois, Public School Publishing Company, 1930) Part II, Chap.2. r) - ..--.----_.-__.- 1 ’Y I tr 7:- ' o , . . . . I 44 sisters decided to organize a nursery school in which the children of working mothers could get adequate physical care. This school aimed at training both the mothers and their babies in good hygienic habits.36 Thus, the first nursery was started in London in 1909. Other such centers were also Opened during World war I for children of women munition workers. The original aim in organizing such schools and centers was to improve the physical care for pre-school children. Although nursery schools were mainly organized for the purpose of social reform and giving good physical care to children, later on they were established to include the purpose of research and as training schools in colleges. The nursery school movement came to the United States from England soon after the close of World War I in reSponse to the intellectual interest in young chil- dren. Never was a movement planted in more favorable soil. The movement came in on a wave of interest in the study of young children. Psychologists were insis- ting on the importance of early years. Pediatricians were interested in preventive measures in the early 36 - Ilse Forest, The School for the Child from t5 Eight (Boston: Ginn and Co., 1935), P.42. 45 years. Home economists were moving away from an emphasis on technical subjects to a study of the emotional rela- tionships in the home. Parents themselves in large num- bers were meeting in groups to study children and to learn ways of applying the new knowledge to the rearing of their children. Into this background of intelligent interest in young children came the concept of nursery school. The day nursery and the "free" kindergarten had catered to the children of the working mother and the family in distress. Those who brought the nursery school to this country were interested in the all-round develOpment and well-being of all children. The early nursery schools in the United States differed from their predecessors in England in their reasons for being established and in the type of chil- dren which they served. According to Gesell and Ilg, "In its most characteristic form, the nursery school in the United States of America is not a corrective reaction to faulty economic conditions, but is a cultural instru- ment for strengthening the normal functions of a normal home."37 Particularly favorable to the develOpment of the movement was the fact that nursery schools were Sponsored 37 - Gesell and Ilg, QQACit.,P.259 46 from the first by colleges and universities, which saw in them the answer to the need for a laboratory where staff and students might study and work with young chil- dren. This sponsorship led to heightened interest in child develOpment research and provided Opportunities for training students in such fields as education, home economics, psychology and nursery school teaching, as well as an observation center for practitioners in medi- cine, nursing and the like.’38 Moreover, though such a program has not been introduced generally into the public schools, a more wide-spread develOpment has resulted from the establishment of nursery schools in settlement houses and as W.P.A. projects. The first schools were organized around 1920 as laboratories for the study of the normal child and as observation and training centers for student teachers. The children enrolled, for the most part, were from the homes of college professors and other professional wor- kers. Soon well-to-do families were requesting private nursery schools so that their children might have the advantage of such training. 38 — Mary V.Gutteridge, "The Nursery School in the Public School" School and Society, Vol.73, No.1900 (May is, 1951), P.310. 47 Among the foremost centers of nursery education in these beginning years were the Merrill—Palmer School in Detroit, Dr.Arnold Gesell's Institute of Human Rela- tions at Yale University, the University of Iowa, the University of Minnesota and Columbia University. Each of the universities operated a nursery school for chil- dren from two to five years of age and each conducted research and training programs in child develOpment. The Merrill-Palmer School was established in January 1922 under the provisions of the will of Eliza- beth Merrill-Palmer, who was interested in the training of young women for motherhood. It was one of the first nursery schools to be used as a laboratory for the edu- cation of young girls in the care and training of chil- dren. Similar laboratories for child study and child care were opened in home economics departments of land grant colleges following the example of this school,39 Some kindergarten leaders also took an active part in the develOpment of nursery schools. One such example was when Professor Patty Smith Hill at Columbia Univer- sity influenced many kindergarten teachers to take supple- 39 - National Society for the Study of Education, Preschool and Parental Education, 28th year book. (Bloomington Illinois, Public School Publishing Company,'192§), P.28. 48 mentary training to become nursery school teachers. In other places, too, such as the University of California, the Cleveland Kindergarten Primary Training School of Western Reserve University, and the National Kinder- garten and Elementary College, the kindergarten depart- ments took the leadership in developing nursery schools. The first nursery school as a part of a public school system was Opened in 1925 in the Franklin Public. School in Chicago as an experiment to show the possibi- lity of adapting public school environment to the needs of pre-school children. When we see the growth of nursery schools from their scattered and small start in the 19205, we find that nursery schools increased steadily from three Opened in 1921-22 to 215 in 1930, with the greatest eXpansion coming during the decade 1931-40.4O Another inquiry41 indicates that nursery schools and child-care centers of all types have increased even more rapidly during the decade from 1940 to 1950 and are destined to greater growth in the future under the im- pact Of defense measures and other forces that are bring- -.. ... -v —_ 4O - Schools for Children under Six. (Washington D.C. Office of Education, F.S.A., 1947). 41 - Moustakas and Berson, Op.cit. P.134. 49 ing women into the professional, governmental, and general labor force in ever increasing numbers. In general, however, nursery schools seemed to have failed to advance as rapidly as the demand for them, mainly due to the difficulties of financial support. To give young children an adequate nursery program, with a professionally trained staff, prOper facilities and equipment, and the necessary auxiliary services is costly. Parents who desired this experience for their children have had the choice, where nursery schools are available, Of sending them to a private nursery school; of attempting a cooperative venture with other parents; or of enrolling them, if the family qualified, in a nursery school subsidized by a govern— mental or social welfare agency. The question arises whether the benefits Of nur- sery schools should be restricted to children of parents who can pay high tuition on the one hand, and on the other, to those whose families are "needy". What of children at large, who do not necessarily fall under these two categories? 50 Arnold Gesell writes: "The defence Of democracy cannot leave young children and their parents out of account. So far as possible we must try to create equal Opportunities for full develOpment in the early years of life. NO years are more important...A well reared child needs a good preschool education."42 If the children at large are to derive the benefits of nursery school education, without the distinction of economic status, race or color, creed or class, then the need arises for a Sponsor who is equally interested in all children. The public school system would seem to be the best solution to the problem - a Sponsor to meet all these requirements. The young child With his develop- mental needs peculiar to his age, should be provided nursery school Opportunities whereby he and his family can be benefitted. This aim falls in accord with the nursery school philosophy - full Opportunity for the development of every child - and might be handled and managed by the public school system which is prevalent all over United States. 42 - Arnold Gesell "More and Better Schools for Children under Six" (Statement quoted in Portfolio) compiled and edited by Neterer, E., Association for hildhood Education International, Washington, D.C.l949. 51 B. The Cooperative Nursery School. We have seen that the nursery school movement in the United States was motivated by a variety of edu- cational interests - research, training and eXperimenta- tion. Rather recently it became clear that nursery school could be a profitable learning experience for the parent as well as the child and out of this idea evolved the cooperative nursery school. In such schools mothers of young children, under the guidance of a trained teacher, conduct play groups for children in order to give them an opportunity for social play. Such situations also provide opportunities for the mother to learn more about children. The term "cooperative nursery school" is applied to a school formed through the initiative of ten to twelve families. In such schools the parents not only cooperate in the organization and business administration, but also in the educational processes Of guiding the children. A qualified teacher is hired who is in full charge each day. Each mother gives a certain amount of time assisting the teacher in charge and/or takes care of certain administra- tive duties. These schools usually Operate on a half—day basis from two to five days a week. They are generally housed in churches, private homes and recreation centers; a few have their own buildings built and owned on a cooperative basis. The cooperative Operation cannot be clearly cate- gorized. It varies with the interests, the resources and the needs of the parents who organize the venture; but, generally speaking, parents are responsible for business administration and finance, and under the direction of a trained teacher chosen by themselves, take some part in setting up and maintaining facilities and in working with the children. Historical Development. We have heard educators say more than once that it takes fifty years for a new develOpment in their field to grow strong enough for general public acceptance. If that is so, the cooperative nursery school movement appears to be running just about on schedule. The first cooperative nursery in this country was started in 1916 by a group of twelve faculty wives at the University of Chicago. This first school had a slow growth but about a decade after the Chicago mothers began their nursery school another small cooperative was founded in New York City. A pioneer cooperative in Cambridge, Massa- chusetts, started by a few mothers in 1922, owned its own school a few years later. Splendid units were launched in 53 Northampton, Massachusetts, and Berkeley, California, in 1927. In general, however, the idea was regarded as ultra progressive and exp erimental. 43 By the 19408 mothers were in a mood for prOgress and experimentation. The cooperative idea began to catch on and fathers took a hand. In Bloomington, Indiana, there are two coopera- tives. There are similar nursery schools in Silver Spring, Maryland; Croton-on-Hudson, New York; and Sierra Madre, California. Today we find that the cooperative nursery school movement has Spread widely and seems to be gaining popularity. In 1954 the University of California at Los Angeles offered a one-day conference on cooperative nurse- ries. Anticipated attendance was 125 but the final regis- tration was 550. Many reasons, some sociological, could be cited for this development: the increased birthrate, the migration to the suburbs, shorter working hours for fathers, and the develOpment of the nursery school move- ment in general.44 Values. The organization of the cooperative is believed to be unique as it takes into consideration parent education as a part of the larger educational scheme. "Education 43 - Miriam and Jerome Ellison, "We started our own chool, The Saturd ay Evening Post, Feb .23,1957, P. 25. 44 - Dorothy Barclay, "The CO- -operative NurseryC Ones of Ag e," The ew York Time uneasine Feb. 27 ,7955. 1.18. 54 for family life through the experience gained in the cooperative nursery school applies methods advocated by the more progressive leaders in the educational field today. Personal growth, which has been, and still is the keynote of the philOSOphy of the progres- sive education movement, when consciouSly sought makes the education of the parent an interesting experience both for the parent and for the child.45 Rhoda Kellog, supervisor Golden Gate Nursery Schools, San Francisco, points out in her book, "Nursery School Guide,46 that the cooperative nursery schools are underfinanced, poorly housed, and haphazard- ly equipped. The daily session is too short to maintain a good school. Having constantly changing assistants (untrained mothers) does not give serenity to the school as a whole and particularly to the children whose mothers are assisting. She is of the Opinion that cooperative nursery schools attempt tOO much in making half of their prOgram ttat of parent education; hat no teacher, how- ever gifted and well-trained, can stand up under the dual role of the teacher of children and of parents. 45 - Clara Tucker, A Study of Mother's Practices and Children's Activities in a cooperative Nursery School, Teachers College Contributions to Educa- tion, No.910, Teacher's College, Columbia Univer- sity, 1940. rp.P—C. 46 - Rhoda Kellen- Nursery School Guide- (Weston: These criticisms undoubtedly may seem valid and have certain degree of importance, but after careful I D scrutiny we realize that the essential lGQtUTC of an 1 educational program is the teacher, although fine equipment, mate rials and housing are important. Those who have worked and had the experience in COOperative schools feel that the knowledge and insights gained by the parents are valuable and carried into the home where they are useful for years. The cooperative nursery school seems to afford parents a pract al training an pariah- ce in pre-school education of young children. Olive McVickar writes, 'Ne believe that a cooperative contains within its structure all the elements of the best possible edu- cation for young children. What a mother learns to do at school, she finds she can also do with success at home - the same sort of discipline, the some creative en— couragement, the same solutions to all the ordinary situations of life with children. For the children it means the tremendous advantage of 0018 stent values, the same at home and at school."4 47 - Olive B.McVickar, "Parent and Child", New York Times Iabauine (August 13, 1950). P.36. 56 "The cooperative nursery school is an experimental approach to the education of the parent tirour 5e ensuiation. The organization of the chool is one in Which the parent and the c i‘ld are actively interested and one in which they work cooperatively tOwird the solution of their problems. A solution is sought for many problens u ich in- volve changes in behavior - evidence of learning on the 3V art of the par ant and of the child. ‘a h is given guidance in the solution c nis proolems as an individual and as a re ber of the group. In the COOperative school there is an appreciable Opportunity for close asso- ciation between the home and the school in the problems to be solved by the CI‘lild o N \J n .L ,. '7‘ ,. ,- .1... ° 1." 1- ° .. C. Present otatus ui CCODCFWQlVQS 11 nic;1ean. k—’ Accordi g to a survey c: 1dw1cied t is rear, Ii r-j a O pv—t l ..J T") (,u :3 U) - . , ,. -L. ' - , W. o 1, - s" f‘ , , ,- "'11 I - parent C309trublve movement is aoout do years old. lfllS 1‘. v 1 ( ‘1, (-x N 4" . ‘ I -'~ '—“ '~ IN 1 J‘- ":‘ . ‘ - . “ J- ‘ 4- I ~ ‘ . ‘ survey came deQb as the resuit or a erlOUb code or seating a hoe C. \D p) :5 (0 :3 Cf C. (:2 LJ {L U) d H. O U) -' 1- n- -1 I. 1 ‘~ rm '. taue UOafu and the astounding co- oneraticn of nursery presidents, treasurers and teacecrs. ll? licensed centerS. £11 The lSol Fall Directory49 liSte The growth in quber of Juruvljbs licensed pe haps reflects the national rise in average incOme size of Janili s, and 4? - Clara Tucher, Co. cit. ”U 'U 0 CO I C . ("I 49 - Michigan so ncil of Cosierative Nurseries, Survey 196 , ‘ n (1,. 57 interest in children and education. In 64% of the cases, nurseries were started by groups of interested parents who poss ssed a desire to -rovide nursery experience for their children and were willing to work to provide it. Help in organizing new nurseries came primarily from two sources - The Michigan Council of COOperative Nurseries and its area representatives, or experienced parents and teachers. Word of mouth, newSpaper articles and announcements in church bulletins, at P.T.A. and Y.W.C.A., etc. helped to spread the word. Seventy per cent of the nurseries were independent, while thirty per cent were church related or sponsored by another group (Y.W.C.A., community center, P.T.A.). Fifty-seven per cent paid rent, sixty-four percent met in space provided by a church, five percent used rented homes and thirteen percent were housed in vacant public school rooms (usually unused country school buildings). Groups also met in Boy Scout cabins, quonset huts, Y.W.C.Als and World War II temporary housing units. These facts appear to indicate that nurseries are quite adaptable to any environment. For the most part women handled the administrative work of the nursery. In ninety-one percent of the boards, members were listed as "always women" or "usually women". The term of office was usually one year and there seemed 58 to be no consistent pattern for insuring a carryover. Training of board members and officers usually involved a meeting with their predecessors, perhaps a written report, but chiefly "learn on the job". In sixty percent of the nurseries, the membership was given a complete budget and account of expenses. Fifty-two percent of the budgets were compiled as a joint effort of the board and teachers; for the rest, the task was up to the teacher or the treasurer. Eighty percent of the accounts were kept in regular ledgers and the con- dition of the books were rated good to excellent in eighty- two percent of the nurseries. Ninety-eight percent of the nurseries were self-supporting. Deficits in budget were met by money-raising projects. In some cases schools received small financial grants for the first year. However, in order to be fully realistic, it must be pointed out some cooperative nurseries did not develop into permanent schools. In some cases the organizing mothers were willing only to work to the extent that the school fulfilled their individual needs but were not inte- rested in organizing a school for the future benefits of the community. Some other mothers found the task of administration and the problems of finance so time-consum- 59 ing that they gave up their responsibilities to a private sponsor who could shoulder the responsibility and direct the school. Some schools could not find teachers with sufficient training and background to run the school effi- ciently and add more to the guidance of the mother's educa- tion. Chapter IV REVIEW OF LITERATURE I. Value of Nursery mum-tion“ The value of nursery school education and the effect of group experience on the young child is a matter of both theoretical and practical importance today in the field of child development. The theoretical importance stems from the relevance which this group eXperience has to the proces— ses of socialization and those through which group identifi- cation is achieved. The practical importance is primarily seen in the fields of education, child welfare and others concerned with the health and development of the young child. In the present chapter, a brief review of literature pertaining to the value of nursery school education for the pre-school child and the global effects of such an experience on the various asiects of his development, will be dealt with. c—f— A numoer of U1 ocial trends of the oresen L day, such as the increasingly large prOportion of mothers in the labor force and the consequent need of better provision for care of their children during the working day, have led to the provision of varying programs offering day care for children. 61 "The importance we accord to good social adjust:«ent, and to the aoility to function effectively in the group, has led to a con- cern for providing the child with opportu- ni ties for group experiences at an early age. The value th 1at educators and others place upon utilizing mt child's full poten- tial for lea 'rning during the pre-school years, for the stimulation of creative in erests and intellectual skills, has helped to create a pressure for the extension of schooling down- ward into those years."00 The term ‘nursery school' refers to the type of program that has developed with a background from the fields of child development and education. Its main aim q in the present day seems to be to provide the pre-school child with an environment geared to his emotional and developmental needs. In the past the children who atten- ded nursery school were usually those that tended to come from above-average homes, but the pres GLt day trend and interest in providing enrichment programs for the cultu- 1 rally deprived has enasled more lower-class children to “d partiCiiate in nursery school pregrams. "The nursery school serves as a supplement to the home experience of the child, covers a relatively shorter period_of time (than the day nursery), and places its primary emphasis r upon selective educational experiences."01 50 - Joan W.Swift "Effects of Early Group Experience: The Nursery School and Day Nursery,"”Review of Child DevelOpment Research, Edited by Hoffman and Hoffman [Vol.I (New York: Russell Sage Foundation), P. 249—256. (The autior in the precara :on of this chélpter, is indebted to Swift for her excellent article in the Hoffman 2:11d Leif» n voi1pe., .\ I- ‘ I _ . .x !\ ,. w t r ‘ _ ' ‘ l . x .. t . Fl . V I u ( ... C II I P— . . a. i . . x . . . rt, r 62 t is therefore important for the nursery school teacher and others concerned with the administration of the group program to know more about the specific effects of different teaching techniques, the range of learning experiences that can take place in the group setting and those developmental needs of the child which must be taken into cox deration in planning a sound pregram. ,__) U) L J Research in nursery education did not get under way until the 19205 when a number of nursery school programs were established specifically for research and training purposes. In general, research is mostly from the nursery schools that have been connected with a university or a training center. Historically, the first approach to determine the effects of nursery experience on the child was by the measurement of changes following nursery school attendance. There have been numerous studies attempting to measure such changes and the literature covers nearly forty years. The period of greatest research concentration fell between 1925 and 1940. It can be said to have begun with the study by Woolley (1925) reporting changes in intelligence scores following attendance at the Merrill- Palmer Nursery School, and to have culminated with the publication of the yearbook "Pre-school and Parent Educa- tion" by the National Society for the Study of Education, '. n\ f\ 63 in which a large number of pertinent studies on intellec- tual develOpment and the effect of the nursery school on I.Q. Were brought together. The research of this period mostly concerned itself with the question of whether nursery school attendance could bring about acceleration of mental growth as seen in performance on intelligence tests. The later and more recent research concerned itself mainly with the effects of nursery school attendance on the social and emotional adjustment, upon later work orientation and relations with authority in the school situation. A few studies were concerned with physical status and motor develOpment. Although there is no way of measuring exactly what the effect of a year or so in a nursery school will be in the life of a child, or what the child would have been like had he not had the experience, it is possible to com- pare the develOpment of a nursery school and non-nursery school group of children. Some conclusions can thereby be drawn as to the effect of the nursery training or eXperience. A few studies made on the effect of nursery school experience upon intellectual develOpment, social development, physical develOpment and motor skills and emotional development will be quoted in the next few pages. 0\ u‘ I 1,. . V A I in rt, . x. ( 7K . . .. 1 . \ .I . . . . A .y. _ ‘ . i t .\ . r ‘\ 64 Studies on Intellectual Development. In 1924, two years after the Merrill-Palmer Nursery School was started, Woolley52 reported results of tests made in which Stanford-Binet tests were given to the nur- sery school group of children and also to a group of chil- dren whose application to the Merrill-Palmer Nursery School had been refused. Woolley reported the results as showing "very significant increases" in I.Q's for the nursery school as compared to the control group. It has been hypothesized that the nursery school setting, designed to provide those experiences necessary to increase intellectual curiosity and add to the child's knowledge, would produce accelerated mental growth in the children attending. The most extensive work pertinent in this area was carried out at the Iowa Child Welfare Re- search Station, as part of a larger series of studies on the effect of a variety of environmental conditions upon intellectual development. Swift reports, "The overall findings have been reported by Hellman (1932,1934,19-O) Skeels Updegraff, Nellman, and Hlilliams (19383; Skeels (1940) and others (Slzodak, I939; Stoddard and Wellman, I940). Nellman, (1943) has summarized the studies on 52 - H. T .Woolley, "The Validity of Standards of Iental Measurea ents in Young Childhood, " School and Society, XXI (April, 10925), PP. 476— 82. ., \ ' 6 O t A s o — ‘ \ . O ' I \ I x c O ‘ I _ , ‘l ‘ \ C K A C a _ t _ ‘I V . . u '1 ’ ' x. I“ ' f— , " O \ , \ v - O " . fl I. \ \ ’J 65 nursery attendance, whose findings generally reflected gains in 1.9. by children attending nursery school. The investigators interpre- ted this to demonstrate that such attendance can bring about positive changes in intellec- tual functioning, changes which do not occur during similar periods of non—attendance and which are maintaned over a period of later school attendance. These findings, however, while similar in die rection to those originally reported by Wool- ’ ley (1925) and others (Starkweather and Roberts, 1940; Frandsen and Barlow, 1940), have not been duplicated by the majority of investigators at other institutions (Kawin and Hoefer, I931; L.D.Anderscn, 1940; Bird, 1940; Olson and Hughes, 1940; Jones and Jorgensen, 1940; Lamson 1940- Goodenough and Maurer, I940). The studies ma e by these investigators reported no significant changes in I a. associated with nursery school attendance."9 Attempts have been made to account for such differences and it was believed that certain factors like practice effects, bias of testers, coaching by parents or nursery school teachers, inadequate standardization of the tests used, inadequacies in statistical handling of the data, etc., could have influenced the results. Also, the important factors that should be more carefully considered are the Specific nature and content of the program provided for the children, its relation to the changes expected, and its relation to the children's expe_ riences outside the nursery. ”...—...... m_-_..-~a—rau——.- ... .. -.--- —. ._ Wm -.....w— - —- ~¢ . . . — r—u - - - »—« .- -~ ~ .- ~~ we . ~— - .4‘. .. .. a -4v -- ’4 o o __4 - o —. r‘r ‘, - o _ -I—. t ‘ — 4| a \ \ .. ’0 . O _ . r 1 x . A ‘ . \ A 0 . \ \ X "l . . . q ,— v . - . . -l C . . i- ' ‘9 ‘. ' . V I , . L) \ 66 54 the In the Opinion of Sigel, one of/major contribu- tions of the nursery school, is in the area of the child's cognitive or intellectual development. The cognitive pro- cesses of thinking, reasoning, problem solving and the acquisition of knowledge can all develOp by the nursery school experience. Pre-school children at their age are thought to have greater needs in the affective area than the intellectual. Research has shown evidence of young children's intellectual functioning. Susan Isaacs55 reports that little children show ". . . strong and Spontaneous . . . interest . . . in things and events of the physical world." Her anecdotal data demonstrate how children can formulate new experien- ces, Show logical cause-effect thinking, and engage in "mutual correction and genuine interchange of opinion." The few research studies on nursery school and its effect on I.Q. have already been pointed out° But I.Q. tests do not reflect the child's curiosity, his motiva- tion to learn, nor his ability to gain insights into various types of relationships. If these tests of inte- _‘ 54 - Irving Sigel, (The Merrill-Palmer Institute) "DevelOpmental Considerations of the Nursery School Experience." Speech given at the Council of Child DevelOpment Meetings, September, 1962, P.l. 55 — Ibid. P.15. ’I "l 67 lectual competence had been more varied and geared to a broader based assessment of the child's knowledge and understanding of the world about him, the results may have been different. But the important fact lies in that the nursery school eXperience emphasizes less of the intellectual. Teachers usually follow through on emotional issues, rather than the intellectual ones. However, on the basis of these studies, certain generalizations about nursery school attendance cannot be made, as the studies were inconclusive and contra- dictory, but the results of these studies do not seem to rule out the possibility that certain types of nur— sery programs can contribute to increases in I.Q. "The nursery school nevertheless offers a unique Opportunity for intellectual growth and development. The atmosphere is probably more benign than later school situations."56 Studies in Social Development. The social element is the one distinguishing situa- tion where differences in behavior can be noticed in pre- school children following their attendance in nursery school. 56 "" Ibido P0180 68 "Personality studies in pre-schools have been more concerned with the social develOpment and adjustment of children than with any other area of develOpment. The evidence available through such studies seems to indicate that nursery schools are making their greatest contribution by helping children to develop social skills and that nursery school children make gains in social develOpment over and above those that would come with growth and maturation."07 . 5\ A . HattW1ck 8 (I946), us1ng an average of three teachers' ratings on sixty personality characteristics, found that children became more sociable with longer nursery school attendance. ‘More sociable' as used by Hattwick means that the child no longer "fears strange people", "avoids play With other children", "stays close to adults", etc. Jersild and Bite (1989) made a thorough study of the social adjustments of nursery school children using ten observations of behavior during fifteen minute periods over a school year.59 Their findings concluded that nursery school influences social behavior over and above the improvement that would naturally come with age. The 57 - Clark E.Moustakas,"An Educational Program for Four Year Olds based on Researcn, Theory and Practice;” Doctoral Thesis, Teachers College, Columbia Univer- sity, New York (1949), P.7. 58 - B.W.Hattwick, "The Influence of Nursery School Attendance upon the Behavior and Personality of the Preschool Child," Journal of Exp.Education. (I946),PP.183. 59 - A.T.Jersild and M.D.Fite "The Influence of Nursery School Experience on Children's Social Adjustments," Monogr. Social Research Child Develppment - No.2 (1939), P015-170 /I ’3 l. f I . - i , - \ n \ I ‘- a a _ \ ’ \ O O c \ a | ‘ I. 7- F‘ \ —- , . l. ‘ " O ‘ 7 - —- \ 9 . O - p O O - s I r . - . - .- - - - - . _ - e- . --. - 69 same authors, utilizing data collected through direct observations of nursery school behavior, found that mutual interests seem to be the best basis for the de— velopment of many friendships within the group and that to a large extent behavior acceptable to a teacher becomes the behavior acceptable to the children in the group.60 Parten61 was more interested in the amount of various types of social behavior children.engaged in. One-minute observations of each child were made indoors every day for a period of a year. Parten found that solitary play was common to all nursery school children; that the younger children engaged in more onlooker and parallel activity than the older children; and the older children engaged in more highly integrated group activity. The child in the nursery school learns to play a social role. Sigel reported: "The social behaviors expected and rewarded in the nursery schools provide embryonic role definitions. Such characteristics as sharing, taking turns, inhibition of aggression, coopera- tion, and acceptance of adult authority, keeping 6O - Ibid. P.89-93. 61 - M.B.Parten "Social Participation among Preschool Children," Journal of Abnormal and SOC.Psfchology, 27: (l932-l933)lP.257-65. ’0 .‘ - ~ A . \ ' a ' . L ‘ ’ e . v C . T— u ’ ‘ n | H . . , ‘ r I ‘t. .. ' - . o . 1 7 i . . -. | 6- . \ . v v . O . c Q 7 \ O ’1 \ \ . - - u - - - . . . . - u . . — -.., _. I. . O - O _ . - _ I. , O U '4 _ I. ' 4 . \ l \ I O I '70 active and busy, assuming initiative and independence and participation with others are all the 'desirable'. The degree to which children reflect social habits frequently is presumed to indicate social maturity . . . To behaVe in the ways indicated suggests impulse control, respect for others, achieve- ment striving, and reality-orientation. In other words, in the nursery school the social rewards contribute to the child's acquisition of role behavior."62 "Thus, role experimentation occurs by virtue of the nursery school experience in two ways : (l) the real life requirements necessitated by the child's shift from a homebound indivi- dual to the school child; and (2) dramatic play either Spontaneously emerging or as a part of the teaching program." Summarizing the significant findings on social deve- lOpment and adjustment, we can say that with an increase in nursery school attendance, children became more sociable, more active and engaged in more constructive play, and used more successful social techniques. From the ahove studies on social develOpment we might notice that there was no attempt to study how much the activities themselves and the way in which they were conducted contributed to the social growth of pre-school children. Also, the fact seems to be that here material is not available concerning the kind of social experiences and guidance the children Were receiving in the various programs. 62 - Sigel, 9p. cit. P.12. 63 - Ibid. P.14. Q ... p, . \ - . ‘ . I n . _ > 1 . . '1-“ - O- . -- . II \ (N ' ’ a 4 \ ’0 ’1 f. 71 Physical Develonment and Motor Skills. One of the essentials of a nursery school program is the provision of adequate Space, prOperly designed equipment and sound health routines. If these requisites are combined with the stimulation afforded by a group of agemates, it is believed that it will lead the child to greater and more purposeful plysical activity and the establishment of better health habits and physical health. ‘ There are few research studies which have concerned themselves with the assessment of nursery experience in terms of physical status. From the standpoint of physical develOpment, an interesting study was done by Updegraff of 64 Iowa in 1933. Three hundred and twenty-eight children, one nursery school and three control groups, were studied for the purpose of comparing the frequency of certain communicable diseases of childhood. Health records of the four groups were compared in terms of the frequency of chickenpox, measles, mumps, scarlet fever and whooping cough. On the basis of the facts resulting from the investigations, it was found that there Were fewer conta— gous diseases among nursery school children. 64 - R.Updegraff, "Comparative Frequency of Certain Communicable Diseases of Childhood in Nursery SChool and Non-Nursery School," Child Develop: ment, 4 (I933). PP.298-BO7. A\ .115 72 Sigel talking of the physical-social dimensions of the nursery school in order to define the nature of the place says:- "From the physical point of View, almost all equipment provides the child an opportunity for testing his own competence with a physi— cal world commensurate with his own ability. This provides the child with greater control over his physical world than may be the case in the adult world. Such control can contri- bute to the child's sense of competence and mastery over the physical environment."65 In an extensive study of children's motor abilities and use of equipment in the nursery, Gutteridge (1939) found that motor achievement rose rapidly during the early pre— school years but dropped off Sharply after the age of three. This was attributed to the lack of environmental stimulation and challenge to further effort offered by the standard nur- sery equipment, rather than to the attainment of a physio- logically determined level of skill. It was, therefore, thought that the usual equipment provided in the nursery, though adequate for the two and three year olds, was too stereotyped, inflexible and limited in function to provide the necessary opportunity and stimulation for maximum deve— ‘w o o a 0 . r 10pment of motor Skills in tne four and five year olds. J6 .--vv. -..-....— -_-- q- n 65 - Sigel QEOCit. oz). 66 — Swift, Opgcit. P.260 73 Moustakas has quoted another study in his thesis with regard to motor development and adjustment. "Using the McCaskill series of motor skills as a means of measuring motor achievement, skeels et. al. (1988) found that pre-school girls made higher scores than control (non— preschool) girls at every age but four, and that pre—school boys were superior to control boys in total score on motor skills at every age. The investigators concluded that motor coordination itself was dependent on matura- tion and that differences in motor skills ‘ appeared mainly in skills which pre-school children had Known Opportunity to practice. The longer the resideice in nursery school, the more the opportunity for practising various motor skills; and therefore, the higher the score on motor achievement."O7 On the basis of the research done in this area, ' Moustahas quotes the generalization that "Motor coordina- tion is dependent on maturation and differences in motor skills, other things being equal, may be largely attribu- ted tO differences in Opportunity to practice." He there- a fore, suggests that the nursery program (foriknu’years olds) should consider the above fact by planning experiences which do not force or pressure a child, but which give him freedom and numerous Opportunities to use both large and small mus- cles in complex and simple tasks involving both massive and fine coordination.68 _.- —_——..——-.—.—.——— ..-—— -——_———._..——-'. 67 - Moustakas, Op, cit. P.83 68 - Ibid. P.50. !\ QK -- v‘ * -.oo. 74 Emotional Development. Studies on emotional develOpment have been on two general types; those Which dealt with the global emotional adjustment and those which have been concerned with Speci- fic areas of adjustment. Joel (1989) found that wi h increasing nursery school attendaice, children made a higher score on emotional matu- . 69 . _ T . _ p rity. Another study was made by dattwick (1940). The results Of this study showed tiat with longer attendance in nursery school, children had fewer nervous tendencies such as less wiggling while sitting, less twisting of hair and less tenseness at rest, etc.,7O Appel (1942) by using timed observations, found that the most frequent type of aggression was over a desire "for the possession Of property". "Forty—two per cent Of the total number of aggressive acts of two-year-olds and twenty- seven per cent of the total number of acts of four-year—Olds were of this nature. The aggressive behavior diSplayed by two-year- Olds was less persistent, more fleeting than 69 - Walther Joel, "The Influence Of Nursery School Education upon Behavior Maturity," Journal of Experimental Educa- tjop. 8 (1939), P.165. 7O - La Berta W.Hattwick, "The Influence of Nursery School Attendance upon the Behavior and Personality of the Preschool Child," Journal of Experimental Education+5 (1946), P.187. 9.\ v.r,4-, than diSplayed by four-year-olds. The more privileged schools used more teaching tech- niques (encouraging attitudes and procedures which might help children on future occasions), hile the less privileged schools used more ending techniques aimed at restoring peace as quickly as possible."71 ioustakas in his thesis reports a study made by Andrus and Harowitz (1988). "These investigators in their study on in- security feelings found a tendency for nur- sery school children, as a result of nursery school eXperience, to become less sensitive to suggestion or criticism and a marked ten- dency to become less inactive and to offer more resistance to imposed authority. They found a +.15 median correlation between "in- security" (frequent anger outbursts, nervous habits, constant withdrawal etc.) and length of time in nursery schools.“72 From the studies done on the emotional development we may summarize that with increasing nursery school atten— dance, children made their scores on emotional maturity; exhibited more persistent aggressive behavior and more hostility; were less sensitive to suggestion and criticism and offered more resistance to imposed authority. The largest percentage of aggressive behavior in pre-school children was over a desire for possession of prOperty; 71 - Appel, Madeline H., "Aggressive Behavior of Nursery School Children and Adult Procedures in dealing with such Behavior." Journal of Experimental Ecucation. 11: (December 1942)}JFKISS-199. 72 - Moustahas, on, citI P.20. f. -- -' -— . , . _ .. I. —-| O _ . u a . . fl . . . ‘ . . 5 u .. . O . ,, ~ ~ . . \ I. { . -p~ oc- . \ i M ' .0 c " 7 P I W\ , Q ,0 _\ . ‘4 _ . A 1 . .l I ‘ n l ’ -‘ 4 o ' ‘ \I v ‘ . ' _ F . _' ' .. ‘ , . 7 - . .- . . r c — .- - ' — “*~ ~- - - V w . - .l v ' . .1 | -m‘-.. . —_»o...--~—--—-—I- . 9 1 . . -., , V ‘ I _ : V I i D ‘ ‘t , v _.n <'.. ...- — -- . ~- 76 there was a high degree of consistency in aggressive behavior displayed from child to child from one year to the next. These studies on emotional develOpment are valuable in that they provide certain contributions for education. They lay stress on the values that can be gained by pro- gressive training Of children in handling problems and situations, both simple and complex. It is also noted that children learn to COpe with and overcome fears as a result of the change that comes from within them with added growth and experience acquired in the course of daily living. It is, therefore, important to allow chil- dren to work out their emotional problems in both fantasy situations and in real-life situations depending on the individual child's modes Of attaching his problems. The studies on emotional development also point out certain limitations. In most Of the studies conducted, there seems to be no attempt made to differentiate growth and maturational influences from environmental influences. Equated groups of nursery school and non-nursery school children should be studied to note the emotional develop- ment and adjustment. In order to study the environmental I , .‘ A ' ' . i . ‘ - i b. - 7 ‘ ‘ u . ‘ I ‘ i, . . ‘ . . ‘1' A- . . i - . - p I \ u . i v - . _ C ‘ . v 7 ‘ - c I .- u“ . . ‘k ’ . r I - - 0 7 ’. - . - \- 77 influences carefully and Objectively upon pre-school chil- dren, matched groups of children both in and out of nursery school, in controlled and experimental settings, should be the basis for investigation and then the influence Of various kinds of environments on emotional behavior noted. Therefore, in order to be able to study further the actual value of nursery schools, it seems necessary to break down the global concept Of nursery experience into its component parts and thus try to differentiate those variables likely to have positive effects from those of little relevance to develOpment.73 220g am. The typical nursery school program attempts to stimu- late creative expression, provide for the acquisition of information and Offer learning Opportunities in such areas as language, communication, motor and sccial skills. Swift reports, "Various studies have been concerned with the development and assessment of Specifif pro- grams fior such learning. (Jersild and Blen- stock, 1931; Hilgard, 1932; Colby, 1935; Updegraff, Heilinger, and Learned, 1938; William and Mattson, 1942; Dubin, 1946). Early studies in this area also included several methods emphasizing the handling of routines and habit training as a major aspect of the nursery program (Hill and Van Alstyne, 1930 Dggshee, 1931; Campbell, 1933; Dales, 19413." 7:3 - Swift 22. cu. P.260 74 - Swift pp. cit. Pp.261-62 Q\ h.\ \\ ‘k I . t P\ u, n\ a. 9 \ . ¢\ 4. n..\ O c n . xx 4\ . . . 1 O . a e\ . o 78 Much Of the material regarding specific aspects of the nursery pregram has been consolidated into an accepted body of practice and has been published in a number of texts and pamphlets which are availaol all nursery school practitioners. In trying to assess the success or failure Of th various nursery programs, certain principles of learning in the pre-school years are to be censidered such as those that are related to developmental stages, the acquisition of skills and the conditions conducive to learning. There is even evidence to indicate that important learning takes place in a non-Specific way when the child explores his environnent, when he is eXposed to different types of experience ani has the Opportunity to experiment at first hand with many kinds of materials. Therefore, a good nursery program should be based on an understanding Of all these factors. Care- fully planned Opportunities for a wide range of experien- ces with materials apprOpriate to the age and develop- mental level Of the child probably provide for the most fruitful learning. ’. 79 Adult-Child RelationS. A number of investigations have been made where adult-child relationships and their influence on per- sonality have been referred to although they were not the major objectives of the study. Langdon (1933) made a thorough survey of practices in pre-schools. As a result of this study the following frequent acts and objectives Of nursery school teacher were listed: to help children to learn good eating habits; to help children learn rest and sleep patterns; to guide chil- dren in develOping skill and independence in toilet habits; to protect children from danger; to help chil- dren to develOp independence, skill and enjoyment in their play; to emphasize independence in use Of manual and fine arts materials; and to tell children when it is time to perform various activities. Langdon's con- clusion was that nursery school teaching techniques were mainly directed tOWard immediate ends without regard to ultimate emotional and social effects.’75 75 - Grace Langdon, A Study Of Similarities and Diffe- rences in Teaching in Nursery School,_hindergarten and First Grade, (New York: John Day Co., 1933). P.277. A. I ’ _ , . '. K ..-: ' . . v ‘ - ' Q ‘- _ u I l : OC ‘ x o - _. ‘ _ . A. ._ - ; v‘ x - u - - « . - -_”*_- 80 Appel (1942) concluded that nursery school teachers made the greatest contributions to personality development in children by fostering the habit of seeking out and try- ing to understand the purposes and feelings of children. The other canclusion drawn from the same stud y was that when teachers utilized a great deal of disapproval and moralizing, children immediately became defensive and. e ther reacted with resis ance or completely withdrew.r76 Harowitz (1940) using tea cheer '8 ratings, found that with increased nursery school attendance, there was an increase in children's independence of adults in relation to overt activities and at the same time an increase in children's dependence on the adults for attention and ectional SUppOTt-77 Landreth et. a1. (1943), using ten-minute timed observations, found hat in WPA nursery schools there were fewer total teacher contacts and more comnands than in university nursery s,hools. Petting and fondling were employed more t11an t1ree times as often in the university 76 - Wadeline H.Appe1, "Aggressive Behavior of Nursery School Children and Adult Procedures in Dealing with such Behavior, " Journal of fixperimental Education, 11 (Decelber,1942),IP.194-5. 77 - Eugene L.Harowitz‘ "Child-Adult Rel'tionships in the Pre-School Years,‘ The Journal of Socia l Psvcr .010 0v, 11 (1940), P.57. O\ .4, —- ..70 .\ It ‘\»I 81 nursery schools. Nuch more deprivation and punis1ment were also used in.WPA schools. The emphasis in both WPA and university nursery schools was on minimal teac er contacts so that children could learn to respond to diminished cues 78 and to become progre wively more independent of the teacher. These studies further erphasize the importance of the teacher's role. As he pram- hool child is still dependent upon the adult for apnroval , direction and attention, he will see}: clues to the adults' judgments of his behavior. Some of his interpretations may be incorrect due to insuffi- cient 1:nowle ed ge and lack of clarity. Guidance from the teacher in making the situation clear and conrunin ting her values to him, will help to make the child's learning expe- rience more effective and real. Peer'1U1latutw1111ns. The most distinctive feature of the nursery school Xperience in the life of the ct 11d se3ms to be the oppor— tunityit provides for play with a group of children of his own age. The way in wTich h uses this opportunity, and the kind of relationships e forms with his group, reveal certain significant aspects of his social adjustment. 78 - G.Landreth, G.Gardner, B.L ckhard and A. D. Pru 2h, "Teacher-Child Contacts in pure er, Schools, JOUrnal of Experimental Ed imation4,12 (1943). IP.71-85. 82 The importance of this particular area of develop- m nt in the pre-school child's life can easily be seen in the large number of studies that have been conducted deal- ing with social relationships and social adjustment during the pre-school years. Parten's study on the social parti- cipation of pre-school child1en is one of the earliest and most frequently quoted studies in this area. "In it she differs: tia ted six categories of social participation; unoccupied behavior, solitary play, onloolter behavior, parallel play, associative play, and organized or coopera- tive group playo79 Swift cites several studies in peer relations as follows: "St1oies oy Bee ver (1932) on initiation of social contacts, and by Caille (1933) on resistant be shavior, have provided further pertinent data. Studies of aggressive be- havior were undertaken by Jerslid and Mar- key (1935 ), Fite (1940), and Appel (1942). Studies of 1r1cnds11p and positive social relations have also been caraied out by Challman (l9? 2) and Gre: in (19 ;>3). A study on syuaathl and cooperation in young chil- dren by Murphy (1337) is an1ong the most Ktensive works in this field. "00 79 - Swift. Op. Cit. P.270. 80 - Ibid.7?.270—7l. 83 These studies in general report that there is an increase in all forms of social interaction with increas- ing chronological age in the pre-school years. Personality Factors in Nursery Adjustments. The effect of the nursery experience on the indivi- dual child seems to depend largely upon the child's own personality, abilities and interests. The earlier expe— riences of the child in the home also have an effect on these factors. The relationships between factors in the home situa- tion and the child's adjustment in the nurs ry have been studied by various investigators. Swift reports a study made by Baldwin:— "On the basis of ratings of parental behavior in the home, using the Fels Behavior Rating Scale, a measure of 'democracy' was obtained which was found to be associated with free and active participation in the nursery school activities, successful aggression and self- assertion, and creative and constructive beha- vior. Other syndromes of parental behavior, subsumed under the heading 'indulgence' were found to be associated with physical apprehen- sion and inhibition in development of large muscle skills."81 The relationship of nursery school training to the develOpment of certain personality traits was studied by 81 — Ibid.§?.278-79. Here the results of the Bonhan Sargent Perso- nursery sch ool c illrcn‘fere n period. It was found tha t“ ~ D w 'n - r\ . V w'\ - J‘ ,.~ -: ~, . -‘- \ . and bell-TullduCe, greats r increase in L. - . ' v n in ’7 . -.~ 4’- - r\ r‘ 3- . 1 - l 1 - I cur1osity and interest in nnVer'HVJb, and tne acqui- .0 i. sition 01 more ru ervus ha' health and order than ' “fl - ~ . .. - . ‘4- .: A 1,\ -1. ‘ 1 V 1" 1 o the epntrol group. Interestlngly enoug , tne less nes1- 7 rable traits increasec: in the control non-nursery school group. , . o . . e1n11ar results were :oune oy Greene03 in her study of the relation between nursery school and kindergarten, as shewn 1v the ratincs of the te“chers on a g oup of u (-1 questions cancer11n" seeial adaptCJility. Cushing' in an experiment in 1934, used 83 f1rtner nursery $07001 children in counar1 on to a. non-nursery school children. Based on a ndergarten tCCB.C'1€T'S r: ti gs v ‘I 82 - M.E.Halsh, ”Relation of Lursery school Training to the gxent of Certain Personalitjr raTts," Child ent, 2 (1931), P. 72 -73. (- erine U.Greene, "R~l-t on 2etween L1n1errarten and ery Jchool," Childhood Elucct on, 7 (1930-31), .5 .- 84 - H.M.Cusiiing, "a Tentative Teport of the Influence of Nursery uChOOl upon Kindergarten just1e1 Reported by Kindergarten Teachers," Childu"1vcloincnt, 5 r) ’0 ’3 ’3 u 1‘ J 0 P \ ‘ A | 1 a o \ ~ 9 ~ A . - L4 0 .- -‘ II< nu- <»~"~ . Q ' . ‘ I) \ l' 4 ‘v I . '5 ' 85 on a list of behavior characteristics, it was found that the nursery school produced children who tended to be somewhat superior in adjustment and school attitudes and considerably exceeded in amount of material used and in participation in activities, although they were four months younger on the average than the non-nursery school children. In "The Case for Nursery SChOOl" by Bradbury85 in 1934, a review was made of previous literature on nursery school education and the conclusions drawn were that nur- sery school tends to accelerate the intellectual growth, to affect positively the personality develOpment, to establish health habits and to allow for the contraction of fewer contagious childhood diseases. Value of Cooperative Nursery Schools. Cooperative nursery schools are a recent develOp- ment. Although they generally include the many benefits previously cited of a regular nursery school, they offer additional advantages. "We believe that the c00perative school has vitality because it is an expression of our .1. democratic way of living. Cooperative schools are provid- --w.‘ 85 - Dorothy Bradbury, "The Case for Nursery School", Childhood Education, 12 (1936),E?.406-8. 1.\ r\ I. \..r n\ 86 ing leadership in the modern trend toward parent educa- tion and better parent-teacher-child relationships in the school."86 "The great value of the c00perative school is that it provides a develOpmental expe- rience for both the child and the mother. The child makes the step out of his shel- tered home together with his mother who contributes to his independence by her groWing understanding. The mother finds in the school a workshOp where she knows she is welcome and where she can see the educational process going on."87 Parent education is an integral part of the co- Operative nursery school. Nursery school teachers have found that to accomplish the best develOpment of the child they must plan to unify efforts in the child's behalf. In the cooperative nursery school "the most important part of the parent education program of the School is the mother's participation."88 Besides participation in children's groups, the parent education program is carried on through staff and educational meetings and individual parent-teacher conferences. 86 - Our Cooperative Nursery School, Silver Springs Nursery School, Inc., Silver Spring, Maryland. (ll—9‘19) P.9. 87 - Edith N.Norton, Ehrent Education in the_Nurserv Senool. Bulletin of the association for Childhood education International, Washington 5, D.C. 88 - Our COOperative Nursery School, op.“git. P.14 . , r . . . .. - ~.\ - . ‘ ' - e H c . . - S v- .. . O - ' o . \t .' - . c A A . » r" v - -. . .. --Ja ‘ . i ‘ . . . 7 .‘ . .\ ~.’- a ' ' A - .7 - ,7 J. . .. 1 . . A , a ,- - . v i . v .. , a . . - - . _ . A f - ‘ x‘ . y ' -. — ‘ v . — ' f I . .- , \ . .. - . ‘7 v \4 — ‘ - n - 7 _ . ." ‘ I‘ ' ' \ ,' " . . « ‘ - Q I . L - _ i 4 _ ... . » .\ . ’ \ til _ '7 . '. ' ‘ I, , ) , f, , D , 2 O , . -t ,, .. . _ , . - x ‘ ‘ v ' 1 ' ~ ._ . ‘ l , _ . . \ t . . ~ . , . ‘ -’ ' 4 ' v i' ‘ -2 o _ ~ » .L . v . - . - p .- . _ , , - 5 _ . ~‘ . A. J . V.) \ «. ‘ 4 , .> ’ > ' . . V . . v 1 ‘ 1 v _ x . . ' . I \7 . . ‘ A. . .1. « - ‘ ‘ r ? r _ , ‘ 9 ' v\ - , ’ \ , ' --' ' ‘ O 7 v . . I ' “ ' r Y ‘ . _ . . , .g. . . g u - ’ ‘ ’ ‘ 4 _ . , I ‘ ‘ . \ ' _‘ . ' ~ - . . . y T ' ' o ' > t ‘ , ‘.1 1: ~ . ‘, ‘. . I 1 _ _ i . -1 . a . 7: ~ . ‘1 1 . - r ‘ . y . ‘ 7 .- . ‘ ‘ . -. v _ r . _. . 4‘ . O ' , . ..‘n— . - .-- - . -. ,~-i- -.-. _ ‘. m- -. - . w- '- ”_-&a~gg , g . _ 7 ' .- ‘ . ‘ ‘ . ‘ ’ -I , , — . . e- ’ g a I. , .w a ,L _L i‘.‘ . ' \ \ " ‘ ‘ . ‘4 ' I . ‘ i ‘ r ‘ ' \ r- 87 "Just as in any other kind of education, parent education will be most effective if carried out in a democratic way. Here the teacher accepts differences in personality among the parents as she does with the chihiren. With her special knowledge of childhood and her experience with many young children, she brings to the parents ways of broadening their knowledge and deepening their experience. She does not force anything on them. She is deeply convinced that she does not know everything and she is eager to learn more. Parents and teachers then learn together and become partners in a cemmon undertaking for the benefit of the child."59 In the cooperative nursery school it is also the teahcer's function to help mothers understand their chil- n the school program. Parent- Ho dren and to participate teacher relationship is another important aSpect of the cooperative pregram. "The relationship between teachers and mothers in a cooperative is a many-sided one, and the school runs smoothly when both teachers and parents fully 9 g 0 n 0 9 understand their differing iunctions." 0 Yet, care should be taken that a teacher's efforts, at times in trying to educate the parent in matters of child guidance, should not imperil the tone of the school. The basic philosophy of the cooperative aims at extending, enlarging and enriching the home. There may be times when 89,- Edith N.Norton, op. citI P.6. .‘ 90 - Our Cooperative Nursery School, op._§it. P.15. .0) 88 parents fail to interpret a concept the way it is intended to be conceived in spite of the very best intentions of the teaching staff or program planning committee. The more the mother understands her role as a teachereassistant, the greater is her contribution to the program. The teacher is the leader in the school. The respon- sibility for the educational program and professional stand- 1‘ J- ings o the school rests upon the teachers. The mothers learn from the teacher and so does she learn and grow in insight and skill through her relationship with mothers and children. The cooperative nursery is a triangular relationship between the parent, teacher and child. Another advantage of the cooperative nursery school is its relatively low cost compared with the usual private school. Low cost is not the primary concern of the co- Operative nursery school. At times the tuition fee is raised in order to provide better salaries for teachers, to establish a building fund, and to meet increasing costs. "We have learned that it is the active interest and parti- cipation of each member that makes possible any low cost . . . . , 9 without sacrificing standards." 1 91 - Ibid. P.14. o O . V . I- . . v t 4 \. - ‘ _ .. I u . ‘ v " _ ‘ Y‘ . ._- « , .. . n . , t . .5, ._ r I e- . .‘ K . ‘ u .. s . ~ \ i _ . — .‘- . ' w . ~ A \ g . ' l I O ' ' : 2 w- , I ‘ . ‘ _ _ . . - 9 . . _ “ ~ - ‘ . - n I \ - '1 . . . . - .»_. . a - . ’ .' 1 ‘ I ' 1 C ' . 1 - r- . e . “ . - f. t .. .. 4 1 a I I ‘ _ .- ‘ I ‘ y . t 1 ‘ I - . - . A i ‘ . F o I . . . n - , . - - i .' l'; c . AL a ' ~.-, .. , .I r. o- .— — ' .. — - ‘ -‘ n ..n 1.2‘ - o _ . O . . r _ .L . a J. u l . . , ‘ {‘ a r — In - p. ...- . I .. . _4 ’ ’— 3‘ -t . ' "~ ' 1's - , ' ' ~ ., \ -‘ (A » C v . ' .- V [I v‘ - , J I , (1 . . . 1.. - , ' ' d '1 ‘ 1‘ 7f, . .’ ,. . . _. ‘_ '. L J - - - ... . - — - -..“.-- - - 1- «__. ... , ' ‘r‘ :— I ( ‘ I . n ‘l — ‘ . . J o . ..._ c . "I 89 The cooperative nursery school offers mothers the Opportunities to use their talents and abilities which cannot be fully expended in the home. The wide range of activities of the nursery school ”elicits whole-hearted cooperation from most of the mothers and explains why their interest grows as their participation increases in ‘ 1 D "r ‘ r‘ "92 tne school aliaire. Summary. 1. From the studies quoted we may conclude that the results of most of them support the idea that the expe- rience of the nursery school does seem to influence a child but the findings reported have been inconclusive and conflicting. 2. The findings reported so far do not support the conclusion that nursery school experience is an essential one for every child. The general conclusions, therefore, must remain provisional. However this statement is sub- ject to further definition of relevant aspects of the nursery situation and the variables that which make it up. 92 — Ibid. P.14. 9O 3. Results from the studies that have attempted to evaluate the nursery school experience globally have generally been inconclusive as they have not taken into consideration the specific variables that bring about the changes, as in terms of the effects of attendance upon intellectual, social and physical development. 4. Studies on emotional behavior stress the values that can be gained by prOgressively training children in handling problems and situations by themselves. They should be allowed to work out their emotional problems in both dramatic—play situations and real-life situations, depending on the individual child's modes of attacking his problems. 5. A more fruitful approach to assess the value of nursery eXperience seems to be the one where the global concept of nursery experience was broken down into the component parts which make it up, such as, the physical setting, the program, teacher-child relationships, peer group interaction, and the personality characteristics of the individual child. In so doing, it would be possible to differentiate those variables likely to have positive effects from those of little relevance to development. ’3 I “1 0 91 6. Personality studies in pre—schools have been more concerned with the social develOpment and adjust- ment of children than with any other area of development, and the evidence available seems to indicate that nursery schools are making their greatest contribution by helping children to develop social skills and that nursery school children make gains in social develOpment over and above those that would come with growth and maturation. 7. Findings from the various studies of the nursery program emphasize that the careful planning of a good program suited to develOpmental level of the child would probably ensure fruitful learning. Routine practice of skills or exposure to overly complicated materials at an age when maturation and interest are not appropriate would not result in learning and may even hamper the child's interest and motivation to learn at a later age. 8. The most important single factor in determing the nature of the experience for the child is the teacher. The teacher's support to the child in the pursuit of his (I) interests and ner sp cific methods in comnunicating the goals and values to the child are greatly stressed. Q) 92 9. The child's ability to utilize the peer group aSpect of tne nursery increases with chronological age. It also depends on the individual child's m ke up and temperament. Another important factor affecting the child's peer-group relations sons to be the kind of expe iences available at home. 10. The cooperative nursery school offers additional 1 benefits besides those that are derived from the ordinary nursery schools, such as parent education program, better parent—teacher-child relationship, lower cost due to parents participation, and opportunities for mothers to uSe their talents and abilities for the benefit of the SChOOl o The above principles and generalizations are derived from research done in education and pSychology on the pre- school child over a number of years. Therefore, a nursery prOgram planned and guided by the above generalizations and principles, while preserving the biological integrity of the individual, would at the same time help to preserve the social integrity of the grOUp. In such a program, children are more Spontaneously expressive, uSe more conS- tructive and effective social skills, and increase their understanding of each other’s desires and purposes. fa ’3 ’O A; "a IlU. l" S P le ‘\'V'."fT ma ‘Ir—j ..‘l - v- 1‘5”) T‘m' A_L. L 1;. _L- Aka—l u)...‘;_1.'._l 1.1L .‘ILI . .. L.LJ . In order to assess some values of the cooperative ery school as seen by both teachers an mothers, sim- filcutlofi“nl es were developed from existing q es ti 93,94. " naires. *These were seit to four teachers and twelve 3 rs worhing "n Tour different cooperltives in Sast Lansing and Lansing. The schools wer l. Spartan Nursery School Richigan State Unive s'ty. 8. Central Coop>rative Kursery, La sing. 3. Keridisn Cooperative Nursery, Haslett. 4. ng woo United Church Cooperative Lurscry, East Lansing. The objectives of the questionnaire were: 3 ' A. To leLrn the attitu es of these_mot ers and teachers tOWards the cooperative nursery school progr’m, B. To e r. their rc~«tion“ of the be e- fits of a good nursery OXperience to ch ildren and pa ants, 93 - The Qontgomery Council of Jeeps ative Hursery Sclools , Cooperative Utrsery 001“ A Guide for Or ga niz ati,n and “dxinistra iou, Laryland: 1960. 84 - 3 ltcal OOW‘P«L ve Kurs sery Jchool Pamphlet. (’M‘h fut. or has Mev lope. 1 the questionnaires with t e help of the 0"""tins qu stionnairrs from the above two murces.) * - ee App niices - "A", "3" and "C”. d) a s 01 these mothers ucetion preyrem and L J O a ,.J (— O I H t—J 4 ,J T'-7- ~ A . 1 ‘,"» fl . . (N iCur oi 9A0 sooperltive nursery ich vour chili is? '1‘, ..- 1‘ ' ‘ .‘ .' ,v - D . A -‘ uiswer: :rom neighoors did irienes. p. ‘ " I“. a ‘ ‘ I '\ ‘ . -'. :3 '3 ‘L‘, 1" - f‘ . rou Were meesuetely informed el tie sasic n ‘ _ I_ a "’. _ ’_‘ fl. _._.) -,.‘ ' r~ u . sooperdtive ntrscry echool Cr~un12et1tn? Khmer: All re 5;. p 0118 C S 1+." e re af1::r:.:a L, iVG o one ‘e'f'ci S '“5 (D 1 7 r—d u 0 :3 m (3 U} 3. *‘3 (D pa '1) *— a 1.: 5 i ’Jo <1 (0 Q 5 r~ J“ f‘NrI ".“\':-1P..- .‘ C . Pd. 318:]. 'U f1"..{_)‘. 011.14.}1 .L 11/1173? fl "w 1" ' ’N . P11 :..-$12432. ‘--€VOI’1 7 3. Do yeu thin: A. 7'7"?"f‘3we' "“7 4";"l e,“ . kar._.'._.l_‘.‘-,J‘ l.1___u_l\.l ti,q x'uswner: 2111 120' B. Effe tive O O {Luteliti:w answer: Yes. F\'I fl .-‘.'.-.0. —-.- 4‘:’ r "‘ A ..r . l"€9.:.~ 370131390 CL_;_J. 111;.1... k1,; ‘JC‘ c.1111 ONO neg-itlve. your teacher is: ' _. '_ , ... J. r. .. L‘ . .' - '1 JUbulGuuS is SJOFLH -s persldle? I-» ,. , - ‘ ,. ,, . - o , thers' answers Were ull1r>ht1v3. 1" .~ 4'1‘ "H ".jf-TT‘OYW “'3’3'371 "“- “n. l ..‘ll’u biios)"; (...--l “LLJ.L nUbLL .J.-.~‘ {Lax/v18- . ll v“ -\ I ,‘q —. ~ .1.- i.e. Nenaerers , pULh rs , etc.? a 95 0‘ . _ c n 1 ._ V o . P A_ ~' _ _ I (\ _'_ 1' ‘\ 1 I J— 1" o. Ant1c1gdt1ng and preventing dots that pieCipicete cris1s? : Eleven answers w-re effirzetive and one was undecided. D. Flexible in changing routines to Stimulate activities? E. wFlexiole in chenging routines to suit the chil- dren's needs? Answer: All mothers felt this was being done. 4. Do you think your teache and participating DaanbS provioe a good nursery school exverience for your child? If undecided, or newer is no, please state the area s in i.a'hich you think chonee is needed. Answer: All mothers were of the opinion that the teacher and the other participating parents were providing a good nursery school expe- rience for their child. 5. Do you feel tldt you Were adequately prepared to assist at the nursery? Answer: Eight mothers ss id they were adequately prepared; four mother felt that initially they were not Drenored, but that in time with parent orienta- tion they were sole to cope with and could (J— P0 helpfully as st in the nursery school. c3 96 N 6. What type 01 parent education meetings have bee: held in the past? Do you feel they were useful to you? How? insuer: General meetings held were about the school program and activities. lr1ere were meetings on orientation, discussions with the use of films, saeahers an seminars for the most part. Of this group two motlers were not able to attend any nee tings thu us far and could not offer co ..... tent. The otFers benefited greatly from the meetings and felt they learned much they had not been aware of regarding tb ce nursery school. 1" 7. Please be Specific about how your teacne r is helpful, or not, in assisting your participation. Answer: Ten of this group of members felt they were definitely helped by the teacher.- Jeveral teacLers conducted conferences at the end of each participating day and disc ssed the good and bad asdects of the day's activities which were very helpful. 8. What type of programs would you like to have for the parent education nee tings? Ten mothers said they would like to have " (‘ Q’ C‘,‘ ‘ ‘ “ ) I‘N rm 5‘ ‘r\ . .- Spealers or 11115 on the oros ens o; clild Q“ 0 .111 97 J—wv V‘ 1 . _‘I_ V” 7‘ 4—.~. . ‘V :— ‘ GU.” t'eas feb- one £110....1-or Scat-(3C7 319 C 1d eel the need for parent education, but that it night he ben ficial for the others. 9. Do the following sources adeq ately take care of your *9 'J U} (1" H- 0 p .0 .. J L) :3. L3 {3; O O ."_> o D Ct N) A. Parent-lea cher Conferences? Answer: Ten responses tere affireativc and two W9? neC f‘,‘ Juive . B. General heetings? One mother wanted nore one 1fic inf or ation regarding :necial problems concerning chil- dren and how to deal with them. . . . _ J. ‘ a f ' ‘ .L . . :ers a:1:wered DLGV u1i not 76b a ows- I. a F" .1. letter, 1 tJ. V (D , .... -, - , -0.- .. -. , .-.,,1 a~sneroc of1-r utivcly and one mace no cow out. One of the of 1r ative . ~—. -? r. .. ". - fl. - »’—-‘er,\ . A’ n culles also stated that choir n Islezter was of no consequence. 1 .7 . . V, 1.7,— O, ‘- — .'. 1, - ,i‘ 90 n -, 10. Please oon1ent on the _ olloa.ng an: o-1cr any sugges- tions you may heve: A. Nursery School Lquipmont. t ‘4 .. (D r: Tea mothers felt that he "1111'v ent was In adequate a1u of good variety. ne mother a r 0 ~ 0 x u a V. . : C)- CO felt additional equipment for large muscle activity was needed. he twelfth mother did not comment. important part oi the urogram and were good for the chillren. It was suggested that more and well-planned tries were needed such as trips to a teacher's hone, to a farm aid a visit to tie dentist. Three motlers gave 1—1 11. How do you think fatiars can be helpful in the pro _r‘m? insuer: All mothers stated that fathers can be helpful by tahing children to and from school, by giving a day to teaching situations, oy familiarizing 12. what have you as a hotter leflrned aoout c ild.ren from your ex1er rie.1ce in nurs ery school? Answer: Mottors mostly felt they und“r"tood children better. They were nude to realize that chil- dren should not he nus ed but SI“UlC be allowed to do things in t} eir own way. The motfiers learned that the children had varied interests and can anaze one with their accemulishnents which were not evident in the home setting. They also realized that children adjust to situations m1ch more rasidly and easily han they thought. One hotter said she le; rned that her child was "typical" in 1is behaVior. As a result of the nursery e: oerience this mo her could copen1ore casually t1 her child. phe re orted tjfit she knew how much to expect from him and is more aware of exteriences for him in order to broaden his interests and abilities. She marvels at how raoidly children develOp, change and grow. Another mother became more conscious of her particular child's needs and how they could be met. She realiZeo that Chil- dren need periods of freedom, out that supervi- sion was also necessary. There was more aware- ness of the c ild's abilities and cisahilities. Still another mother stated she had learned how to cope with ungleasant situations W1d tlat now she has a better understanfinq of cxildren. The (’1 nursery school experience gave her a chance to -1 see her child with o 5:1er chillren. There was 1C0 also an efisy and welco e opportunity for coununication with other parents. -3 excl-1e *3 and .Imswers. f , O :3 p H “‘3 {D ““5 O *‘5 t l 1. What do you feel are the advantages to a teacher who works in a cooperative nursery school? Disadvantages? Answer: One teacher welcomed the part-time work which gave her the Opportunity to be home the other *5 part of the time. There was the eeling of a sense of fulfilment in doing something impor- tant. The teacher felt that her contact with 18d her. There was an o tortu- *‘d H. nity to observe different pers nalit es, many techniques, and to get to know children as part of a family. Social contacts with parent and child were made p ssible. Some of the disadvantages were that remunera- tion was not adequate, the teaching load was doubled due to parent orientation aid centinUous organization. One of tLe participants in the Teacher's Questionnaire did not list any dis- advantages. 2. lOl Yhat in your opinion could a good parent education program accomplish? A. Could you A good parent education program should give. parents self confidence and guidance in bring- ing up children. It should give parents needed SSUPQHCG regar ing Child behavior and problems (T) r Parents will have a fuller unlerstanc‘ng and apyreciation of their child and otler children. Good communication is promoted With teachers and increased trust in th (D m is developed. There (3 will be increased knowledge of a ild's develop- w I ment at different L') stages. Rurjnm; will become acquainted with different types of activities and suitablee equi pnent Sor both the school and the home. C: pecific ideas :cr such a program are Speakers in the field of ch'ld guidance and cooperative nursery movements followed by discussion. Ano- ther is the use of films followed by discus- sion conducted by a qualified leader. Informal S9 -iO;C et Ors would he of value to work on money- maying parent projects. Study groups and conferences would be of 5 eat oenefit. 3. One of your duties would be LhrUro1sst1n9 in mesherShip 9 interviews; upon W1at basis would vou S31. ect members f‘ c -| . o o 0013 oe1sloor1t1cns would be th u1lljng1ess of tLe Usrents to devote time for the nurserf's best interests snfl whose philosooh1es are in 4. Do you feel thot toe presence 01 mothers helps or minders your work as a te aciler? Answer: Participation of mothers hel he 18.11y “ou.w1e. Kothers bring %:ny talents and have nany .ofr33'1ng (U3rssv1ohs anc1 1dess. a They u1so maize it pos s1rle C)" J— 1 .1. n 1‘ Lr tne teacher to give neede1 1nd1V1 dual act 1tion. In sunxar121ng the Jinflizrs of the ou3stionnaire, “3 ‘x 3"." .° *1 ' "x .n r3 " 't f‘ '-' the go1U1 l 1mor3ss11n 01 tne coOporotive prOgrsm 13 unique in many respects. Coooe s- tive nurse y schools Seem to be making on ef1ort to provide the lost po ible oo1or bUDitiGS an: exaerience for tne £5 I-o—o- u 103 Parents feel that the teucrer' s lers,111l1ty pla ys J-M—, the school 811d not she for the child. Teachers and par the crrsnizstion uni functioning of L) provides a good nursery exoerience \ 1 }_Jo Cuf- F.)- < (D ents ge nerally exdr mzased 10. attitrdes toward the coope r tivo nu sery sch ool. Chapter VI GE 133 RA L S U I'll-LA RY This study, in general, was concerned with the hi8- tory of the nursery school movement in the United States and the value of the nursery experience t child. The main purpose of the paper was develOpment of a type of nursery called t nursery school program, its philOSOphy, 3 Historical Development. The nursery school in America had i 1914 as an educational movement. Some of ~impetus came from Brihfign. The original these schools was primarily educational. tors such as economic forces; interest in young children by psychologists, pediatri economists; interest of parents in learri 9 o the pre-school to study the he cooperative . .L. .' , _. .. 7.3.: n ' ‘nfif‘: .q-‘ t 77'\ a 3 _L a . >7, _l _,, ‘1 ‘2 ‘ _, ~.,- ' . i .3 ‘-, ,1. U’_ ts beginnings in the initial motivation behind Later other fac- the S tud y o f cians and home ng wavs of apply- U ing the new scientific knowledge to the rearing of their children have been instrumental in the concept of the nursery school. In many instances nursery schools i associated with research centers devoted n America are to the scientific ’0 (d ’U a . - n a - . _ N '. . A o v u u ‘ h ‘ I \ 105 study of child develOpment and educational psychology. The fact that many nursery schools were Sponsored by colleges and universities from the beginning promoted the develOpment of the nursery school movement. Such Sponsorship provided needed laboratories where staff and students might study and work together With young chil- dren. It also led to heightened interest in child deve- lOpment research and provided opportunities for training students in such fields as education, home economics, psychology and nursery school teaching. Benefits of the Nursery School to Children and Parents. Today the nursery school is interested in the all— round develOpment and well-being of children. It aims at promoting the optimum develOpment of the whole child in all areas of his growth - physical and motor, emotional, social and intellectual. The life of the child in the Specially planned en- vironment of the nursery school provides opportunities for play of a varied nature and the companionship of children of like age and interests, under control and guidance. Vigorous muscular activity, the use of mate- rials that bring forth creative effort, introduction to music, storer nature and science experiences Which are ,J 106 scaled to his level of understanding help to widen the hild 's horizons and lead to WOQ;V‘Cual We is ve.ent and 57.111. 0 The nursery school is the first break from a pattern of home life. The kind of experiences provided at this time are important to the child's later develop— ment. Therefore, happy and worthwhile experiences simi- lar to the home experience should be provided. Human relationships are formed when children learn to share their experiences. It is a first and fresh experience in the transition from failily living to peer living. Group eXperience an. participation as a menber of the group are provided. Group living, even at this age, can help the child to use freedom Within the limits set by the needs of others in the group as interpreted by the teacher. In his warm ol“ticnshin with the teacher and his peers the young child feels secure in his first major break from home and is able to find happiness in his new life while retaining his clOSe ties with his family. The grcwing_up process is greatly facilitated by the strong home-school cooperation upon which the cooperative nursery school philosophy is built. 107 The nursery school SUpplementS the home and family's efforts to promote the following: 1. good physical growth 2. growth in the use of his body 3. emotional satisfactions and control 4. social satisfactiens and skills 5. intellectual growth The child learns ttrough many first hand experiences as he meets them naturally in his daily living and makes his own Selection of activities that will help him learn. Nursery schools may provide the starting point from which parents can gain new insights about their child. They can also be an extension of the family environment. Parents often learn to find solutions to the problems of the child through the cooperation of the teacher. One of the most important features of a good nursery eacher relationship. Daily cl" school is the valuable parent- contact between parent and teacher at nursery school can set the stage for an increased understanding of child growth and development. A parent who knows how his child acts in a ngUp of other youngsters and learns to set his standards accor ing to tie child's own needs and abilities will be better equipped to help him face the difficulties that his later school life will present. 108 ' o 1 Benefits 0. the Cooperative Nursery Sefippl Prepram. A more recent development in the United States is D the growth of the cooperati vs nursery schools. They grew out of he idea that nursery school can be a profitable learning 8}jerlp1Cb for the pa ent as well as for the H '40 child. A cooperative nursery s oup of families en m H -‘ (N organized to provide their c.1Hil ren with pre_school eXperiences. It is administered and maintained by do e parents on a non-profit, usually non-sectarian basis. Under the guidance and supervision of the teacher the parents 3 assis in the organization and the educational prOsram of the school. This would naturally bring down tne cos t and the school can be naintained more economically than '\ with an all—hired staif. The cooperative nursery setup varies with the interests, resources and needs of the parents who orga— nize the venture. Generally speaking, parents are res- po nsible for business air min nistration and finance with the consultation of a trained teacher. The concurrent parent educa tior program within the cooperative nursery school is important because it gives ’I f. ’C in Q 109 parents information and reassurance needed concerning their children. The different methods of parent educa— tion utilized in the cooperative may in some way help parents to develop heal thy attitudes toward child-rearing. The cooperative progran is an attempt to bring pre- school experience within the mea .ns of most families. Improved :ental health resulting from improved family understanding is a goal of the total nursery preg. ram. Cooperative programs help to develop a sense of responsibility and group cooperation in parents which can be carried over into every aSpect of community life. Questionnaire and Conclusions. A questionnaire was develOped by the author for both tea MC1ers and mothers working in four coope ative nursery schools. The object of the qu,stionnaire was to determine a lCW teachers' and parents' attitudes 32 towards such provrar toward Hie nur: ery school as an Xperience which helps the overall growth of the childo .L In most ca 335, mothers and teachers felt that the nurs sery school e3cper11nce‘was bone? cial to t1e child. The contact betwec cn parents and teachers 1ms helpful in bringing aaouc a gre ' er unticr8t1W-1ne and enjoymeLt of $3 llC their own and other e ildren thrc11 active participation ”'0 p in the nursery and parent education programs. In View of the nany benefits of a nursery school, it may seen otntravictory to consider whether a child should or should not join one of tt3se organized play groups. The question is categorical and the an-w ("I (D r doucnds on a complex set of factors which are largely cult ra1 aid wiicn differ with particular homes and communities. The practices of dL fe rent nursery schools vary tremendously with the -‘ A ., .‘_‘_ ,r ’1 o r‘ 0 _’ ”u- l" ‘2 '.‘ 1’ j _‘ 1 Jr.,.,. ..‘ p01 '35: alls_cs \_).L the -\:1rect111.g teacner «1-10. LCI‘ 5.1 uuff v-nd ('1 their in iqht into CLild develOpment. The -1 al decision, '1. of course, ests upon the total welfare of the child includ- ing his hone-life. Ideally, the nursery school whould depend upon the maturity of the child, the disposition 1 "D and interest of the child and the motives or t‘; e pa. Wen; s. The results of the nur ery schools already in existence seem to be significant. Parent-teacher re la- tisnships are essential as they both try to work coopera- 1e common goal of socializing the child. Owing to t;e complex social aid edt1ca tional forces, the nursery school has had a rapid growth. The eXpansion of facilities fc p cial grou1s such as the underprivileged and the children of 1or1~ :irg moths 3, brought with it an increased demand for private nursery schools as the f I 111 general public came to know the va ues of nursery education. It, therefore, seems to he imperative to develOp sound pro- grams, train sufficient teachers who meet the present high standards and develop adequate parent education proerams which are a part of the nursery school philOSOphy. In this developnent, many parents are eager participants. Without their interest, cooperation and leadership, perhaps the American nursery school would not have experienced this henonenal growth wi Lin ‘he last fifty vears. \_) J c Nursery schools have grown in many ways. They have made strides in broadening and en iching the young child's education, growth and develOpment. Their contributions to the chili, parent and comfiun7ty are signiticant. III: | .IIIII' IMPLICn TICkS F0: URBAN IflDlA The importance of pre—primary education 18 receiving increasing recognition in present day India. Duri rec cent years educators and ps recolonists have concentrated much t colon on the pflioilems of the pre-sc hcol cillld. "It (1“ a has been filly apprecia.ed th.at the lirst six years of an individual's life are plas ti_c and impressionasle. is during these years that the foundations are laid for mental, moral and emotic‘11al o:havior. hany disturbances that arise in later childhood or ar cles cer cc seem to owe their origin to an unfavorable develcprxent of childre rtance of early 0 during their pre-school period. The imp childhood education is being greatly felt in modern India. 3el who originated the kinderaarten. Then came day care centers w ich were firs started for the chil- fl‘ ‘ ,- .L. I, ‘ ,.. . r1, 1‘ _ -1. .. ,., .L 1 dren.ol those mociers wflo wor1:ed. Tocay they seem to oe _.— ...-..4 95 - S.-. ukher'i, Edqgation in India Today and Toyojjfy_ Ord edition revised {Baroca: Ac ar§a 3ookD epot H1957) I). ------ a) 113 _‘ ‘ ‘|_> -‘ o" I 1‘ J_ _°. (N . f I." '1’ - r ‘ r O :1 no as L_.-I’.=dll Zn. 5 .1- on d 13.. tile C OT! sequent 1).de 1’11- A- —v—. D 1-1... , 1-:4— . ,— — ‘-.~.:1 1% "~,~ r4~' Jdren s CL tne bILSLlLS or enrly cull; ood eddcasion and ‘1 , : T , ' g" -:.- .- , _ ,- :1 .:. _V ,. 4_ tne HdtiOnwlce efiort b0 increase literecy of one country, are rods ns icr scnools, uven at tne ore-primary level. fine motivation benird all these schools seems to be Driiarily eddodtjonal. The present day onsnges in the educatxonal ,hilOSOphy and procedures have thrown a new light on the education std learning processes 0 child. It has been.reported by research workers in the _‘l ' field oi ciilsnood education and psycholosv that these ' (‘3 u all-round develOpment of tne cnild would be in do dyer of beine 'COpardized. (.- ! Pro-primary education is still in its in dncy in India. The start has just been node. According to the report of the Ministry of idpcation Government of India 9 ~-—-————. ”_.— (I) 03 l H k ) OJ C. .‘R' O c t O F" S) J 1.1. 1-4 ,_J ’J {i f. ’0 114 the total number of recognized pre-priner/ and pre-basic schoobs in tlze country incrzesef from 928 in the year 1957-53 to 143,l45 in the year 1953-60. The figuses have, howev , incr “ sed consider hly during the last I“ v. ioui years, but the wri ter regre ts the inaoility to give LETe exact rm to r C 1e to the lack of docuf‘fentary evidence available here. The nun :oer in grown steadily, but 1t 18 still very shall in conperison to the pre-school popula- . 0, tion llgures. 7“" ‘1‘“: "fiflv’: '1!“/\ 1\|"\ f.-. n.: '1 f o . . 3,- u “1 M 1. Private Soons orshig. {0 O O O }_1 C) A Shell percentage of these are managed by the goverrit mlt sad the local boards; but the majority of them are under private control. They enrol children D l"._'~ ( n ‘l— . 1' fi‘qy- rT‘ Ol 111-9 dude group bI’LI'GC LO blxfi... _L €01LILit 037 roft1r1i1‘1g euzcenyted, stxnidainis.‘11 11:27:} pércf’?w1 so 2. Inadquete Spa e and C) A large nuw.c1 of these nrivetc schools or classes are conducted in the follo¢ing way - equipment staff is undeltra3nei and H o (D H O ('1' C34 (D '1 *O O O O "3 L_’ Q} Ca (D ,3.) G (D records of children's health, interests and develOpment are seldom maintained. In most of the nursery schools there is no mid-morning lunch or juice and 511: ck tine. "hijjfl ‘ ‘l fi 115 Some of the Lre-pri W CUl]:P“U attend their .:.! 1rx r‘ ~-\ — ‘ CLCLSDCD ll’l Cl {1583001715 ,- are a part of some secondary schools in urban areas. Otherwise, most of the nursery or liin1<3 "dI“<:fl sc:;o ols tire kuriseo ixi'the luxne cfi‘iflze head of tie SCHOOlo A few are uoused in COW‘UDlty centers or cmurcles. C:"tc the space is inadequate lor the children‘s activities. Some s.hools allow as little as ten or twelve sqiare fee t of indoor space per child and no out1'ioor “(lace a“ all. The sanitary corvliti 0.118 in most r) I-‘ I“ 1 I ~ ' *_ r - r‘ u' 4" . . O. 5' - v '.. vr ‘- 4‘ 01 _1n; sc1<301s (ire zlot :ultisltx:toigrg scmma nail -av13 a .. . 1- 0.- .. '7‘” h" 1*..- C01.LI..OII oCTw'ul 1 Of all tut; Cullal an. The pnysicel set—up of nursery schools forrnsone of the most important 1eat'u res 1n the nursery program. Hence, great ar shoulu oe taken to orovi do the right kind of environment for the child. The building the arrangement of the room and 1w‘ipmert suited to the oevslon1ental needs of the c ild should be carefully planned. Provision for adequate indoor ani outcoor Siace for each child, as per the rules, Suitable equipment, «nd salety measures should he the concern of the nursery school au'loriiies. Parents'cooperation with the teacher would help to meet _‘1_ , 1 tnese needs. / O .3 3‘ 116 ‘3 3+?!“ 4-“ "an 7’\:.".’_"(" of T7‘I\Wt~¢\7fi<_r n r‘~]r1"\n"-?‘“l U . ‘24. -‘.|\__, U1, \‘/\-‘. - L'v L.) I.) ..u '4‘...‘ L.’ ‘v __ .l h \41'.‘ _’_ Lu tn . It is found that in most of these schools, t ~-V ' 4L” I _1 ~ rwr '4 - '--"‘ *7 '1 ‘1 "A "t. V. cop gov blfl pruwlng Lode by tub tolchor. Conversa- . - . . m ~ I'\ ..r ,1 - . -fi - fl ' — .p . ~, ’ (x thH 15 dlaCOh open and CulldPeu are tJUgfit to engage "WK‘ '-”1 fl ‘ V . T‘v‘ “‘ 1 fl. ’ . " . ' J- " ' onloulJes 1n Sous TCdQlHE or hrltlng and not bO wlste _l— ’O O J‘“ 1- 4 r; fl - ‘1‘ ‘\ ~ ‘. f1- [\‘/ ‘fif. ”LBJ? blue 1n ploy. ln s we sonools C lluron love to D388 examinationS. (j 1'" -: r T, '\" 1 ‘.‘ \ 4. Lnlauo LTool L3. rm ‘, ,_—. ~ ‘—.~ «- ~’ .~ ' - 4 ~ 1 A‘ loo 5 nool “Loo “ls b0 loco Lode uolque prowlcms. O . .p —'.— V . ' 1 -. . -‘ ‘ l'\ . V C: -: ‘ . ‘I l - _» ~' ~ I“ Ono Cl tu\m lS hultl‘lngldllSm. UlLCQ CJlldefl 14v Vv‘f‘ - " -‘ . 'fl ‘ ’ + —‘ -’ '."‘ c' I v - f -r\ I‘ J' ‘\“ ‘-. r‘ L‘ vv come frou (llferevu langddfle groups, teac;ors tr“ to “"3" 1-! t Jr” cw] ' r 1‘7".-? rm f‘ -} "A ‘1 -"‘r“‘ (1' ‘~" .d ‘i o 4'1“] f\\ hf: "W’ S -:"L LllL O u11\,r- 1J1 4;U.~.LII ‘lkA. [J__, ‘1', _‘.(_,..' t‘1.laglv , _._.L L/ ..(l, f __‘A;_. men to know it. At ot or times usually Lyglish or .L_1 . n - W, ., ‘0 .- ° h ._‘ .l J- - ,V , ,. 0 l}. -- (bfle natvolal langaoyo) 1o used to tain and loneryret LJ. Anothcr Situation the school has to face 5 the ‘ — >‘ I M a ”'"’ 4 . r~ '- . ~ “ . v .1 J. —, #‘A ,fl‘ 3p2b=eh 0L tne on la‘s TzldthQSuln fllbh tLo "Ayah" or . - ~r h o - J— . I.» m 1 ‘3‘ .I ' “ , D ’\ mald who looks alter oho leld at oooo. _ost Ql the xilorln have those maids who usuolly take the child ’3 W ”9 .4 a 117 to the scnool. Sometimes they stay with the child until the session is over or they no beck home to attend to other duties and so eoej- to fetch them after school. If the maid ahsents herself from work, or whei she gives up the job, it causes serious anxiety in tlie child. Get- 4_ '- L; J...‘ . "1 7 1" V -'- h . 1 “ W 1 \ .\(“ - 'N . 1 b'l’lfr 11.2106. 0 L103 new Mala C-...-.U_SOS Lew prOJlELQ to the Chllfl. Some of the ayahs try to secure discipline by playing one D sibling against the other. The behavior of some or these ‘ ’lQS towards the young children causes the child to suffer from tension. A mo:Lest atte npt to introluce scient: fie ideas of childhood education have given certain glimpses into India's educational system and into the thinking of the parents in relation to the seioniitic cc nee ts. Provision for the teaching 0 sad: ng, writing and numbers, and help- 1;. ) .4 into higher acudcrnic schools seem to 0 3 C p L_J (-1— O I) o (_t— 3’1 H- U“) U, m c—t— a two things that ekh'n ce the value of a nursery scfool for parents. dhether the nursery school pro ide es reper physical or psychological care appears to be of ’7 little concern to the parents. In an atmosphere of such difficulties, running a I‘ difie re: 1t the or nursery,r school, such as the 9.1 cm can nu“sery school, would obviously b (D £1) < (I) *3 L<1 O H :3 [__1. 5:3 1_1 C+ (..L. p, U) W J discover hi.“s elf by prOViding w ‘r ‘ . ." A .~ :-‘ Px" J-‘4,.‘,. — ej-C'J‘CJ in: (/JWC Us I’LL I‘~J£.1C:I. L;;1x.«.‘1’1 .-. ,m ' (N le IWiiig befo,re>:ie is r " a 1’ ..IN “I' .3 ’y ' t r ‘ “ 1" LAMS {l 101» willie O tare (_) (J -wn at the ided_of a nursery r and advocates the post- f six. Tie L _1 5 Ct} C Le 3n1xion switaole p13 y rvshinfi him tO‘R rd sc elastic \ I: . .II . r J- Y“ 4- ‘ f T: . 1" . q “ v _ I‘ '7‘“ j 4\ lndian parent. 9 b tne aif iculty LuS t oe laced and '1 _ _ _ ° ‘ a selution sought. Rest : “ “:“1“ for I?”T“’ ”‘51 n J— ‘1— n l. Peron ,LLQ ion Prcnrtn. The nursery sch ool authorities or heads should first of all plen to carry OTl a W153 parent ed cation - ,. m‘ a” progrdm. inn: scaool sh and newsletters descrioi and the educational phil scaool expe‘:Cnce for t helpful in st in mJl tine the acquaint them with tn- n ment and guidunce. Even before attenptir nursery school idea, the ould prepare pa“ n: the ou"‘loo1-: of the school osophy underlying the nursery c child. Such material can be u tzinhing of parents and odern science 01 child develop- lg to implement the cooperative author feels that there is a I} 119 definite need for the complete reorientation of nursery programs in India. Whether or not govern ent involve— ment would be possible or helpful in a cooperative nursery program in India is a question which cannot be answered at this time. The philOSOphy underlying nursery exserience, the principles H111nc chil1hood education, aid the impor- tance of this early group experience to the child's life and deve_ lep1ent snO Uld be made clear to the public 7 and parents.11ew trends in if is direction :ave already been started. T2:re seens to be a growing awareness that the fire-s hool years are important and there should be more nu sery schools. But the few existing nursery schools are found only in the large cities, and eve n they need to undergo a thorough chia in their admini str.tion and practice. [Y3 . [13 U) (.... ‘r ‘7‘ . 1 - . PI J-wv'fi D T“ I"! ~ INA aolisi various b?‘ ~ -.hursery QCAUOlS. (_1 ( D U) Q (a) Laboratory Nursery Schools. The harmful effects of subjecting the child to (D unnecessary ace demic pressur at the pre-school age with- DJ out paying attention to 118 inner growth and emotional life should be thoroughly explained. The home science 1 colleges tnat are coming up all over India should face the challenge. Newer types of nu ' *5 U7 K.) ".1 {A \4 (I) O _1 ’0 t ‘ ~. V I . -. l C .- ‘—. P . . . , . ' ‘4 - : . I l -0 V. - »D- I ‘4 U o - c v 9' a C v ‘- 0 — - u - a I \ . . .. . . . _ o .- . - . ’ o ‘ J l > ,x . 6‘ ‘- . r- 120 such as tLe laboratory pre-scnool and cooporutive O are found in the U‘zlite Ml States 01 O i...) m FE , J p (.1.— nursery to show the puVlic tn: value and benefits 03 SUCh programs to the young child. Ilirserv education in the United States has lived through its pioneerirv days and has nude tremendous r1 arious types or nursery school 'U H O “'5 (D (f) U) iJo L3 OJ (.1 (I (u }._.| O .3 ‘Ja ..3 '7 q give a geod pre-scnool education to young children and train teachers in nurse ry euicutiOI Much research in the fjéld of Cgilgnood eflucation and guidance is carried on in these schools. It would be a good idea to start U) imillr scLools in lmlia. T01ay we see American nurserv Y.‘ J schools providing tne esc possi 1 growth and learning of young children. lnfiia has much ‘ ’ _0 ,4J_ \ J_1 o u_ I_c t3 letrn r< tn:se SPMUOlu. It is hit“ t 13 intention 4-1 . r- w r J-“ 1 e «n - 4.1‘ 4- bLZLlL; L M, WIFL L LAL 0 DL*L_l1. 111’) L111; TWT’BSGHU 11* 030C b. The st; y of the cooperative nursery schools was especially undertake; because this idea 18 new to India. The benefits or the co perutive program wliich have bee ifiscussed at leg seem to be essecielly desiruole to tne Indian parentso 0‘ _I .3" 121 -l ‘ s *‘ (a 1’ r -: ‘. ‘f l u ('1. 4' 3 ~ ' ' '1' ‘1 "'_".‘- . bLlefl.bfl3 LQJLB ia.;hnal t¢;e e131xuiticm1 Ol are clgild \D W W ( “l :3 C U) ° ‘3 r r , .. ‘ ' ,r‘ayt :— . a. .- . ,V ,l ‘ - _~,“., ,, rm ,\ r1 :— : ‘ .{‘ .L.~ .,‘ 1U seeis lusOPuqu to seen the CUprTaclOfl or the w , . I S i, H U: (T O D .- \ ,_ C“ (3‘ 3,.) Cr :.w—4 (3 3-" H L. m 34 *d ‘ J. D. 9‘: CD 0 f v r O P4) ('3 L“ C) l—J. H 0 1—2. }_1 Ca [111- education. ine cooverative nurs'- 0 <24 (I) O O }_J L? s‘ H (D C) group of families organize to provide 1‘32ir children wi'th pre- ool exteriences afford greater enjeynent for both the - . . 4. , y- i,“ - :.. ° . “,3 , 4-... T: o E‘ parents anl pflolr ChlleOn. A greater uncerstanuine O. the active dftl”'Ua ion of the parents, esweeially motners ’Jo (- 1,3 3 _Z) C'3 : 0 J. :3 O (D (+— 5' (D ° tho ‘1 Fr) xr 1-‘(3 13: 4,3 r+ (K’s-‘- '3‘" 1n J..L“\/ nvlrugfvru’ aLL‘-'- inJ—ie - U (J'x‘ ‘_‘C;~ L} J Q 5114 e E) g; 3 L_.« - I”: p 1.3 I) DJ 3 <1 rt. ,5 (D coonerative nursery is adlinis te‘- parents on a now—Urotit and non- sec ‘arian basis, it vculfl a novel and wort:nxhile exuerinent for lnlian nursery school ,.acacor" and parents as well. Besides, in naty of the urbxn are 18 in India, there are educated mothers who are not in the la b or force. They usually have servants and J older members of the join fa ily to help them with their It would, thémr Ho e, be a novel and i; ater esting idea to start a few nursery schools on the cooperative basis or inplemcnt the cooperative proeram in sone of the nursery schools that are alreisv in eti stence. Such a venture initelv provide the mothers with a better trainin, ' '3 ~ - ~ r--. J‘1 .- . r " 1, 3 .- m QC;r OWL anc Obflzr eniloren. IE JOulQ Jlso /9 /& ’0 help to brine dewn the eoSt of tne nursery education, which at iresent is very hiph, ads tius make nu1s-ry school errcr'1nce available to many less privileged the cost per 3 rather high. Iursery eeucation is available 0 o 1 0 V \ u e 1 only to llfllted groups of the pr1v11eged criluren wno O . -.e r ‘I H. I: _J “ J +Jo can_£LCForl tc>1urv tuiti.r1:for a 11ixn1te cr‘**vur. If _ .1- __ ’ V_ 4 . I r. 0 _|_ _ 1 ‘ h ‘1" . paren1t co ratives arc started it mauld help to bring J- :- -~ ~ u 4-1,, r- f. . .. .- , ,-. - -1. -f . ul’ COSL PLifl and mate the advantages of tnis early '1 o 1‘ .l- ' ‘1 r“ .-L r _ _r ' "1 i It ‘ a [j _ ea cation avtlllile b0 a g cater HUMDOF or c_ilaren. o w'" 1 a './“"’ -'-~‘r'-: ... 'J— "f . " V‘ ' ‘. Parent edacatian and SMOTU or 3 mt 10.1HTO!TJmS should aJ be airanred by the nursery school e scators in order to tation of the nursery PrOper attention anl care seems to be lacking in “1“, '\»-~1 '- .. rx~- rm .1 o '3 n _ ‘ s, (- — ‘N ,’ o 1, UJG emetional lira o1 L49 311110 In the care or tne “I". f‘ J“ In 4" '1 “ L3”?! r‘ .3 '1' .‘T "f‘ J'— '. 3"!“ n ‘7’.“ rel; tea LAJit tie ctffllbs into 0::6n.‘thac IUJ7buTC (ML not divide it into assigned parts, nor take independent roles. Prcnaer (”lidfiaKZB znlst V”u1 i11 txe arljthstmcrn; armi srdjl- 3 (‘2‘ .1) t J- c- _11 . ,_, -:-: ,. ”a Lu 4 1‘» “n... ., ion Ol LAC eflOblOncLl proeler of Lhe chill. lee parents' help snoula be especially soueht i21 such matters. Hence, I parent cooperatives would 8181T€ such care. // A. f. 123 Vow to WWplqyentnthcm. The present study has been helpiul in pointing out how such a change could be implexented. A few suggestions are given for starting better nursery schools in India, and for the implementation of co- operative nursery schools in some of the bi ger c1tios. I \ l. ”ta‘e Intervention. ) Licensing and the ap;;rova l of tb e State pa jducation Board must be required. The school organi- zation's primary reSponsibility should be to know what the local and state requirements are under which it is to function. (b) State :3u1erviso :3 must be set up to inSpect anr SUUQTViSG the vari ous nursery schools in the State along with the help of the local bodrd of Ljucation. (c) The State should gass laJs and see that school cards establish and naintuin adequate nursery lacili- ties upon the petition of a reasonable nunber of parents and interested citizens. ouch sclools are needed even for children who come from rjood ‘r'zomes 101‘ it is bel ieved that they can derive lUCh benefit, both edusational and physical, from atten a"ce at a nursery sc 1 (d) The Stat should pass laws regarding i e3a regulations and Jrao‘ioes for U1ese young ctildron. As one health ané well-beinr of the Child are so important for the wholesome growth and 3 V3loowoit of the Child, great emanasis should "e laid on ihis osoect 01 the nur- sery program. First aid must be made svailable. Ilealth . “_.'.. _: 1"- \ ‘ 1 ‘ -\ y- -,7‘ I :rgcoréks, we1g2-t auul h3lgpiu Clifl? s sw1oold_ix:11airnc:u1e . r1 :1 . ° T A1 ‘ ' ». Jool sunitcrv CUHQJthhS must be proailed for. _ "1A, _ n - 2. pn-HAV‘J —l.L,'" rtl‘cn JOfl_t‘1V . ‘ , . 7 Lu, A 1 D :3. , -.»1 - .‘1‘ 4. flierez see m3 tC) oo Lflie :139o.i.or Lyle €33,g.'liszflm3nu p - n1 2.14 '1 .1 1-" .’ rump" 31“nt ‘Tl‘a' 37;4‘-§~‘ (‘3'. 0.1. 3. U Ode; Dw-I‘w 1&4" u' L»\ 'Jvf C , JCLV o ..i-ls r1 _mv_L_ L’lQJllp ‘ , " r . ,- 2 . a" v - r. 0 ..‘M . ' . .. ,. ., .. is vary Vulfldble ado esseitidl ior tne soocess oi c SOdud nursery program. Hence 0 O :1 ( D * S \ u :3 O D U) \l O) a a- J— 1" r _ ‘ '1 : fl _ ‘ .0 ‘ - O aoia l ratheriows, aiscosSlon grouns conSist— H. a "1 o is 5 ,3) 0 1nd n1: erv educators shoulfi be planned. .w. This would r3 nforce the teoonor's job in interpreting the , 3-H ~ -!-'.. _. .' u ., q - r MR .. a J— -,.. .. ' .., methods of to school to tie ,uieut dd Can Deb the stage for an lHCTQdS;C unuerstepdino 0: child growth and develop- ment. _ \r. n ' , I‘IDD- - \3- -, ‘0 ='“ ‘.r DD 3. IflCdeQlug_fllllwlbng (l.xDLdllo 1" H J‘ ~ 4 J" . J— h .‘ . A t‘.‘ (-- unOfb orlent ation orulfllflg Courses, se ..... ours and oculorences during Signer vacation on suogeots relating H K: U1 . L, - -‘ . ' 1 .- - -1-‘ .- :1 edCJQlS. LRGSG SOS SlOflS woula increase ‘ne Unuer- 3 and efficiency of the staff. V. -. r3: 3:-..“ . . , r11- - D 1- 4— , i souool priinirr progrdns. ire boy seqles Cl tiese teach Smould be re Jised and a lea acnobln income set in orfier to 4;. De'c3-s:rotqjui “Elfiuiff acxnools. ‘ ° ~ a r . ,fl‘ - .3 T" V1- . -I—u a _ J-n .- :3 ‘ 3- 1 oeing startee all ov»r Inoiu. most of bhu a Lil wno worfi . .A :_~I‘ .' A _.l _ _0 -. 1'“ ..\ ~_’ 1" ‘fi (:1 _ , I" 0 V _o ‘A .""‘ O ‘2‘ o ," P in buds: ml titution dove Mud Ufulfllfld 1n chill develop- , 1- ,i ‘ ,.. g n T”. ' .1- ,~ 1 Li '- 0 '17- -' ‘ .3 . - :— ‘ ‘ ~ .- 4.3 ., .. .f‘ 1 n— r t ' lbj” “null s a“ bug inerioqn tyne oi nnrse*3 seoools in ‘f“_ -‘ - .~ '_;—‘ “a c f: ' .:7‘A " m‘A-t nu: er3 souocl oroRram is piano ed ano mailed OUL. iuis ‘4 - l Ollld help tne others to ster‘ similar Urogroms. It is hopei that the oeople in India would, through on eduo oi-Lol program realize the greet value of early \0 ~ 0 1‘" ,- uw - . ~ ‘ ‘ ‘- \ n r». '3 r‘\ P '5 ‘. ‘ “ a CflllduOOJ edUCutlJfl and toe neeo Ior gool nursery scsoolb. 1-~ . 3 s —l- ‘1‘ . I" ,.~,1 ‘ -' ~ _ l‘ 'v <¢- - ‘- -. . ’7‘ I‘ ~ ‘ . _ #- Peru-..s odlo udy gelo t3: young Cxllqrdfl to develop iéuo J to solve one many ’I r; economic and social protlems conTront'og the country :0 0 if p. L) ‘1 } l O i.) H D :3" U (—1;- O H “d ’11 M) 3 culture, but newly modern (W " (-1 F“ ‘1" " " N ' 1“ '1‘ n .' 1" " l‘ QLJ bbfhggllnb to be a emocrdcyo o- : .‘ ° W. 4- DA 4. by»: 0 -- . .. 1 llClcflt 3.;OZ-GV lS llOb ltc'I'thwull’lg LOT UlliVEEI'Sd.l (3015173111.- U 5 1"' 1 ° "r r” .11 r‘.‘ 3 ‘ r“ -' xx. 17 - ”,1 1 ' -"' O ' 1 - c n sciy ,iimaij ecicatitn. let toe QllllC‘lLI h’b to be 4-0 to own merits. It is coped that the study U) O H 4 C 3.: fl ,_5 ‘40 a ‘ 1‘ a“! "x va- 1“ . " _ ' l r ['3 . " . 3 (fl oi nuisor3 scnools it ecnerel on» cooperative nursery 7 A ' 3 -n.. .. -'-~ —: a -‘ I“ -. -‘- .2 - «- 'r ' ,3 --.- m . '! scnools in garbledlar, in tq.s COULth woul» oruvioe _. .:r ' , .° .C‘ ..- 3's .' 1 T. _ - , _, ., .. 1" us iul material lO_ starring setter nursery scflools ‘t‘l‘1 ‘4' Aue r‘oach, .5"; ire B. , ”‘fj mi: :..jfzfl 23 c5“ :1" C311? ju- 112131531?“ sducation, new ioru: CODA Puolication, 1:61. Baruch Dorothy V., Pa etts arc C;i1drcu Go to acncol, , (1“? '. C . f} *_ 't {‘ “ hr.~q‘, ,-‘1 r% ,fl q\~_.-— 1': ‘1‘ l‘_-“)() v“... CLb’O. uCOo “'1. 0.1. Go hail gulp. ~J~i:..;,Jd.l-J, out). Chittenden, Gertrude 3., Living with Children, 19“ York: The hacMillan COlany, l “\- sz- rm. “ \ D n. v 3 . 5.... m ° 3. surest, Ilse, lge ~cuocl icr tne C 31d frog lWO to “lent, Boston: ui 4“ J- 1 ' f1 n - ‘ r ' T '4 ' ’ ‘ ‘ L 1’ ‘ ‘\ roster, Josconine J. uod LattShn, horicn b., i rscri \c:oo "1 1 ,. ' F. . '3. ‘ '- f , :.- ocucuti n Lew form: u.npjletcn - CSMLUTY Cw puny, cc., 1L79. in the A \ fl .’ I r. x \ I Gesell, Arnold and 1155., Fromcis L., Lif‘cmt :nfl CT: 1+ _ _Q, “I .L— —T‘ T71 ‘1 . 1.? .— ‘7: 3 .~—, ’ Wire Cu. log-31‘], lie'fl LOT”: LdI’DQI’ {lit} :31“ ‘ -‘ I'“ .._v 3 T ' 1" 1 " __‘ ‘| ,\ Jones, holen m. (CL.), Cur Ugo,: a: ver Jor:ug guiviaud V' A ‘~‘ A -‘ q— .3 .1 ':'_ 1/1 1. ‘- UV.iJO_L , J- C O, .1- u’ _td. ~ ,. ‘ .4—‘-,~-v 9—"... k —: -. . «I “'4‘: AH (~.\/‘r .- .9 10 1A A . Langdon, Gruce, A otid; ti oi lldflv-uu u l Uiiier-iCeS in I. ‘ , ' —. ~r- M . -‘ - Y u " --- -. ‘ ~ . s r r\ l 1 ufiufi. cg ZILLA Dairy uCAqu.il- i er urtej.tnrl no _ _ n r- , 1‘. - r 1 , ‘1 , w. *;“~t,uru,e, new _oru: Jonn dun acmxurp, lMNB. '_ f‘ 1 . :.. q I“ - ‘ I . - -v‘ r‘ * a. Q- 0 L05 ungeles oruHCil oi tooo rutive udrserg sc_ools, Pr; 1- - 1“ . ,- I 11 . ”1 ‘0 . I“ , -~\ rx * v -' . 1"“ ‘N .fi 7. .‘I ‘— - _.Lj Zldrlf G3;1L e _L or VjO;|I;jlel tIlTJe l Lt? _, 011), .JC, 00' g, I“ ‘) 7-. J-‘J- - .R ‘4‘ l-_~ I‘ .' romj 1' ‘ ‘ /._)7 LulciLeprI'Gflc. ubI‘ijL, L103 —ulQL'_LCS (...), r1, 0 _n,_ ., .° ‘ JdllLk/PL‘JQL, l\/ 58. m “- ' l -\ ‘vny' rK ‘ . "1 d A ' (’ ‘ ‘L‘ 7" " .‘- ire nthgouory CouuCil ol 3 OCJféblve nursery ~CUOOlS, ”Famous-"c"? ,» 7‘7 c' fl7~ ‘3-m C‘ "3, (L 493 '5‘r‘ out) 13.54. _’..L;,L'\fi,‘ $.11roel K 'JC; -:.)Vls. 1' all one .1. u]: ‘— " 0 To ‘ ’ f~ \ Ordani ".3. '1; on g " \ 14.1-1: .0 rut] on, itrvlind: loco. 3 - -.- ~_,i ,., ,1 r . ..., " '5 mt, V. ,, mtg. .3 : .. ‘ nous ales, C. aflu jiffisfl, ”.3., lie [ounc Un_lh in school, 7.? n,— -‘ {u . _ K ._‘—4 “ V o a .‘ ' '.' r .h r“: .uywtesswle, Ix; . u!.i Jillilan “OBITNJ * ' 1,1 - - .. -3 ‘ . - . I ,‘ - . n m ‘ h 43er3ee, o.s., s Aceticn lfl naia.kToicv myd omrrrow, fl ‘ ‘7 ‘ q ' '— Li .1. .. 1:37 . 1 J— D ,— ‘: ‘ 1 - r‘~ o i. /‘ a V . ~ _ ‘I 1" LIT," .‘-. OI‘ t-1(3 x, t'Jflj,’ . .L 1342;. ICE], 1 CH, A TE —SQ "Ol avail Par? to I 1 .(‘7‘ “ch :11) 9 ._E'. ’3‘” Chou—1 =3 0-“. j k f or .- L.- J- 1339 .-—51'::-5_1<.; r3? ~kfijmgi tjr‘m, 811133.10 uCilOOl ru>lishing Co., aloouington, Illinois, 1929. "3 ’J (3 ’I f) ’3 Swift, Joan.W. Review of Chile Development R03331nch .2,- 1 T‘ 1W ,n.v- T t? New lorn: Aussel Sage rounoution, 101.1. lau4. .7101“, hatAriyle ‘5'". rs -". -"- . T 7“ f‘» — ..'" '.‘ I“ w". ‘1— 3otere ive_1ur:;rj eclools educate " .7 13 1 \ ill.s, leued s « b College Leeerd, LIV, 1953. t ices and Children's 0. Ihyglgf -5ch3cfl=, Clxitributicnus to -ffirxxtion College, Columbia Universi y, Tucker, Clara A Stud? Of Kc Ev Activities 1 u Teac;ers College A .910, Teaceier' €10. WOlf’ Anna. 23'1"“, The PLtI‘iil'fi'lt'S I».J.L~‘MUJ‘-il, New '.‘~.or,‘:: .Tiizmn and Schuster, 1511. P‘s—1 ‘LIC’JIJJJ. LS Appel, Madeline H., “ggressive Behavior of fiurs Childr AdJ.lt Procedures in Dea 1 Q ‘21 (3‘1? v11 __ 1 J axle such Lei evior Journal of A““FLJ‘OD 1].: DEC-.'.' be]? U‘JZO T aurole DOI‘OtIly, Tile J00119I’“Ui'f 1:11!- Ber-”,7 Caries Of [a re, T19 IO‘~I ““”” Ti fies hufiezine, Februarv L7, 1955. or Nursery School,C.316. Xe drop, MarV and Spiegel, Toto G cup Processes in 1’11“: this. 1:11.151], 11. 3., :{CliitiC-n Uovilo;“en f1 .1 :v’f‘ ‘.’.lllhn C'V'G ;ininq to the ’tV TrAits, +3.! (1- Wann, K.D. Some Values and Heeds of Coogcretive Nursery ? - 1 ocnools, Understezdi1q_the'.gild, AA‘, 556. ’I‘ ’0 I) "Q «a \ ‘ . . . \Q Q \ O -. ‘\ - l _ . o 1 r A \ '1 ‘1 -J‘ 131 Woolley, H.T., The ValiditV of otA Ards o1 Cental Measurements in Ioung C: 11o100a, School and Societv, Vol.1, 1925. P 11311.3 Pam {1111 e t . '-Ae screr3 Conceretive: Jews letter 0 ifbuncj]. of ltAxu1t CFM3;;rAt 1.0.1 - ‘IHIiLALteI.’ 19‘53. O 1V5, V‘]()1..{3, ' 1‘ D "' '\.rl .'v \~-\ 1/3 -~ P‘ :1 ‘-\¢'\ ) - --- .‘.‘ ". ‘7 -‘ “oustAgas, C.3., “A AgAcAt1o1A1 irocrcm 1 r flour 1eAr ‘.'x -‘ '.’“ , 1. ."‘ , \ ,. .:.. JaSQC on AcseAVCA._lmecry 3nd Pr;c ctice- ...,.- - _- '4... " v '. ~ ~ ColoAgla onlve s1tV, Aew lorA, lue;. Irving,Thelerrill-P11mer jchool, Detroit: bow.“c“ . C 3c“””WLCiOHS of the Lgrsgr \z ‘_>.)!\A»‘J chool AX‘;ri>nce. (Speech given at t1e Coumcil of C‘Lni1d Levcloguent meetings). Aestcxber, 1952. ‘--./ T" "1'? 3'1‘1'177 1‘ "r‘.D '- 1'7‘1‘1 QL 1C); 51.11134 2 L1L.O D. __.-L- .'.‘ .1- 1. How did you irSt Eea r of the Cooperetive Nursery ‘.Jo School in Vhich your hild s? O A. Do you feel you were adehuately infer ed of the basic Aims and obligations of:- (a) Cooperative Kursery CcLool Organization? (b) TeAc1er Resnonsi oilitV? (c) PArezit 1e1oons1bility? 3. Do you think your teacher is :- (a) fishing initial enju32uents as smootn as possible? L ) 6 O L.) :1 l—’ 9—1 d- C't‘ (D {J C1. LJ 0 2 16 1 1,. ..' _ . .- ' t1 tnose children needing H. (b) Effectiv (D ‘.'} b (c) Anticipating and nroventing acts that precipitate crisis? (d) Flexible in changing routines to sti n:ulate actiViH,ie ? (e) Flexible in cnunging routines to suit the c 11:3 ren' 5 needs? 4. Do you think your teacher and participating morents orovide a good nursery sob ool exuerienoe for Vour Cl 110? If un- decided or nsaer is no lo st stet- the areas in V a a p you thinkc nA1‘2.e is needed. ‘ 5. Do you feel that you were aeeqrutely prepared to assist at the nursery? fl} _fl (D 0 Q3 '.4 C) 0 Just type of parent education meetings in the past? - h' .‘ ,-,;1at tyoc o I' f .‘ . .L. , ‘.‘ .~4‘. " ‘ parent SQdCaolCn Que O r‘ - (x- C‘ . yx‘ Clue (J t]. ‘.J 1/1..) u.._(. J- ‘ Please comment on tne (b) Field Trips. '- How do you think fatPers ‘ f V l I nuve you as u Do you feel about .0 comments? ,urng or Jchool.3ky;iCEe mother lt experisnce in nursery have heel were useful to you? r q 1 ‘ '1' Tloulo you.lJJxa'to utely tuke can be heleful r 15 3". 1’? LJJ. \4 C CQPG Ol held How? the ‘11 1 v- A!“ ‘.J 31.5 {cm your tlons N? i -' Jv-JLL L'AIAIAL ‘ VJ L .. A“ A. 315—, .-*:-\ V II II n. 4 14.421}. 3 a _‘»' rd".- rv- ‘ ' works in a coc.urative nursery school? Dissovanteges? 3 1st in your opinion coulc a good norent edUC“tion U *5 O ”l ”5 L) Li 9 O O Q {—- H. {5‘ '0 O 1“ (a) Could you rive some soec1gic ileas for such a protram? ,"\ ' ' J": 7‘. N ‘1'” 7:0 "e‘n .f:_. b4 -1" ,L.;W1L;er- - -_/ L3. O .. . .1 V- i r - ‘3 ‘ .- 1..- . 1 f” Y.‘ .‘ A" r\ . u h Cine Cl 3’ 00. 1.114 ., .1. ‘30 x. C ctlu- -C - «IT LU. ‘-' snip intervi us; upon what basis would you select .1- ‘ : .1.',,.\ - ° 1 .1]L-.i'.)e :..) UllJ the]? C.;~.lltren? ‘ to .‘ n, .'-1 I ‘ ..‘ .. n .. 2“, 1 r . Do you ieel 13;.)th tne presume 01. not !CZ‘S ml )3 or hinders your work as a teicher? APPSLDIK "C" 314 Abbott Road, East Lansing. Phone - 387 - 1468. Dear 1'11'8. o o o o o o o I azi a :foreign stude fro11i India studying at the licr igan State Un ' rsity uncer the guidance of Dr.Uilliam - Lars1i all, Associate Professor, in the College of Home economics. For my master's prehlen, I have chosen the H mm ne History of ti e Coop Mr ti ve Nursery School movement l. topic in the United States - its in pli ca ions for urban India." 1 It is hoped tnat the study of t1:.is profilem would yield useful im nor otion regarding the benefits of the coopera- tive nursery orogra am and help the development of better and newer types of nursery schools in our countrv. ° U I would Very much appreciate your Lind cooperation and help in answering he attached questionnaire. Thanking you, Yours Sincerely, (1'33 0-;11:1FLA& uL 110!)th 109 0804 38736 32” g l ; 111111111111111111111111111111 31293 02237 1789