Chapter 10 The Nursery School Movement CINDY SHELTON.
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Transcript of Chapter 10 The Nursery School Movement CINDY SHELTON.
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Chapter 10The Nursery School MovementCINDY SHELTON
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Nursery School of Movement
American Nursery School was outcome
Interest in Pre-Kindergarten education
Resulted from advances in science and social needs
Board of Education Standards for Nursery School
Physical care of children
Mental and social education of children
Administrative details of the institution
Staffing of the institution
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Caroline Pratt (1867-1954)
Founder of Play School
Opened in 1914 with six children
Process of getting information is what is important
Child centered
Promote equality between sexes
Liberate creativity
Philosophy was to “study interest and abilities of the growing child as they re manifested , to supply an environment that step by step shall meet the needs of his development, stimulate his activities and orient him in a changing world and that shall at the same time afford him effective experiences in social living.”
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Bureau of Educational Experiments
Founded in 1916
Lucy Sprague Mitchell, Caroline Pratt & Harriet Johnson
Conduct research for better data about children’s growth
Bring schools into many aspects of child’s life
Improve education of children
Studied growth in terms of maturity instead of age
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Harriet Merrill Johnson (1867-1934)
Studied nursing and health
Research interest was in the whole child
Find environment suited for needs of 2-3 year olds
Analyze physiological and psychological
Pioneer of Nursery School Development
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Bureau of Educational Experiments Nursery School (1919)
Work with children in first three years of life
Children need to explore
Play leads to expression
Dramatic play is way of organizing experiences
Teacher role is different and separate from parent
Play leads to social relations
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Margaret Naumberg (1890-1983)
Children’s School based on Freudean psychoanalytic theory
Founder of Art Therapy in US
Freud – child is an individual with individual needs and life
Education at service of child instead of child at service of education
Emotional and intellectual side of education
Used art to treat and diagnose disturbed adults and children
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Walden School (The Children’s School) (1914)- Nauremberg
Curriculum centered around child’s desires and interests to know, do and be
Children at first move rapidly between activities and as they change, concentration improves and they become self directed
When a child lacks self esteem, security and has fear their ability to learn is diminished
Learn by doing
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Parent Cooperative Preschools in US (1915,1916)
Children AND Parents
Believed parents want to be involved
Unique to US and disagreement about which was first school
These schools spread throughout US
Organized by parents
Parents are trying to meet needs of their own children
Professional guidance from educators
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Parent Cooperative Contributions
Many contributions to Head Start made by parent cooperatives
Parent participation
Volunteers
Use of paraprofessionals
Inclusion of underprivileged
Over 80 year period has made contributions
What parents can do for themselves and children, early childhood education and the world
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Bird T Baldwin (1875-1928)
Relation between physical and mental growth
Physiological development comes before mental
Basic nature and attributes developed by time start school and that leads to importance of early education
Importance of social development and personality
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Iowa Child Welfare Research Station (1921) Designed for work in “eugenics” – socialization into proper habits of health, diet and
sobriety for the young plus watching out for members of the opposite sex who came the wrong side of the track
Half day program for ages 2-6
Free play, storytelling, music, singing, group conversations
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Nursery School of the Iowa State College of Agriculture and Mechanic Arts at Ames (1924)
Focus on Home Economics
Students spent 20 hours with nursery school children
Nursery school focus on good biological habits (Eating, sleeping, toileting)
Social relationships developed through play
Real life experiences such as gardening, trips to post office, dairy store, farms
Used lunch as a learning opportunity
Parental Involvement
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Edna Noble White (1879-1954)
Taught High School and Home Economics at Ohio State
Founding director of Merrill Palmer Motherhood and Home Training School in Detroit to train young women to be mothers and homemakers
Opened Experimental nursery school that was second center for child development research
Physical, mental and emotional development of children needs to be studied at college level
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Merrill Palmer Nursery School (1921)
Provide attractive and adequate environment for learning
Full day program
Physical and mental exams along with developmental history completed prior to admission
Could start at 18 months and continue through age 5
Two groups of children – one with similar ages and one with all ages
Yearly summaries of growth completed and shared with parents
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Arnold Lucius Gesell (1880-1961)
Did not like the numerical methods to assess intelligence of preschool children and shifted to normative studies
Foundation of mental health should be developed in preschool years like physical health
Guidance needs to be early if it is going to be preventative
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Gesell & The Preschool Child
Used pictures to show child development and normal development
Saw education in terms of growth and not instruction
Developmental theory
Based on biological method of development
Ontogeny recapitulates phylogeny = if evolution is to be understood then children have to be observed with as little imposition from external controls as possible
Believed in influence of maturation on child development
Four areas of behavior - Motor, adaptive behavior, language and personal social
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Guidance Nursery of the Yale Psycho Clinic (1926)
Organized by Gesell
Observation of & guidance of children and parents
At first only let “problem children” in
Length of attendance based on severity of “problem”
In 1929 began to include “Stable” children with “problem” children
In 1929 stopped accepting “normal” children since they had difficulties comparable to “problem” children
Changed emphasis to analyzing behaviors
All problems needed some individual study including home and parent child relationships
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Guidance Nursery of the Yale Psycho Clinic (1926)
Had assortment of toys so child could demonstrate his abilities in independent and social situations
No fixed program of activities & No set lessons
Individualized to student
Teacher did not teach – she guided
Records kept to help with understanding problems of children
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Lawrence Kelso Frank (1890-19680
Father of Child Development and Parent Education
Children attended BEE Nursery School & City & Country School
Saw parallels between progressive education and parent education
Advocated for use of funds for child study & to a number of research oriented nursery schools
Known for his impact on his peers more so than his output
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Abigail Adams Elliot (1892-1992)
Studied with McMillan's in England
She opened Ruggles Street School but she felt unprepared to do so
Purpose was to provide teacher training and provide service to the neighborhood
Dedicated her entire professional career to nursery school
Thoughts on teacher preparation
Teachers also learn by doing
Teachers develop personally and professionally
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Ruggles Street Nursery School & Training Center of Boston (1922-19520
One of the earliest and based off English nursery school
Located in poor area of Boston
Playroom, auxiliary room, carpentry room, isolation room and student’s room
Full day program that ran year round
Schedule was well defined but allowed for flexibility
One of the purposes was to educate parents
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James L. Hymes Jr (1913-1998)
Development of good humans makes for a better society
Child development and parent education major
Excellent child care program needs money and trained personnel
Taught at State Teachers College in NY which is first to offer education program for early childhood
“intercultural relations means relations between people”
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Training of Nursery School Teachers
Majority trained by Margaret McMillan
1920 beginning of teacher prep programs associated with nursery schools
Nursery laboratory schools used for teacher training
Harriet Johnson said “Teacher needs to first of all see the children”
Johnson believed teacher needs to be able to test her own powers, pursue investigation and try out her own forms of expression
Education was science based
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Emergency Nursery Schools
set up by federal government during depression
At the beginning both trained and untrained teachers were used
National Advisory Committee saw a need for a syllabus as a working guide for preparation in the field of nursery education
Led to reforms in Preparation of Early Childhood Educators Systems approach – involve students in their own learning
Stages of development in early education teachers
Survival Stage
Consolidation and Renewal Stage
Maturity Stage