Coverart for item
The Resource The nursery school and kindergarten : human relationships and learning, Katherine Read, June Patterson

The nursery school and kindergarten : human relationships and learning, Katherine Read, June Patterson

Label
The nursery school and kindergarten : human relationships and learning
Title
The nursery school and kindergarten
Title remainder
human relationships and learning
Statement of responsibility
Katherine Read, June Patterson
Creator
Contributor
Subject
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorDate
1904-1991
http://library.link/vocab/creatorName
Read, Katherine H.
Illustrations
illustrations
Index
no index present
LC call number
LB1140.2
LC item number
.R47 1980
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorDate
  • 1924-
  • 1904-1991
http://library.link/vocab/relatedWorkOrContributorName
  • Patterson, June
  • Read, Katherine H.
http://library.link/vocab/subjectName
  • Nursery schools
  • Psychology, Child
  • Schools, Nursery
Label
The nursery school and kindergarten : human relationships and learning, Katherine Read, June Patterson
Instantiates
Publication
Note
Sixth ed. published in 1976 under title: The nursery school
Bibliography note
Includes bibliographies and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introducing the people in the school or day-care-center. The children. The parents. The adults in the school. Each adult shares common problems. Programs and types of centers. Definition of nursery school, day care and Kindergarten. Characteristics of a school for children ages three to five. The program as it functions for children. How day care differs from nursery school and kindergarten. Patterns in all good programs. Types of programs. Selecting a school or centre. Home-school contacts. History and theories influencing contemporary ideas in early education. History. The nursery school. Day care. Kindergarten. Three theories that have influenced programs in nursery school, day care and kindergarten. Tenets in a philosophy of early childhood education. The children and the teaching staff. The building: the equipment and materials; the use of space and time. Housekeeping. Basic teaching skills. Initial support through guides to speech and action. Discipline, setting limits and using authority. Observing children. Helping children adjust to new situations. Each child has characteristic patterns of response to newness. There are reasons for differences in adjustment. All new situations need to be handled thoughtfully in order to build a child's confidence. Helping children in routine situations. Toileting. Mealtime. Rest and sleep. The relation of routines and the development of independence. The role of the teacher. The teacher plays an important role in the child's personality and development. Understanding behavior. Feelings of security and confidence. Recognizing the child's feelings. Accepting the child's feelings. Confidence through expression. Good teaching contributes to development of confidence. Feelings of hostility and aggression. Tied up with growth. Children need to express hostile feelings. Adults must accept hostile feelings in themselves. Sources of hostile feelings. What are possible avenues for expression of feeling? How the teacher meets aggressive behavior. Dramatic play - avenue for insight. Children play for many reasons. Fantasy and imagination in dramatic play. Sociodramatic play. Television is likely to impoverish and distort play. The teacher's role in dramatic play. Curriculum. The process of learning in early childhood. Definition of learning. Individual differences in pace and rate of learning. Conditions that facilitate learning. Perceiving: foundations for learning. Organizing and integrating perceptions: forming concepts. How children are motivated to learn. Play as a mode of learning. How teachers can recognize play. Theories of play. Observing play behavior. Children who cannot play. The teacher's role in facilitating play. Curriculum areas: Mathematics and Science. Language Arts. Social studies. Literature. Listening-Attending. Writing. Composition. Reading. Art, Music and Movement. Home-school-community relations. Teachers and parents work together. Parents are important people to a child. Goals in working with parents. The school as a center working with parents
Control code
5799090
Dimensions
25 cm
Edition
7th ed.
Extent
xii, 419 pages
Isbn
9780030552212
Lccn
79025455
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations
System control number
(WaOLN)150244
Label
The nursery school and kindergarten : human relationships and learning, Katherine Read, June Patterson
Publication
Note
Sixth ed. published in 1976 under title: The nursery school
Bibliography note
Includes bibliographies and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introducing the people in the school or day-care-center. The children. The parents. The adults in the school. Each adult shares common problems. Programs and types of centers. Definition of nursery school, day care and Kindergarten. Characteristics of a school for children ages three to five. The program as it functions for children. How day care differs from nursery school and kindergarten. Patterns in all good programs. Types of programs. Selecting a school or centre. Home-school contacts. History and theories influencing contemporary ideas in early education. History. The nursery school. Day care. Kindergarten. Three theories that have influenced programs in nursery school, day care and kindergarten. Tenets in a philosophy of early childhood education. The children and the teaching staff. The building: the equipment and materials; the use of space and time. Housekeeping. Basic teaching skills. Initial support through guides to speech and action. Discipline, setting limits and using authority. Observing children. Helping children adjust to new situations. Each child has characteristic patterns of response to newness. There are reasons for differences in adjustment. All new situations need to be handled thoughtfully in order to build a child's confidence. Helping children in routine situations. Toileting. Mealtime. Rest and sleep. The relation of routines and the development of independence. The role of the teacher. The teacher plays an important role in the child's personality and development. Understanding behavior. Feelings of security and confidence. Recognizing the child's feelings. Accepting the child's feelings. Confidence through expression. Good teaching contributes to development of confidence. Feelings of hostility and aggression. Tied up with growth. Children need to express hostile feelings. Adults must accept hostile feelings in themselves. Sources of hostile feelings. What are possible avenues for expression of feeling? How the teacher meets aggressive behavior. Dramatic play - avenue for insight. Children play for many reasons. Fantasy and imagination in dramatic play. Sociodramatic play. Television is likely to impoverish and distort play. The teacher's role in dramatic play. Curriculum. The process of learning in early childhood. Definition of learning. Individual differences in pace and rate of learning. Conditions that facilitate learning. Perceiving: foundations for learning. Organizing and integrating perceptions: forming concepts. How children are motivated to learn. Play as a mode of learning. How teachers can recognize play. Theories of play. Observing play behavior. Children who cannot play. The teacher's role in facilitating play. Curriculum areas: Mathematics and Science. Language Arts. Social studies. Literature. Listening-Attending. Writing. Composition. Reading. Art, Music and Movement. Home-school-community relations. Teachers and parents work together. Parents are important people to a child. Goals in working with parents. The school as a center working with parents
Control code
5799090
Dimensions
25 cm
Edition
7th ed.
Extent
xii, 419 pages
Isbn
9780030552212
Lccn
79025455
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations
System control number
(WaOLN)150244

Library Locations

    • University of Missouri-St. Louis Libraries DepositoryBorrow it
      2908 Lemone Blvd, Columbia, MO, 65201, US
      38.919360 -92.291620
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