Montana labor news., 1935-09-26
What Is Nursery School
Education?

Nursery school education nurtures
the many phases Of child development
taking place during the preschool years.
1t places special attention upon the
mental, social and emotional develop
ment, including the formation OF des-
irable habits and behavior patterns, up
on the nutritional needs Of the child
and upon pro-phylatic and corrective
medical care. 1t recognizes the i'm
portance Of this initial period Of ply
sicial, social and mental development
for both the present welfare OF the
young child and for his future life.
Through close cooperation with par
ents the continuous development Of
the child is safeguarded and the res
possibility shared between the school,
with its staff of trained workers, and
those responsible in the home.
The nursery school gives an impress
ion of a homelike, c~olorful place where
a small group of children are indepen-
IDENTIFY, definitely, and happily busy
with alert but inconspicuous super
vision from the teachers.
The school day begins with a physi-
cal inspection at which the parent or
the person who brought the child to
school is usually present. Then fol-
lows in sequence free morning play,
~mid-morning fruit juice and cod liver
oil, a period for games, music, posture,
exercises, storytelling, drawing or clay
modelling, outdoor play, and at II 80
preparation for lunch. During this last
period each child has been taught to
do for himself. He can get his W
water, wash his hands and face, comb
his hair and rest on a bed for a short
period.
A hot lunch, the main meal Of the
day, with a menu planned by a nutri-
t%ionest is served. The children sit at
low tables. The chairs are adjusted to
the size of the child so that his feet
may rest comfortably on the floor while
eating. Each child unfolds and puts
on his own napkin. The luncheon ser
vice is gay and colorful and the food
d~aintily served.
When the child has finished his meal
he leaves the table, removes his plate
and cup, puts it in a suitable place and
begins preparations for al afternoon
nap. The mount of actual sleep ram
ges from l to 2 hours. After the nap
tables are set for a light lunch Of
crackers and milk or milk and cod
liver oil, which the children have as
soon as they have dressed, washed their
faces and combed their hair. From 5
school is dismissed.
The play material invites a wide
variety of physical and social activi-
ties. The equipment includes ladders,
slide, sand box, blocks, and locomotive
toys such as pedal kiddie kar, tricycle.,
and wagons. Through muscular deve-
lopment, these young children gain
control over their bodies.
The play environment is also equip
ped with materials to aid the develop
ment Of smaller muscles, to provide
sense training, imaginative and repres-
entative play, and opportunity to en-
gage in creative adventures. Materials
supply these needs include dolls and
doll housekeeping supplies sorting and
fitting games, plastic material building
blocks, musical instruments, story books
pictures, growing things and animal
pets. Other activities are suggested by
the ways in which the teacher sets up
the equipment, by her verbal sugges-
tons and through activities which she
herself originates.
The teachers help to enlarge the
children's vocabularies and to help them
speak in phrases or carry sequence in
their conversation. Experiences COM
parable to those in adult life help the
children to get along with other peo-
lple. The child who is not wanted in
a group of other children is not pro-
tectingly imposed upon the group, bun
is helped to find his place where he is
needed. The overboisterous, dominat-
ing child learns to temper his energy
and to wait for his turn. The timid
child is given a feeling of security and
confidence, and that which a child fears
is tenderly explored and is associated
with something he enjoys until fear
disappears and the necessary physical
or emotional controls are established.
Five nursery schools have opened UNI