Sunset Hill High School - Sundial Yearbook (Kansas City, MO)

Page 32 text:

The use of all these varieties of material quicl-tens the senses and gives scope for full play of the children's imagination and their desire to construct, permitting them to project their ideas in a concrete manner. The kindergarten Doll is a very present and considered mem- ber of the group. Those children whose interests lie in the direc- tion of doll-play have opportunity for the care of the doll, doll's house and its furnishings. The kindergarten session is so planned that there is oppor- tunity for group and individual projects of the self-initiated type. It is with those that the morning usually begins, the first hour being given over to them. Parallel to these interests are those initiated by the teacher, story-telling, presenting informational material from pictures and the personal experiences of the children of human interests and occupations, special day and festival commemorations. . Rhythm supplies one of the greatest co-ordinating forces. Through a variety of carefully selected and tested music rhythmic discriminations are increased. Singing of simple folk-melodies and children's singing-verses gives another means oi development in the sense of rhythm and also gives the necessary ear-training. Careful attention is given to the children and note intervals emphasized. The songs selected are those of the best musical quality ob- tainable and of a thought content Within the childrerfs understand- ing and experience, such as Mother-Goose rhymes, songs of the school, home, nature and songs for special days. In the selection of literature and poetry great care is taken that it shall be simple, true and line, not over-exciting or com- monplace. A few beautiful and worthy folk' tales, fairy stories and hero-legends are told and read over and over by the teacher and re-told or dramatized by the children. Mother-Goose rhymes and poems by Robert Louis Stevenson, Christina Rossetti, William Blake, Susan Coolige, Franlr Dempster Sherman are read to the children and many of the poems memorized by them. Each day has its excursion and Walk out-of-doors to see what the world is doing, and to discover nature's secrets. Out-of-doon games and supervised play on the apparatus of the playground follow the daily luncheon and rest period. ...22...

Page 31 text:

Eg? . ....-.,-9. , 9, - 1, 'mf , . - Am ,, -- 1-1-H...-. ,,, ,. , 1 'M - :ax-:!z?m,2iza'...,r. , . f .f their 'orth F his- :cita- 1 the rtici- each will each r ex- their l free ' chil- .on of is the The Kindergarten It is no longer necessary to make a plea for the place of the Kindergarten in education. During the past ten years it has be- come a firmly established part of school systems and the kinder- garten stands paramount as the best first step for the child from the home environment. It offers to children between the ages of four and six years the environment and opportunities needed at that age. The growing social instincts require companionship of other children of the same or approximately the same develop- ment and the satisfaction of sharing in play and other interests. In the kindergarten two distinct considerations dominate the procedure-one has to do with the development of the child pri- marily as an individual-aiding him to gain control over himself and to acquire physical and mental co-ordination, and drawing out his interests and abilities, and on the other hand conditions are made which will aid the child in making the adjustment to group life-the gradual subjugation of self to the good of others. The environment of the kindergarten is planned to stimulate a wide range of interest. There is at hand an endless variety of material for use in various projects and interests: 1. Large and small building-blocks: The large blocks are heavy and large enough to give exercise and development to the larger muscles of the arms and back. They are so con- structed with peg holes and fitted and supplemented with wheels and bars that structures erected and made will hold together and be satisfactory for actual use and seem areal. 2. Wood and tools: Plenty of soft wood in small pieces, sets of simple necessary tools and nails are at hand and are a never-ending source of interest for experiment and actual making of toys, boats, air-planes, furniture, wagons, and innumerable other objects of which the children conceive. 3. Clay: This is for some children the most satisfactory medium with which to express their ideas and the sense of form and proportion is gained through its use. Reproductions Of fruits, vegetables and animal-forms, making vases, dishes and plaques, are a few of the creations in this medium. Other outstanding modes of expression and creation are black- board drawings, water color painting, paper-cuttmg, 1T10u1d11'1g 111 sand, sewing and cooking. .....2I.... ' Sayfig-3- .:!',

Page 33 text:

HA - HM , , ,, , , . N ,. f , - ' 6 ' K J , -- - K-,..----..... gmag gg ' - sm-I L15 5-Y? ' ' ' 'L ' ' Q '- ' - - - - - . .,, ,vqq gg n d Y, rg , 4 ' -qv-11:-rl-.1 h 1-1-q'L .,' l - MJ af-QZ'.R3R?:?E'Il1l'5g -silt.-.ru--.rf'9.-TE-2 -' -in nses :heir ina nem- lirec- 1011's ?P0f' type. hour Lcher, s and s and Jrces. thmic zerses 1 and given :y ob- stand- of the taken ' com- stories eacher hymes Iilliarm to the e what f-door- ground In addition to the other usual kindergarten interests it seems desirable to give children some training in the French language which serves as valuable ear-training. This is given chiefly in the rhymes and phrases of old French games and songs. In addition, a few expressions of greeting and farewell and names of objects are learned. No especial effort is made to have the children gain a definite, quantitive fund of information of a formal kind as the entire emphasis is upon the fundamental purposes, pi. e., developing the child's interests and bodily co-ordination and his training for group life. However, a sense of numbers is gained through the constant counting of materials needed and in games, and the sequence of numbers learned. In some cases when the children are interested in making signs or placards in their play, the words or numbers are printed for them and thus learned. Some children wish to read the rhymes and titles of stories or pictures and are aided and en- couraged to do so. Wlieeneiver a group or individuals show this interest they are given the opportunity to learn to read, write or make numbers. It is not necessary or expected that all the chil- dren acquire this interest. ...za-W ' . ' :Luge-5-:-