University of Minnesota - Gopher Yearbook (Minneapolis, MN)

Page 23 text:

Practice teacher Elizabeth Lundstrom reads a story to the chihlrcn. For 10 weeks Miss Lundstrom spent several hours at the Institute aiding permanent teacher Nada Mijanovich. John shows Miss Nada Mijanovich a paste jar he brought as his contribution to share time. During this part of the day chihlrcn bring toys or supplies that will lie used by the other children in their work and play. Ilis teachers foresee a successful scholastic future for John. He is smart and eager to learn. His father, William, is a University professor of physiological chemistry so schooling is heavily stressed and an important factor in John's life. 19

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The class is called together to talk over the morning’s events and to discuss observations the children have made in relation to their current interest in science, travel or seasonal holidays. Through experimentation with science and music it is felt a strong foundation can be built, even at this early age, for further learning in these areas. After luncheon the children go outside for play, weather permitting. The play yard is fully equipped with recreational equipment such as ladders, swings, and in the winter, sleds. After recess the children have the opportunity to “enjoy their own thoughts, during their rest time. Each child has his own cot and most fall asleep during this 60-minute period. Games, books and records complete the afternoon segment of their school day. At 3:30 John and his school mates are picked up by parents or older brothers and sisters. The philosophy behind this children's educational program is that children obtain a broadening base of learning from which new learnings can naturally follow. Entrance to this school is on a tuition basis. The only requirements are that the children arc not problem cases and that they come from normal, unbroken homes. During the day the children stand ready During free lime the children .ire allowed to exercise on the play equipment found in the classroom. They arc encouraged to paint, read, listen to records. After these morning activities a discussion is held on what each one accomplished. John shows a classmate some pictures taken on a recent trip. By sharing these pictures students gain increased interest in travel. John and a classmate rhythmically beat out the song. I've Been Working on the Railroad. Such musical and rhythmical experimentation builds a foundation for further learning.

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Served from ihe kitchen, children arc encouraged to try all foods the cook prepares. In this way they extend their appreciation of good and they learn to like different things. John played the Baby Bear in a puppet show produced hy his class. Mere he is shown practicing with Goldilocks and the Mamma Bear. The show was given for the younger children. Each child is given a sample of food and never do they say I don’t like it. but rather. “I’m working on liking it. This brand of psychology encourages children to try new foods. Recently the class wrote a letter thanking the cook for her work. for research projects that may involve 5-year-olds. Some of John's classmates arc at present a part of several long-range analysis studies. The classes are observed by University students in child development, psychology and early childhood education courses. Students observe the youngsters from open booths. The children know they’re being watched, but they pay little attention. In this early childhood education program each youngster is challenged to use his present learning to solve new problems, to build a strong educational foundation. John Caster can't be called a student, yet. In a few years lie will enter a phase of his education when his background and learning habits, now being formed, will be tested. John and other youngsters in this education program arc contributing to the advancement of education on all levels. When John becomes a student in the true sense of the word, he will be a part of an education system which has been bettered by the role he has played in its constant development. 20