Conversation periods seem to be most effective when the children

are

divided into small groups on the basis of language ability. This suggestion applies not only to the work with foreign children, but also to kindergartens where there is a large range in the maturity of the children. Breaking the entire number up into small groups for oral conversation enables all the children to take part. (Winchester.)

Conversations carried on in such groups—

may lead in a natural fashion to group composition in the form of stories about pictures, descriptions of excursions, letters to absent playmates, etc. (Richmond.)

Children also express their ideas of the life around them through representative play. These plays should be carried on "in connection with their manual occupations" to help them "give fuller and truer expression to the ideas and relations involved" in all their work. (Richmond.) Through conversation and representative play the kindergarten protects children's "language from warping, contaminating influences, and makes correct language common instead of uncommon." (Honesdale.)

READING

There are several divergent opinions about the use of visual word symbols in kindergarten. Some educators feel that it is unwise to use any at all unless a child asks for a specific one which is necessary for his particular play or work. Others feel that near the end of the semester it is advisable to give the children who are about to be promoted to the first grade some preparation for the work in reading. For that reason each child is encouraged to learn the signs for his name and certain labels in the school and neighborhood. Other kindergarten teachers feel that the most mature children in the oldest group who indicate a readiness to profit by printed symbols may be given some definite organized experiences, probably enough to read the signs suggested above and stories which they themselves have made up about their own group experiences. (Radnor.)

It would seem that any city requiring reading or word recognition in the kindergarten must "give a very clear and satisfactory answer to the question, 'What is the total result?' Is it worth the expenditure of time required?" (Watertown.)

This same survey reports that when primary teachers were

asked what was accomplished (in reading in the kindergarten) they answered usually in general terms, such as knowing how to follow a line of print; what is meant by the terms word, sentence, etc.; how to locate a word in a known sentence. Altogether the product seems very small except in the case of unusually bright children.

This survey also suggests that it would be well to

let the matter of beginning reading be determined by maturity of pupils, and teach reading only to those who show competence. Before introducing reading

be sure that fundamental steps have been laid, such as a wide acquaintance with picture books, rich first-hand environmental experiences, and abundant use of oral language. (Watertown.)

LITERATURE

Certain surveys emphasize the value of picture books in developing language ability and a love for literature.

A well-chosen library of picture books, attractively arranged in a secluded corner of the kindergarten, is a great stimulus to an interest in books. The library corner, together with the conversation and story periods in the kindergarten, is much more important as a basis for reading habits in the grades than is any amount of word recognition that is procured by drill on sight symbols. (Radnor.)

In one kindergarten a child

brought his Stevenson's Child's Garden of Verses to school, and the teacher read the children some of the poems, and they found that one said "A birdie with a yellow bill." They showed other poems, saying, "This is about the wind"; and another child said "Way over there it tells about the little shadow." This is the very best preparation for first-grade reading. The stories and poems that the children become familiar with in the kindergarten through oral language are seen by them in another form on the printed page, and they become interested in the symbols that say these same words that they know and love so well. (Winchester.)

AMERICANIZATION

Certain surveys point out the many contributions the kindergarten makes to Americanization. Visiting the children's homes is a

very important phase of kindergarten work, and the work being done among the foreign women is particularly effective in matters of hygiene. (Winchester.)

Health conditions in the home and malnutrition call for great skill in the cooperation of the home and kindergarten. (Philadelphia.)

The Hawaii survey states that—

the commission is convinced, after a careful study of the conditions which obtain in the islands, that no more important single step in Americanizing the children of the foreign born can be taken than in the establishment of a kindergarten or kindergartens in every settlement in the territory. (Hawaii.) Americanization problems can not be confined to children of foreign parentage, although "different nationalities in a school increase the difficulty of modifying the curriculum to the needs of the children." (Philadelphia.) All children need help and guidance in the "cultivation of right habits of social adjustment.” (Baltimore.)

The kindergarten has always emphasized (the development of these habits) in such a way that educators regard it as the best grade in our school systems for Americanization work. (Radnor.)

Right habits of work and social cooperation must be established early.

If children are not taught how to accept responsibility early in their school life, they must be taught to do so later. This puts them at a great disadvantage, as they have to break old habits as well as establish new ones. (Swarthmore.)

NATURE STUDY

Nature study is mentioned in the surveys as an essential phase of the curriculum but one which is not always given enough attention. To develop in children an appreciation of nature and an interest in nature phenomena it is necessary that

concrete experiences should be obtained (1) through excursions; (2) through responsibilities for the care of flowers, vegetables, and pets, observing their development and peculiar characteristics. (Stamford.)

As a means of developing an appreciation of nature the excursion seems to have been used more than the opportunity to care for plants and animals. "Comparatively few kindergartens have children's gardens, though seed planting in window boxes is common." (Philadelphia.) Still several surveys report that teachers haveattempted to develop a love of nature in the children by making the greatest possible use of such facilities as are at hand. (Philadelphia.)

The care of living things is one of the most valuable experiences a child can have and is the best kind of nature study. (Winchester.)

which

While the care of the school garden during the summer months presents difficulties, there are quickly maturing flowers and vegetables may be gathered before the close of school. (Winchester.) Goldfish and canary birds, and in the spring rabbits and chickens, are pets that may be cared for by the children. (Winchester.)

MUSIC

Comments on the work in music are conspicuously absent in the kindergarten sections of most survey reports. The few comments that are made indicate that more attention should be given to this phase of the curriculum.

While a few teachers show "unusual ability in music" (Stamford), the value of all musical experience is—

determined by the teacher's ability to select appropriate musical material of the right quality and quantity # and the use of this material in raising the standards of children's work, in giving opportunity of creativity in music and in habits of correct rendition. (Stamford.)

There seem to be many kindergartens which deserve the following criticisms: "There was no evidence that definite principles were formulated to guide teachers" (Stamford) in the selection of musical material or methods of teaching. When the songs are long

the tendency of the teacher is to focus attention and effort on teaching the words to the neglect of the far more important elements-musical tone and accurate pitch. (Richmond.)

Parallel with the teaching of a few simple songs there should be some definite work in ear training and voice placing. (Richmond.)

To do this skillfully teachers need help in formulating their own methods for teaching music.

The method of technique involved in securing (desired) achievements for children who are experiencing difficulties, as well as for children who know how to sing, should be clearly stated [in the course of study]. (Stamford.) Children should do a great deal of individual singing in the kindergarten and first grade. Only in this way can children become independent in learning melody and rhyme. (Winchester.)

FINE AND INDUSTRIAL ARTS

Manual activity seems to have been taken for granted as only a few mentions of this work are found in the surveys examined and most of those are connected with some other phase of the discussions. Drawing and clay modeling are forms of occupation which deserve a larger share of attention than they have been given in the past. (Richmond.)

Emphasis in art work—

as in other subjects, should be placed on the development of children, and the product of the child should be evaluated on a basis of what he gains through doing rather than on the finished form. (Stamford.)

Art work that has meaning and purpose to the child and results in a product that satisfies his need and develops his artistic ability to the highest point possible, merits approval in kindergarten learning. (Stamford.)

There is

ample motive for design in such minor projects as making of room decorations for festival occasions, the making of Christmas presents, valentines, May baskets, Easter cards, etc. (Richmond.)

It is through work with materials

in which the objects made are familiar and interesting, the motive strong, the materials and process suited to the children's technical skill, that children of 5 or 6 years of age acquire the ability to attack problems in construction and representation and to work them out with relative independence. (Richmond.) Habits of thrift, orderliness, responsibility in care of material, as well as initiative and independence in work, are the outcome of this type of industrial and fine arts teaching. (Stamford.)

SUMMARY

The kindergarten curriculum is changing rapidly and must continue to change so as to produce a much larger fund of scientific information to use as a basis for judging children's activities.

There is still a great lack of common understanding among kindergarten teachers about the objectives of kindergarten education. The curriculum must provide experiences which will bring desirable changes in children's thoughts, feelings, and actions.

The need for constructive thinking is being more and more emphasized. This kind of thinking is necessary not only for manual

activities and original games but also in making right social adjustments.

Ideas are necessary for constructive thinking. The kindergarten must, therefore, furnish a wealth of valuable first-class experiences as a basis for these ideas.

There have been many criticisms of kindergartens because some children have acquired wrong attitudes in regard to school work. This need not occur, because children like to be held up to the best that is in them. They rejoice in their growth in power and accomplishment when high standards are attained while doing interesting things.

Children need not only opportunities for learning to appreciate good workmanship, the value of tools and materials, but also opportunities for developing appreciation of the beauties and wonders of

nature.

All children need help in developing right behavior in relation to their companions. The spirit of fair play is the active principle in sympathetic appreciation of the work and abilities of others. This spirit is greatly increased by working and playing with others and in rejoicing in group pleasures and successes.

Habit formation is a fundamental part of education. Children have established many habits before they enter kindergarten. These are the foundation upon which the kindergarten must build.

Newer methods of procedure in the kindergarten emphasize the need for informal and creative work in place of formal work dictated by the teacher to large groups of children. The problem project method has been used by some teachers ever since kindergartens were established. More teachers would use it if they were not handicapped by lack of equipment, the struggle to combine freedom with order, the management of large classes of children, the difficulties involved in so planning work that children may have opportunity to be intellectually active.

While the kindergarten has always recognized the need for keeping children healthy, it is only recently that the surveys have suggested a closer relationship between physical education and health education.

Games for little children should not be highly organized except when the organization has been built up out of the children's own informal play or work. Outdoor activity and excursions are recognized as essential from a health standpoint as well as from an educational standpoint. Unfortunately the lack of physical apparatus for small children limits the opportunities for giving them the activities most conducive to the best mental and physical development.

Greater emphasis is now being placed upon the teaching of language to small children. Free conversation in the kindergarten used