Early Childhood Education : A Series of Classic Readings (11 Vols-Set)

Contents: Vol. I. The Nursery School/Margaret McMillan: Introduction. Part I: 1. The purpose of the book. 2. The nursery-school. 3. Plan of the buildings. 4. The garden. 5. Diet. 6. Clothing. 7. What to do for a toddler. 8. A winter\'s day in the toddlers\' camp. 9. The three and four-year olders. 10. Morning work. 11. Colour. 12. Form. 13. Form continued and leading up to reading and writing. 14. Arithmetic, or preparation for science. 15. The dinner hour. 16. A tea party and a homely evening. 17. The camp in summer. 18. When the shadows are falling. 19. The seven-year old. 20. Guy and the stars. 21. Guy and the morning. Part II: 22. The training of the teachers. 23. Sketches of a few typical children and their homes. 24. Dental and clinic training. 25. Physical training as preparation. 26. Psychology from the standpoint of the teacher-nurse. 27. History from the standpoint of a nursery school teacher. 28. Hand-work and art teaching. 29. Gardening. 30. Medical attendance in nursery-schools. 31. Attached and detached schools. 32. Finance of the nursery-school. 33. Influence of the nursery-school on the higher school. 34. Effect of the nursery-school on the teaching of upper schools. 35. A midsummer night in camp. 36. Holidays. 37. The aim versus the plan. 38. To those who helped. Index.

Vol. II. The Open-Air Nursery School/E. Stevenson: Introduction. Part I: 1. The cry of the mothers. 2. More about our mothers. 3. The children of our slum areas. 4. George. 5. The open-air nursery school. 6. A day in the life of a toddler. 7. The three and four-year olds. 8. The seven year olds. Part II: 9. The beginning of the Rachel McMillan nursery school. 10. The development of the Rachel McMillan nursery school. 11. Other open-air nursery schools. Part III: 12. The need for the nursery school. 13. The Finance of the nursery school. Part IV: 14. The past and the future.

Vol. III. Nursery Education : A Survey of Day Nurseries, Nursery Schools, Private Kindergartens in the United States/John E. Anderson: Foreword. 1. Organized care for young children. 2. Classification and location of institutions. 3. Typical and selected institutions. 4. Auspices, support, tuition and purposes. 5. Number of children, sessions and attendance. 6. Buildings and equipment. 7. Personnel. 8. Requirements for admission. 9. Medical facilities. 10. Educational facilities. 11. Educational program. 12. Recommendations. Appendix. Bibliography. Index.

Vol. IV. Nursery School Guide : Theory and Practice for Teachers and Parents/Rhoda Kellogg: Preface. 1. What is a nursery school? 2. Housing. 3. Equipment. 4. Materials. 5. Organization. 6. Staff. 7. Children. 8. The program. 9. Indoor activities. 10. Outdoor activities. 11. Literature and music. 12. Toileting and sleeping routines. 13. Discipline. 14. Behavior problems. 15. Nutrition and eating situations. 16. Health. 17. Parents. 18. Finances. 19. Records. 20. Nursery schools of tomorrow. Appendices. Index.

Vol. V. Kindergarten : Principles and Practice/Kate Douglas Wiggin and Nora Archibald Smith: 1. The art and mission of the Kindergartner. 2. Nature-study. 3. Symbolism its use in Kindergarten songs and games. 4. The teaching of patriotism. 5. Connection of contrasts (The Law of Balance). 6. Froebel\'s Mother Play. 7. Moral training. 8. The school of Speusippus (Art in the School-Room). 9. Kindergarten Play. 10. More about play. 11. The Kindergarten as a school of Life for Women. 12. Excelsior.

Vol. VI. The Horace Mann Kindergarten : For Five Year-Old Children/Charlotte Gano Garrison, Emma Dickson Sheehy and Alice Dalgliesh: Introduction/Patty Smith Hill. I. The child and the environment: 1. Factors to be considered in making a plan for teaching. 2. Characteristics of the Five-Year Old Child. 3. The environment. 4. General organization of the Kindergarten. II. The curriculum: 5. Social science. 6. Natural and physical sciences. 7. Creative arts. 8. Materials used in the Kindergarten. 9. Informal experiences with the tool subjects. III. The home and the school: 10. Home and school relationships. 11. Using the specific situation. Appendix.

Vol. VII. A Conduct Curriculum for the Kindergarten and First Grade/Patty Smith Hill: Introduction/Patty Smith Hill. 1. The school situation. 2. Principles, method and organization. 3. The typical activities of the curriculum as related to desirable changes in thought, feeling and conduct: i. The work period. ii. Other activities of the morning. 4. Records of children\'s work and progress. 5. Standards for promotion.

Vol. VIII. The Montessori Elementary Material/Maria Montessori: Translator\'s note. I. Grammar: 1. The transition from the mechanical to the intellectual development of language. 2. Word study. 3. Article and noun. 4. Lessons--commands. 5. Adjectives. 6. Verbs. 7. Prepositions. 8. Adverbs. 9. Pronouns. 10. Conjunctions. 11. Interjections. 12. Sentence analysis. 13. Word classification. II. Reading: 14. Expression and interpretation. III. Arithmetic: 15. Arithmetical operations. 16. The multiplication table. 17. Division. 18. Operations in several figures. 19. Exercises with numbers. 20. Square and cube of numbers. IV. Geometry: 21. Plane geometry. 22. Didactic material used for geometry. 23. Solid Geometry. V. Drawing: 24. Linear geometric design decoration. 25. Free-hand drawing: studies from life. VI. Music: 26. The scale. 27. The reading and writing of music. 28. The major scales. 29. Exercises in rhythm. 30. Musical auditions. VII. Metrics: 31. The study of metrics in elementary schools.

Vol. IX. Maria Montessori : Her Life and Work/E.M. Standing: Introduction. Author\'s preface. I. Life of Dr. Maria Montessori: 1. Preparation. 2. Discovery. 3. Development. 4. A great and \'Representative\' Personality. II. The psychology of development: 5. The young explorer. 6. Stages of development. 7. \'Sensitive Periods\' in development. 8. The \'Work\' of the child -- the creation of the adult. 9. The sensorial foundations of intellectual life. 10. Deviations and normality. III. The significance of movement in education: 11. A visit to Lilliput. 12. Movement in relation to instinct and reason. 13. The exercise of practical life. 14. Movement and mental assimilation. IV. The new relationship: 15. The fundamental problem in education. 16. The prepared environment. 17. Liberty in education -- true and false. 18. The Montessori directress. 19. Similarities. 20. Differences. 21. Montessori, Froebel, and the Junior School. Index.

Vol. X. The Education of Children in Primary Grades/John Louis Horn and Thomas White Chapman: Preface. 1. The social heritage and every child. 2. Every child and his school. 3. Before formal schooling: a period of transition. 4. Curriculum and method. 5. Reading: the pre-primer period. 6. Reading: The beginning of books. 7. Reading: The period of rapid progress. 8. Handwriting and spelling: general principles. 9. Handwriting and spelling: the first school year. 10. Handwriting and spelling: period of automatization. 11. Number: Laying the basis for computation. 12. Number: Introducing the four operations with whole numbers. 13. Speech--Informal communication. 14. Speech--formal expression. 15. Music. 16. Art--principles underlying instruction. 17. Art-instructional procedures. 18. The non-skill objectives. 19. Training for character. 20. Training for health. 21. Introducing the child to his social and natural environment. 22. About our profession. Index.

Vol. XI. Hand Work for Kindergartens and Primary Classes/Jane L. Hoxie: Introduction. 1. Domestic activities. 2. Wood work. 3. Raphia winding. 4. Drawing. 5. Blue prints.

"This groundbreaking new series will question the current dominant discourses surrounding early childhood, and offers instead original narratives of an area that is now made up of a multitude of perspectives and debates.

The series will examine the possibilities and risks arising from the accelerated development of early childhood services and policies, and illustrates how it has become increasingly steeped in regulation and control. Insightfully, this collection of books will each show how early childhood services can in fact contribute to ethical and democratic practices.

In examining child development and early educational intervention strategies from cross cultural perspectives, these works bring together several theoretical insights, the results of empirical research, and experiences of the learned authors. Its purpose is to constructively examine current strategies of early education and literacy for children." (jacket)