A handbook for implementing the primary reading program in the Los Angeles City Schools

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A HANDBOOK FOR IMPLEMENTING THE PRIMARY READING PROGRAM IN THE LOS ANGELES CITY SCHOOLS

A P ro je c t P re se n te d to th e F a c u lty o f t h e S c h o o l o f E d u c a tio n The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a

In P a r t ia l F u lfillm e n t o f th e R e q u ire m e n ts f o r th e D eg ree M a ste r o f S c ie n c e in E d u c a tio n

by M ary L o u T u c k e r Tune 1950

UMI Number: EP46105

All rights reserved INFORMATION TO ALL U SERS T he quality of this reproduction is d ep en d en t upon th e quality of th e copy subm itted. In the unlikely event that th e author did not se n d a com plete m anuscript and th ere are missing p ag es, th e se will be noted. Also, if material had to be rem oved, a note will indicate th e deletion.

Dissertation Publishing

UMI EP46105 Published by P roQ uest LLC (2014). Copyright in th e Dissertation held by th e Author. Microform Edition © P roQ uest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United S tates Code

P roQ uest LLC. 789 E ast Eisenhow er Parkw ay P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346

'if©

till

T h is p r o je c t rep ort, w ritten u n der the direction o f the candidate's a d v ise r a n d a p p r o v e d by him , has been prese n te d to an d a c ce p te d by the F a cu lty o f the S c h o o l o f E d u c a tio n in p a r tia l fu lfillm e n t of the requirem ents f o r the deg ree of M a s te r of Science in E ducation.

Date

...............................................

A dviser

Dean

TABLE OF CONTENTS CHAPTER I.

.

PAGE

THE PROBLEM AND DEFINITIONS OF TERMS USED .

.

1

...................................................

1

S t a t e m e n t o f t h e p r o b l e m ....................................

1

Im p o rta n c e o f t h e p ro b lem

....................................

1

..........................

2

.............................................................................

2

The p r o b l e m

. . . . .

D e f i n i t i o n s o f te rm s used Handbook

R e a d i n g r e a d i n e s s .................................

2

O r g a n iz a tio n o f th e re m a in d e r o f t h i s .

3

II.

REVIEW OF RELATED L I T E R A T U R E ....................................

4

III.

PLAN OF PROCEDURE.....................' ...........................................

9

p ro je c t

. . . . . . . . . . .

.....................

E x p e rie n c e s t h a t c o n tr ib u te to re a d in g r e a d i n e s s ..................................................................

9

D r a m a t i c p l a y ..................................................

9

B l o c k p l a y ..............................

12

S c i e n c e .........................

14

A u d i o - v i s u a l m a t e r i a l s .........................

22

F ie ld

a n d e x c u r s i o n s ...............................

24

L a n g u a g e .............................................................................

26

L i t e r a t u r e ........................................................................

32

M u s ic

. . . . . . . . . . . . .

35

..............................................

41

trip s

.......................

In d u stria l a rts

CHAPTER

PAGE ' T e m p e ra p a i n t i n g

IV .

. .........................................

48

C l a y .......................................................................................

51

P h y sic a l a c t i v i t i e s

. .............................................

53

R h y th m i n s t r u m e n t s ....................................................

68

SUMMARY AND CONCLUSION...................................................

70

BIBLIOGRAPHY.........................

. ..

72

CHAPTER I THE PROBLEM AND DEFINITIONS OF TERMS USED Tile P e r s o n n e l D i v i s i o n o f t h e B o a r d o f E d u c a t i o n o f th e Los A n g e les C ity S c h o o ls e s t i m a t e s t h a t s i x h u n d red e l e m e n t a r y t e a c h e r s a r e e m p lo y e d e a c h y e a r .

A g reat

n u m b e r o f t h e s e t e a c h e r s e m p lo y e d t o t e a c h p r i m a r y w o rk a re n o t f a m i l i a r w ith th e p rim a ry r e a d in g p ro g ram . h a v e b ecom e d i s c o u r a g e d b e c a u s e o f t h e

T h ey

la c k of f i r s t hand

k n o w le d g e c o n c e r n i n g t h e p r o g ra m .

I . S ta te m e n t t h i s handbook to

THE PROBLEM

o f th e p ro b le m .

is

th e p urpose o f

a c q u a i n t t e a c h e r s w i t h t h e im p le m e n ts

o f th e p rim a ry r e a d in g p ro g ram . th o se

It

It

i s d e sig n e d t o h e lp

t e a c h e r s who a r e new i n t h e s y s t e m a n d e s p e c i a l l y

t h o s e new i n t h e

p rim a ry d i v i s i o n . I t w i l l

g u i d e t o th e m i n

t h e i r w ork.

Im p o rta n c e o f t h e p ro b le m . in re c e n t y e ars

serv e as a

The e x t e n s i v e s t u d i e s

in r e l a t i o n t o th e r e a d in g program have

a id e d i n t h e f o r m u l a t i o n o f a p ro g ra m o f a c t i v i t i e s w h ic h c o n trib u te to

th e d e v elo p m e n t of r e a d i n e s s f o r r e a d i n g .

T e a c h e r s o f y o u n g c h i l d r e n s h o u ld be aw are o f t h e v a l u e s

2 to be a t t a i n e d

fro m t h e v a r i o u s l e a r n i n g a c t i v i t i e s

a p p r o p r ia te to th e

c h ild .

T h is hand b o o k w i l l h e lp th e t e a c h e r s out th e a c t i v i t i e s The a c t i v i t i e s

in c a rry in g

o f th e re a d in g r e a d in e s s p ro g ram .

h av e been l i s t e d

and th e p ro c e d u re s f o r

c a r r y - o u t each, o n e h a s b e e n d i s c u s s e d .

II. H andbook i s " g u id e b o o k .”

DEFINITIONS OF TERMS IB ED i n t e r p r e t e d by d e f i n i n g i t

To t h e t e a c h e r who i s

as a

new i n t h e s c h o o l

s y s te m o r i n p r im a r y w ork, th e handboo k w i l l s e r v e a s a g u id e i n h e r w ork. R e ad in g r e a d i n e s s

is d e fin e d as d e s c r ip tiv e

t h e p h y s i o l o g i c a l and p s y c h o l o g ic a l s t a t e

of

o f th e c h ild

d u r i n g w h ich f o r m a l i z e d i n s t r u c t i o n i n r e a d i n g t e c h n i q u e s is

e ffe c tiv e

i n e v e r y r e s p e c t an d d e t r i m e n t a l i n none*

The c r i t e r i a o f r e a d i n g r e a d i n e s s i s p h y s i c a l a n d in te lle c tu a l.

P h y sic a l in c lu d e s g e n e ra l h e a lth ,

v isu a l

r e a d i n e s s , a u d i t o r y r e a d i n e s s , and m o to r c o o r d i n a t i o n . The i n t e l l e c t u a l f a c t o r c o v e rs m e n ta l m a t u r it y and s o c i a l and e m o tio n a l a d ju s tm e n t.

3 III.

ORGANIZATION OF THE REMAINDER OF THIS PROJECT

C h a p te r I I p r e s e n t s a r e v ie w o f th e re la tiv e

to re a d in g re a d in e s s .

of th e a c t i v i t i e s

lite ra tu re

The m e th o d a n d p r o c e d u r e s

o f th e r e a d in g r e a d i n e s s program a r e

g iv e n i n C h a p te r I I I . be fo u n d i n C h a p te r IV .

The sum m ary an d c o n c l u s i o n w i l l

CHAPTER I I REVIEW OF RELATED LITERATURE Much, r e s e a r c h h a s b e e n d o n e c o n c e r n i n g t h e r e a d i n g r e a d in e s s program .

In re v ie w in g th e r e la te d

lite ra tu re ,

t h e s e s t u d i e s w ere r e a d an d w ere t h e m o st o u t s t a n d i n g o f th o s e re v ie w e d . A c c o r d i n g t o H a r r i s o n ,'* " t h e r e a r e s e v e n m a j o r f i e l d s of in stru c tio n re a d in e ss.

in th e p e rio d o f p r e p a r a tio n f o r re a d in g

T h e y a r e .:

1 . P r o v id in g p u p i l s w ith r e a l , v a r i e d , and r ic h e x p e rie n c e s e s s e n tia l to th e g e ttin g o f m e a n in g fro m m a t e r i a l t o r e a d ; E. T r a in in g i n t h e s p e a k in g o f s im p le E n g lis h se n te n c e s; 3 . T ra in in g in th e a b i l i t y th in k in g ;

t o do p r o b l e m a t i c

4 . T h e d e v e l o p m e n t o f a w id e s p e a k i n g v o c a b u la ry ; 5 . T r a i n i n g i n a c c u r a t e e n u n c i a t i o n and p ro n u n c ia tio n ; 6 . The d e v e l o p m e n t o f t h e d e s i r e

to

read ;

7 . T ra in in g in th e k e e p in g o f a s e r i e s o f i d e a s i n t h e m in d i n t h e i r p r o p e r s e q u e n c e . H a rris o n a ls o

says th a t

th e f i r s t

i n s t r u c t i o n a l jo b

1 M. L u c i l l e H a r r i s o n , R e a d i n g R e a d i n e s s (S a n F ra n c isc o : H o u g h t o n M i f f l i n C om pany, 1 9 3 6 ) , p . 3 S .

5 c o n s is ts of g iv in g to e x p e rie n c e s.

Types o f f i r s t

c la s s ifie d as: (3 )

th e p u p il a w e a lth of f i r s t

(i)

and. (5 ) g a m e s .

h a n d e x p e r i e n c e s may h e

E x c u rsio n s ,-

c o n stru c tio n a c t i v i t i e s , V ic a rio u s

(2 )

s o c ia l e x p e rie n c e s,

(4 ) p r a c t i c a l e x p e r i e n c e s ,

e x p e r i e n c e s may be g a i n e d by

m eans o f :

(1 ) S t o r i e s ,

s o n g s , and

(5 ) d i s c u s s i n g e x p e r i e n c e s .

(2)

p ic tu re s,

(3 ) p o e m s ,

Adams2 s a y s t h a t f a v o r a b l e a t t e n t i o n , c o m p a n io n sh ip ,

hand

(4 )

sy m p a th y ,

c u sto m s, and f a s h i o n s o f ones s o c i a l g roup

a re a l l b a sic needs o f p u p ils .

S o c ia l ap p ro v al is

One o f

t h e m o s t p o w e r f u l f o r c e s by w h i c h p e r s o n a l i t y a n d b e h a v i o r a re d e te rm in e d . c h ild

is

T h e t e a c h e r ’ s warm a c c e p t a n c e o f e a c h

e s s e n t ia l to h is

m ake h im f e e l t h a t h e i s o f t h e s c h o o l ho m e. and happy i s

sense o f w e ll-b e in g .

She m u st

a w e lc o m e a n d i m p o r t a n t m em ber

The i n d i v i d u a l who f e e l s

a p t t o m ake s o c i a l a d j u s t m e n t s

an a t t e m p t t o d e v e lo p a s i t u a t i o n

su ccessfu l

e a sily .

In

i n w h ic h e a c h c h i l d

f e e l s t h a t he h as th e s o c i a l a p p ro v a l o f h is a s s o c i a t e s , th e t e a c h e r m ust n o t l o s e

s ig h t of th e r e s p o n s ib ility

w h i c h t h e c h i l d r e n owe t o t h e g r o u p .

The t e a c h e r who

do es n o t h e lp h e r p u p ils d e v e lo p a se n se o f r e s p o n s i b i l i t y

2 F a y Adam s, T e a c h i n g C h i l d r e n t o R e a d R o n a l d P r e s s C om pany, 1 9 4 9 ) .

(New Y o r k /

6 fa ils

th e m in. an i m p o r t a n t a s p e c t .

c h ild r e n can e s t a b l i s h

The t e a c h e r and

s t a n d ard s o f conduct f o r th e

g roup.

A c h i l d who h a s a c h i e v e d s o c i a l a p p r o v a l a n d who h a s a f e e l i n g o f b e lo n g in g i n h i s s c h o o l group h a s ta k e n a lo n g s t e p to w a rd f e e l i n g s e c u r e .

T here a r e o th e r i n s e c u r i t i e s

a s th o s e c a u se d by b ro k e n hom es, f a m ily t e n s i o n , f i n a n c i a l in s e c u r ity , m ig ra to ry l iv in g ,

and n e g l e c t f u l p a r e n t h o o d ,

w h ic h c r e a t e m ore d i f f i c u l t p ro b le m s and a r e co rrespond** i n g l y m o re d i f f i c u l t f o r t h e t e a c h e r t o c o m b a t . h e lp in g th e c h ild , she can ab o u t th e

In

th e te a c h e r sh o u ld d is c o v e r a l l t h a t c h i l d ’ s home b a c k g r o u n d .

u n d e rs ta n d w hat s t e p s t o ta k e

S he w i l l t h e n

in b u ild in g th e

c h i l d ’s

sense of s e c u rity . B e t t s 3 s a y s t h a t m any t r i p s a n d w a l k s s h o u l d be p la n n e d .

T h e s e o f f e r m any o p p o r t u n i t i e s f o r p l a n n i n g ,

f o r sp o n ta n eo u s c o n v e r s a tio n , and f o r l a t e r d i s c u s s i o n . T he s c h o o l r o o m s h o u l d h a v e m any b o o k s w i t h c o l o r f u l p ic tu re s,

p i c t u r e s m o u n te d u p o n t h e b u l l e t i n

c o lle c tio n s e x p e rim e n ts.

o f th in g s f a r and n e a r , A ll of th e se m a te ria ls

e n v iro n m e n t and s t i m u l a t e w o rth w h ile

b o ard , to y s ,

and m a t e r i a l s f o r e n r ic h th e c h ild r e n ’s c o n v e rsa tio n .

3 E m m ett A l b e r t B e t t s , F o u n d a t i o n s o f R e a d i n g R e a d in e ss (S a n F r a n c i s c o : A m e r i c a n B ook C om pany, 1 9 4 5 ) , p. £51.

7 L am oreaux and Lee to f e e l s e c u r ity . c h ild i s to tr y

4

t e l l us t h a t th e c h il d n eed s

The f i r s t . s t e p

in h e lp in g an u n a d ju s te d

and, l o c a t e t h e d i f f i c u l t y .

sense of se c u rity

The c h i l d ’ s

s h o u ld be i n c r e a s e d by sh o w in g a n

i n t e r e s t i n h im a n d i n g i v i n g e n c o u r a g e m e n t . In a id in g th e

c h i l d ’ s s o c i a l d e v e lo p m e n t,

s o c i a l h a b i t s s h o u l d be s t a r t e d t h e f i r s t

good

day o f s c h o o l .

The t e a c h e r a n d t h e .c h i l d r e n s h o u ld be c o n s i s t e n t i n s o c ia l c o u rte sie s

i n t h e room .

The c h i l d n e e d s t o l e a r n i n d e p e n d e n c e . l e a r n t o do t h i n g s f o r h i m s e l f . m a t e r i a l s an d a l s o make h i s

He s h o u l d

He s h o u l d g e t h i s

d e c i s i o n s a s t o w hat he i s

g o i n g t o do d u r i n g f r e e p l a y . T he c h i l d

s h o u ld be g iv e n a f e e l i n g o f s u c c e s s by

a c c e p tin g e f f o r ts ,

how ever f e e b l e .

C re a te a f e e l i n g o f

c o n f i d e n c e b y l e t t i n g t h e c h i l d know t h a t he i s and t h a t h is e f f o r t s

and i n t e r e s t s a r e

sh ared .

A c c o rd in g t o Lee and L e e ,5 a r i c h a c t i v i t i e s w i l l s tim u la te th e

lo v e d

backg rou n d o f

c h ild ’s c re a tiv e a b ility .

4 L i l l i a n A . L a m o r e a u x a n d D o r r i s May L e e , L e a r n i n g t o Read T h ro u g h E x p e r ie n c e (New Y o r k : D. A p p l e t o n C e n t u r y Com pany, 1 9 3 9 ) , p . 9 . 5 J . M u r r a y L e e a n d D o r r i s May L e e , The C h i l d a n d H is C u rric u lu m (New Y o r k : A p p le to n -C e n tu ry -C ro fts I n c . , 1 9 4 0 ), p . 567.

8 Tiie c h i l d ' s a rts

freed o m to

has been re c o g n iz e d as a v a lu a b le f a c to r

a d ju stm e n t o f c e r t a i n e ste d

e x p re s s h im s e lf i n th e

in h is

c h ild re n .

w o r k , he i s

When a c h i l d

c re a tiv e in th e is

no lo n g e r a p ro b lem t o

in te r­ th e

te a c h e r and th e g ro u p . The t e a c h e r c a n s e t u p a c r e a t i v e e n v i r o n m e n t , p ro v id e s u ita b le m a te r ia ls ,

and can g iv e t h o u g h t f u l

g u id a n c e to

When t h i s

in s u r e g ro w th .

is done, th e

t e a c h e r h a s p r o v i d e d f o r t h e a c t i v i t i e s w h ic h w i l l a i d i n th e d e v elo p m e n t o f r e a d in g

re a d in e ss.

CHAPTER I I I PLAN OP PROCEDURE EXPERIENCES THAT CONTRIBUTE TO READING READINESS D ra m a tic p la y ♦

D ra m a tic p la y i s

one o f th e n a t u r a l

re s p o n s e s o f s e l f - e x p r e s s i v e b e h a v io rs o f th e v e ry young c h ild .For th e c h ild ,

d ra m a tic p la y i s

a s e r i o u s m edium

o fl e a r n i n g and l i v i n g . W ith t h i r t y

to t h i r t y - f i v e

c h ild re n

in th e

c la s s ­

ro o m , c a r e f u l p l a n n i n g and o r g a n i z i n g i s n e c e s s a r y i f every on e i s

to p r o f i t fro m a d ra m a tic p la y p e r i o d .

Such

'4 - t e m s a s t h e s e s h o u l d b e d i s c u s s e d : 1 . W here t h e a c t i o n w i l l t a k e p l a c e ; 2 . When t h e a c t i o n t a k e s p l a c e :

T im e o f s e a s o n

o r tim e o f d a y ; 3 . W hat c h a r a c t e r s a r e n e e d e d : c h ild re n ,

and o t h e r s ;

4 . W hat w i l l h a p p e n ? lik e ly

kb,e s a y i n g ?

W hat

w o u ld t h e m o t h e r

W hat

w o u ld s h e

5 . W hat i s n e e d e d f o r p l a y i n g : h a ts ,

M o th e r, f a t h e r ,

t a l k a b o u t?

B a s k e ts , sh a w ls,

and o th e r a r t i c l e s ;

6 . W hat p a r t s o f t h e ro o m s h a l l b e u s e d f o r p l a y : L o c a tio n o f th e m a rk e t, g a rd e n , h o u se, o th e r lo c a tio n s .

and

10 F a m i l i a r e x p e r ie n c e s i n a c h i l d ’ s e n v iro n m e n t a p p e a r to be a l o g i c a l o u tg ro w th o f i n t e r e s t .

G ro w th

u s u a l l y d e v e l o p s f r o m t h e home a c t i v i t i e s w i t h w h ic h t h e c h il d r e n a r e m ost f a m i l i a r , e n v iro n m e n t o f s c h o o l , life ,

to a c t i v i t i e s

o f th e e x p an d in g

im m e d ia te n e ig h b o r h o o d ,

c o m m u n ity

and t o an e v e r e x p a n d in g e n v iro n m e n t. C h ild re n a re i n te r e s t e d

w orkers in th e n e ig h b o rh o o d . 1.

i n r e l i v i n g w ork an d S u c h i n t e r e s t s m ay i n c l u d e :

T he f i r e m a n i n a f i r e

sta tio n

or a t a f i r e .

( In a g ro u p o f te n o r f i f t e e n

c h il d r e n , th e

a c tiv itie s

of th e f i r e

w e ll c a r r ie d o u t.

sta tio n

c o u ld be v e r y

The s t a t i o n a n d f i r e

w o u ld b e c o n s t r u c t e d o f b l o c k s .

tru c k

The c h i l d r e n

c o u l d sh ow w h a t t h e f i r e m e n do w hen t h e a l a r m i s g i v e n a n d w h a t t h e y do w hen t h e y a r r i v e a t th e f i r e . ) E . The p o l i c e m a n d i r e c t i n g c h ild re n a t a c ro ssin g .

tra ffic

o r h e lp in g

(One c h i l d

th e p o lic e m a n a n d th e o t h e r c h i l d r e n th e p e d e s t r i a n s .

c o u ld be c o u l d be

T h i s w o u ld b e a n o p p o r t u n i t y

to te a c h s a f e ty .) 5.

T he p i l o t a t t h e a i r p o r t o r i n a n a i r p l a n e . (T h e a i r p o r t a n d t h e a i r p l a n e stru c te d

of b lo c k s.

One c h i l d

w o u ld b e c o n ­ w o u ld b e t h e

11 p i l o t and th e th e p la n e . p e o p le .

o t h e r s w o u ld b e t h e p a s s e n g e r s on

The a i r p o r t w o u ld a l s o n e e d o t h e r

T h e r e w o u ld b e men t o s e r v i c e t h e p l a n e s .

Som eone w o u ld b e n e e d e d i n t h e

c o n tr o l to w e r.

T h is p l a y c o u ld i n c l u d e m o st o f th e

c h ild re n in

t h e ro o m .) 4 . The b u s d r i v e r a n d h i s p a s s e n g e r s . w o u ld b e r .c o n s t r u c t e d o f b l o c k s .

(T he b u s

One c h i l d w o u ld

b e t h e b u s d r i v e r a n d t h e o t h e r c h i l d r e n w o u ld be th e p a s s e n g e rs .

T h is

is a n o th e r a c t i v i t y

in

w h i c h s a f e t y c a n be t a u g h t . ) 5 . The men who s u p p l y g a s a n d t i r e s

to m o to r is ts .

(T h e g a s s t a t i o n a n d c a r s w o u ld b e c o n s t r u c t e d of b lo c k s.

A ll c h ild r e n a r e f a m i l i a r w ith th e

a c t i v i t i e s aro u n d a g a ra g e o r s e r v ic e s t a t i o n . About f i v e

c h ild re n

c o u ld be th e s t a t i o n a t ­

t e n d a n ts and th e o t h e r c h i l d r e n m o to rists.

c o u l d be t h e

E a c h m o t o r i s t w o u ld h a v e a d i f ­

f e r e n t n e e d .) 6 . The f a r m e r a t w o r k o n h i s f a r m .

(One c h i l d

c o u ld

b e t h e f a r m e r a n d t h e o t h e r c h i l d r e n w o u ld b e h e lp e rs.

T h e f a r m e r w o u ld n e e d h e l p i n

ta k in g

c a r e o f th e a n im a ls .

H e w o u ld h a v e h i s p l o w i n g

and h a r v e s t i n g o f th e

c ro p s .)

12 7 . The d a i r y m a n a t w o r k o n t h e d a i r y f a r m . d a i r y m a n w o u ld b r i n g h i s

(T h e

cows home f r o m t h e

p a s t u r e . • T h e cows w o u ld b e f e d a n d m i l k e d . The b a r n w o u ld b e m ade o f b l o c k s a n d a l s o o th e r houses on th e farm .

th e

L a t e r t h e m i l k w o u ld

be ta k e n to th e c re a m e ry i n th e m ilk t r u c k . ) 8 . T he m o t h e r a t w o r k i n t h e k i t c h e n . a c t i v i t y w o u ld g i v e t h e to

im ita te

little

t h e i r m o th e rs.

(T h is p la y

g irls

a chance

G irls lik e

t o p la y

h o u s e a n d p r e t e n d t h e y a r e a d u l t s i n t h e h o m e .) 9 . The m o th e r a t t h e s t o r e .

(T h e s t o r e w o u ld b e

b u i l t of b lo c k s.

T h e r e w o u ld b e a s t o r e k e e p e r

and h is h e l p e r s .

The m o t h e r c o u l d h a v e o t h e r

c h ild r e n w ith h e r f o r h e r fa m ily .

T he e x p e r i ­

e n c e s t h e c h i l d r e n w o u ld h a v e in b u y in g a n d s e l l i n g i n a s t o r e w o u ld b e b e n e f i c i a l f o r a t some t i m e a l l

c h i l d r e n go i n s t o r e s t o

buy

s o m e th in g .) B lo ck p l a y .

C a re fu l p la n n in g i s e s s e n t ia l in p r e ­

p a r a tio n f o r b lo c k p la y . E a c h ro o m s h o u l d h a v e a p p r o x i m a t e l y s e v e n t y h o l l o w b lo c k s o f v a rio u s s i z e s . b lo c k s

In a d d itio n ,

c o n sist o f a t le a s t fiv e

s i z e s and fo rm s.

th e

so lid flo o r

hundred b lo c k s o f v a rio u s

13 T here sh o u ld be a d e q u a te s t o r a g e s p a c e f o r b lo c k s . Low o p e n c u p b o a r d s o r s h e l v e s a r e re c o m m e n d e d . ro o m s,

th e cu pboard s h e lv e s a r e

f e e t h ig h ,

I n som e

s ix te e n f e e t lo n g ,

and s i x t e e n in c h e s d e e p .

The b l o c k

tw o

cupboards

a r e f o u r f e e t l o n g , tw o f e e t h i g h , a n d s i x t e e n

in c h e s d e e p .

-T he c u p b o a r d s s h o u l d b e tw o f e e t h i g h o r on t h e l e v e l o f _ _ th e e y e s o f t h e

c h ild re n .

The b l o c k s s h o u l d b e s t o r e d th e y w i l l be a c c e s s i b l e a re p la c e d n e a r e s t to m ay b e s t o r e d

to

b lo c k s and s to r e

such a m anner t h a t

th e c h i l d r e n .

th e f l o o r .

to g e th e r.

in

b lo ck s

The sam e t y p e s o f b l o c k s

Some may p r e f e r t o d i v i d e t h e

th e m i n v a r i o u s p l a c e s .

m o re t h a n o n e c h i l d

T he l a r g e

T h is e n a b le s

to g e t t h e b lo c k s he d e s i r e s and

e l i m i n a t e s t h e n e c e s s i t y o f w a i t i n g an d c o n f u s i o n . C y l i n d e r s s h o u l d be a r r a n g e d s o t h e

c h ild r e n can see

th em a s a w h o le . Any m o v a b l e o b s t r u c t i o n s h o u l d b e m oved f r o m t h e p la y a re a .

U se a l l o f t h e

gro u n d h as b la c k t o p , o u tsid e th e

space a v a ila b le .

If

th e p l a y ­

t h e i d e a l p l a c e t o p l a y w o u ld b e

ro o m i n p r e t t y w e a t h e r .

M a te r ia ls sh o u ld be a rra n g e d c a r e f u l l y be co n d u civ e t o good p la y h a b i t s . so t h a t i t w i l l e li m in a te

In o rd e r to

They s h o u ld b e a r r a n g e d

t h e n e c e s s i t y f o r m uch e x p l a i n i n g

t h a t i s d i f f i c u l t f o r young c h ild r e n to f o llo w .

14 When n e c e s s a r y ,

th e te a c h e r sh o u ld g u id e c h ild r e n :

1 . To s e l e c t m a t e r i a l a s n e e d e d . S . To s h a r e w i t h , n o t t o d .o m in a te o t h e r s . 3 . To p l a c e b l o c k s , n o t dump t h e m . 4 . To g e t w h a t t h e y n e e d , n o t t o

e x p e c t o th e r s to

do t h e i r w o rk . 5 . To c o n t r o l v o i c e s s o t h a t o t h e r s m ay b e h e a r d . 6 . To c o m p l e t e a p l a n r a t h e r t h a n move a i m l e s s l y a b o u t. 7 . To j o i n a g r o u p w i t h s i m i l a r 8 . To r e s t

if

in te re s ts .

o v e rs tim u la te d .

T he a c t i v i t y p r o g r e s s e s w i t h i n c r e a s i n g d i r e c t i o n th ro u g h t h r e e s ta g e s : 1 . S im p le m a n ip u la tio n

( c h i e f l y p h y s i c a l a n d emo­

tio n a l s a tis fa c tio n .) S. M a n ip u la tio n f o r u se

(ad d ed m e n ta l s a t i s f a c t i o n . )

3 . M a n ip u la tio n to s o l v e p ro b le m s and i n t e r p r e t c o m m u n ity l i f e . S c ie n c e .

A c t i v i t i e s t h a t m ay d e v e l o p t h e s c i e n t i f i c

a t t i t u d e may i n c l u d e : 1 . O b se rv in g n a t u r e . E . M a k in g c o l l e c t i o n s . 3. C la s sify in g o b je c ts . 4 . D is c u s s in g e x p e rim e n ts and o b s e r v a tio n s .

15 5. E x p lo rin g th e e n v iro n m e n t. 6. E x p e rim e n tin g f o r e v id e n c e . 7.. R a i s i n g a n d c a r i n g f o r p e t s . 8 . P la n ti n g and c a r in g f o r a g a rd e n . Y oung c h i l d r e n e x p e r i e n c e t h e j o y o f s a t i s f a c t i o n and a c c o m p lish m e n t by b e in g a llo w e d to p e t s and t h e i r y o u n g .

c a re f o r a n im a l

T h ey g ro w i n u n d e r s t a n d i n g o f t h e

way i n w h i c h a n i m a l s l i v e a n d how t h e y r e p r o d u c e .

T hey

g a in a concept o f th e b a sic needs o f a l l a n im a ls.

They

d ev elo p an a t t i t u d e

o f lo v e f o r h e l p l e s s young a n im a ls

as th e y resp o n d to t h e i r e v id e n c e s o f c a r e . c a r e d f o r a r e som e o f t h e f o l l o w i n g : h a m s te r s , d u c k s , s e t t i n g h e n s, m ic e , tu rtle s ,

sn a ils ,

a n t c o lo n ie s

T he a n i m a l s

R a b b its , g u in e a p ig s , g o ld fis h ,

g u p p ie s,

in g la s s c o n ta in e r, b ees in

h iv e s , f r o g s , and to a d s . C h i ld r e n g a i n i n u n d e r s t a n d i n g from a n im a l c a r e

in

l e a r n i n g t h a t th e y m ust have th e r i g h t k in d o f food a t p ro p e r i n t e r v a l s d u rin g th e d ay . w ith w a te r a t a l l tim e s . o fte n .

They m u st b e p r o v i d e d

T hey m u s t n o t b e d i s t u r b e d t o o

T he g r o w t h o f t h e a n i m a l i s

te m p e ra tu re ,

fo o d ,

re st,

i n f lu e n c e d by c a r e ,

and t h e p l a c e i n w h ic h i t

"V *

G a r d e n i n g o f f e r s m any o p p o r t u n i t i e s f o r w o rk f o r s o l v i n g p r o b l e m s i n a g r o u p s i t u a t i o n . m ak in g t e n t a t i v e

liv e s .

c o o p e ra tiv e When

p la n s f o r a c la s s g a rd e n , th e te a c h e r

16 s e l e c t s a s m a ll p l o t w h ic h i s w a te r i s a v a i l a b l e .

e a s i l y a c c e s s i b l e and w here

The g a r d e n s p a c e i s u s u a l l y v e r y

lim ite d so th a t a p lo t o f tw e n ty -fiv e

sq u are f e e t w ill

have to be u se d . In s e le c tin g th e p la n ts f o r

th e g a rd e n ,

th e te a c h e r

m ay s e l e c t o n e o r m o re o f t h e f o l l o w i n g : 1 . P l a n t s t h a t m a tu re r a p i d l y . S. T e g e t a b l e s t h a t a r e f a m i l i a r i t o c a rro ts , ra d ish e s,

o n io n s,

c h ild re n such as

tu rn ip s ,'

3 . Y e g e t a b l e s t h a t may be new t o t h e a s C h in e se p e a s ,

k o h lra b i,

and b e a n s.

c h ild re n such

s c a l l o p , and s q u a s h .

4. P l a n ts t h a t have gay a n d c o lo r f u l b lo sso m s. 5. P l a n t s t h a t h av e b lo sso m s t h a t

c h i l d r e n m ay c u t

and a r r a n g e . 6 . P l a n t s t h a t have h ard y

f l o w e r s a n d t h a t b lo o m

p r o f u s e l y such a s n a s t u r t i u m , A f r ic a n d a i s i e s , la rk sp u r,

co rn flo w e rs .

7 . P la n ts s u ita b le f o r b o rd ers such a s p a n sie s, ag e rta u m ,

l a b e l i a row s, an d w a lk s.

T he t e a c h e r s h o u l d p l a n t o h e l p t h e c h i l d t o and u n d e r s t a n d t h e p r o c e s s e s n e c e s s a r y to p la n ts

g ro w in g s u c h a s :

fe rtiliz in g ,

su ita b le .

keep g ard en

w e e d in g , w a te r in g ,

c u l t i v a t in g , and d e s tro y in g h arm fu l in s e c ts .

Por th e a re

P la n tin g ,

know

sm a ll c h il d ,

sm a ll s i z e d t o o l s ,

Such t o o l s a s s p a d e s ,

hoes,

not to y s,

tr o w e ls , and

17 ra k e s a r e a d e q u a te f o r th e g a rd e n in g a c t i v i t y . p r a c t i c e s s h o u l d be c o n s i d e r e d i n s e l e c t i n g

S a fe ty

th e to o ls .

The t e a c h e r p r o v i d e s l e a r n i n g s i t u a t i o n s

i n w h ich

she: 1 . H e lp s th e

c h ild r e n to p la n th e f i n a l a r r a n g e ­

m ent o f th e g a rd e n . 2 . H e lp s th e

c h ild re n p la c e sta k e s

and s t r i n g s

n e c e s s a r y f o r s t r a i g h t row s a n d w a l k s . 3 . D e m o n strates t h e p ro p e r p l a n t i n g o f se e d s and young p l a n t s . 4 . D em o n strates t h e p ro p e r p ro c e d u re o f c a r e f u l and e f f e c t i v e w a t e r i n g . 5. H e lp s c h i l d r e n t o l e a r n

to u se t o o l s s k i l l f u l l y

and t o u n d e rs ta n d t h e p u rp o se and c a re o f th e sim p le t o o l s p r o v id e d . 6. H e lp s c h ild r e n t o re c o g n iz e and d e s tr o y su ch w eeds a s p i g w eed, d e v i l ’ s g r a s s ,

sh ep h erd ’s

p u rse. 7 . H e lp s c h il d r e n t o d i s c r i m i n a t e

b e tw e e n i n s e c t s

su ch as la d y b ir d b e e t l e s and h a rm fu l i n s e c t s such as a p h id s . 8 . D e m o n stra te s th e p ro p e r p ro c e d u re o f

c u ltiv a tin g

th e g a rd en . 9 . S u p e rv ise s th e a p p lic a tio n o f f e r t i l i z e r .

18 The c h i l d r e n s h o u l d be a l l o w e d t o w o r k i n s m a l l g ro u p s r a t h e r th a n

in d iv id u a lly .

The c h i l d r e n h e l p

each

o t h e r i n p u t t i n g up g a r d e n s t a k e s , a n d i n s o l v i n g e a c h o t h e r ’ s p ro b le m s.

They s h a r e t o o l s ,

flo w e rs w ith o th e r c h ild re n

g a rd e n p ro d u c e , and

and g r o u p s .

T h r o u g h o b s e r v a t i o n , t h e y o u n g c h i l d w i l l beco m e a c q u a i n t e d w i t h common f l o w e r s a s : lu p in e ,

Poppy, d a n d e lio n ,

s u n f lo w e r , n a s t u r ti u m , g e ra n iu m , p a n sy ,

sw e e tp e a ,

and i r i s . T hrough th e

f ir s th a n d e x p e rie n c e o f o b se rv in g th e

common v e g e t a b l e s g r o w , t h e

c h i l d w i l l l e a r n t o know :

1 . The r o o t v e g e t a b l e s s u c h a s c a r r o t s , o n io n s,

ra d ish e s,

b e e ts,

t u r n i p s and p a r s n i p s .

2 . The l e a f v e g e t a b l e s u c h a s l e t t u c e ,

cabbage,

c h a rd , and s p in a c h . 3 . O th e r v e g e ta b le s s u c h as to m a to e s , p e p p e r s , b e a n s, and p e a s . T h e r e a r e m any r e l a t e d a c t i v i t i e s g ard en e x p e r ie n c e .

The e h i l d i s

t o accom pany a

encouraged t o :

1 . P a in t p i c t u r e s w ith te m e p ra . 2.

Make

c l a y p o t t e r y b o w ls f o r f l o w e r s o r v e g e t a b l e s .

3.

K eep r e c o r d s o f p l a n t g r o w t h .

4.

K eep r e c o r d s o f t i m e o n s c i e n c e c a l e n d a r s .

5.

M easure a n d c o u n t s t a k e s t o be u se d i n o u t l i n i n g b e d s a n d m ak in g r o w s .

19 6 . M e asu re t h e d i s t a n c e b e tw e e n t h e ro w s . 7 . D e v e lo p s k i l l i n m e a s u rin g and t y i n g s t r i n g s . 8 . D i s c u s s a n d p l a n w i t h t h e o t h e r m em b ers o f t h e gro u p . 9 . Work w i t h o t h e r

c h ild re n

1 0 . H e lp o t h e r c h i l d r e n 11. S hare t o o l s ,

i n sm a ll g ro u p s.

in s o lv in g p ro b le m s.

and g a rd e n p ro d u c e w ith o t h e r

c h ild re n . S im p le e x p e r im e n ts s h o u ld be c a r r i e d

o u t in th e

ro o m t o h e l p c h i l d r e n s e e t h e p l a n t ' s n e e d f o r m o i s t u r e , a i r , and s u n lig h t. One e x p e r i m e n t t o f i n d o u t t h e e f f e c t o f s u n l i g h t on p l a n t s in g la ss

i s g r o w i n g b u l b s o f n a r c i s s u s i n m o ss a n d r o c k s c o n ta in e rs.

T he b u l b s s p r o u t i n

th e y have s p ro u te d , th e

th e d a rie .

When

c h i l d r e n c a n c u t th e m o p e n a n d

o b s e r v e w hat h a s h a p p e n e d . A n o th e r e x p e rim e n t to o b s e rv e t h e e f f e c t o f s u n ­ lig h t

on p l a n t s

ta in e rs .

is

to p la n t g rass

in th re e

sm a ll co n ­

One c o n t a i n e r c a n be p u t i n t h e s u n l i g h t , t h e

o t h e r c o n ta in e r can be p u t i n p a r t i a l sh a d e , and t h e o t h e r one i n d a r k n e s s . c h ild r e n to

I t w i l l be i n t e r e s t i n g t o

th e

o b s e r v e t h e e f f e c t o f t h e s u n l i g h t on t h e

g ro w th o f t h e g r a s s . The t e a c h e r

can e x p l a i n e x p e r im e n ts t h a t w i l l h e lp

20 th e

c h i l d r e n o b s e r v e a n d l e a r n t h a t d i f f e r e n t p l a n t s g ro w

i n d i f f e r e n t w ays a n d a t v a r y i n g r a t e s t h a t p l a n t s grow d i f f e r e n t l y ,

o f g ro w th .

To f i n d

s i m p l e e x p e r i m e n t s may i n c l u d e :

1 . S o a k in g b e a n s , c o r n , p e a s ,

and o t h e r se ed s in

w a te r t o

e x a m in e t h e y o u n g d e v e l o p i n g p l a n t i n ­

s id e th e

seed.

2 . G e r m i n a t i n g a v a r i e t y o f s e e d s b e t w e e n tw o p i e c e s of g la ss, to

on w et b l o t t i n g p a p e r , o r in a g l a s s

ja r

o b serv e th e d if f e r e n c e s .

3 . G ro w in g a v o c a d o p l a n t s f r o m s e e d s b y p l a c i n g t h e m i n a j a r o f w a te r su b m e rg in g o n ly p a r t o f th e seed in th e w a te r. 4 . G r o w in g p l a n t s f r o m s p r o u t i n g s w e e t p o t a t o e s o r c a rro t to p s. C h i l d r e n l e a r n a b o u t i n s e c t s a s t h e y w o rk i n t h e g ard en .

T h e y l e a r n how t h e y l i v e a n d m u l t i p l y .

p r a c t i c a l w ay, th e y l e a r n to d is c r im in a te such as la d y b ird

In a

b e tw e e n i n s e c t s

b e e t l e s a n d t h e common g a r d e n p e s t s s u c h

a s c u tw o rm s a n d a p h i d s . The c h i l d r e n a r e g iv e n o p p o r t u n i t i e s t o o b s e r v e t h e life

c y c le s o f a n ts

ta in e r. a ls o

in th e a n t c o lo n ie s

F ro g s, b e e s,

in te re s tin g to It

in a g la s s

con­

b u t t e r f l i e s , and g r a s s h o p p e r s a r e

o b serv e.

i s a lw a y s i n t e r e s t i n g

to th e

c h i l d r e n when

21 so m e o n e b r i n g s a c a t e r p i l l a r t o and i t

can be o b s e rv e d fro m day t o d a y .

changes f i r s t

in to a pupa.

t o s e e how l o n g i t from a p u p a . th e

sch o o l in a g la s s c o n ta in e r

It

The c h i l d r e n w a t c h c a r e f u l l y

re m a in s a s a p u p a .

em erges ta k e s fo r

A t t e n t i o n s h o u l d be

c o lo ra tio n th a t each b u tte r f ly

C h ild re n sh o u ld le c tio n s

L a te r i t

i s w a t c h e d t o s e e how l o n g i t

w in g s t o d r y a n d s t r e n g t h e n .

c a lle d to th e

The c a t e r p i l l a r

o r m o th h a s .

be e n c o u r a g e d t o make s i m p l e c o l ­

of s h e lls , s to n e s , seed s,

f l o w e r s , and o t h e r s .

T h is m a t e r i a l s h o u ld be o r g a n i z e d i n b o x e s , j a r s , c o n ta in e rs.

C ig a r boxes a r e a u s e f u l s i z e t o u s e .

E x p e r i e n c e s t o r i e s w i l l be d i c t a t e d The c h i l d r e n w i l l r e a d referen ce.

or o th e r

to

th e te a c h e r . -

t h e s e a n d k e e p th e m f o r l a t e r

E x a m p le s o f s u c h s t o r i e s :

We t a k e

care o f our g a rd e n .

We w a t e r o u r g a r d e n . We r a k e o u r g a r d e n . We t a k e w e e d s a w a y . D e v e l o p i n g g ood w o rk h a b i t s b ilitie s

and a ssu m in g r e s p o n s i ­

f o r th e p ro p er care of m a te ria ls

d u rin g a sc ie n c e a c t i v i t y as i t

is

i s a s im p o rta n t

d u rin g any o th e r p a r t

of th e day. T o g e t h e r t h e t e a c h e r a n d t h e c h i l d r e n m ake p l a n s f o r th e o r d e r ly a rra n g em e n t and o r g a n iz a tio n o f s c ie n c e

22 m a t e r i a l and the p ro p e r c a re o f s c ie n c e equipm ent. A u d i o ~v i s u a l m a t e r i a l s . v a lu a b le in read in g rea d in ess

A u d io -v isu al m a te ria ls are in th a t

they c r e a te i n t e r e s t

in a s p e c ific s u b je c t or d e s ira b le area o f ex p erien ce. They d e v e l o p m e n t a l p e r c e p t i o n ,

in c re a s e a b i l i t y to see,

and d e c re a s e p o s s i b i l i t y o f m isco n c ep tio n s

r e s u l t i n g from

sheer v erbal learn in g . P i c t u r e s may b e u s e d t o i n t e r p r e t s t o r i e s group.

C hild ren lik e

lik e

look a t f i l m s ,

to

to

to d ram atize p ic tu r e film strip s,

so lv e t h e i r problem s,

to

sto ries.

the They

s l i d e s , and p i c t u r e s

a n s w e r q u e s t i o n s , g e t new i d e a s ,

and in c r e a s e t h e i r v o c a b u la ry . The t e a c h e r s h o u l d e v a l u a t e t h e a u d i o - v i s u a l m a t e r i a l and s e l e c t t h a t w h ic h i s a b ility

b e s t s u ite d to

o f th e group and to

w hich th e m a t e r i a l i s 1.

Is

it

the

the purpose.

i n t e r e s t and

Some c r i t e r i a

by

judged co uld b e:

i n t e r e s t i n g to the

ch ild a t th is le v e l?

2 . I s the m a te r ia l r e la te d t o

the

c h i l d r e n ’ s own

experiences? 3 . Does t h e m a t e r i a l a n s w e r t h e

c h ild re n 's

q u estio n s?

4 . A r e t h e a n s w e r s a p p a r e n t o r i s much a d d i t i o n a l ex p lan atio n necessary? 5 . Does i t

s t i m u l a t e t h i n k i n g and d i s c u s s i o n ?

6 . D o e s t h e m a t e r i a l c o n t a i n t o o much s u b j e c t m a t t e r ?

23 ? . Does c o l o r d i s t r a c t 8.

the a tte n tio n ?

Is th e .m ateria l w e ll p rep a red ?

S u ggestions fo r u sin g a u d io -v is u a l m a te ria ls a re : 1 . Be a w a r e o f t h e p u r p o s e f o r p r e s e n t a t i o n — b u i l d background or i n d i c a t e v a lu e o f m a t e r i a l s . 2. D ir e c t a t t e n t i o n t o v a lu a b le s e c t i o n .

Present

o n ly amount t h a t can be c o m f o r t a b l y a s s i m i l a t e d . 3 . Encourage d is c u s s io n --w h e n c h il d r e n lo o k , t a l k and fro m t h i s

activ ity

d esirab le

th ey

learn in g s

may b e d e r i v e d . 4 . I n d i c a t e a p p l i c a t i o n o f know ledge i n s o l u t i o n o f t h e i r own p r o b l e m . 5 . U s e many t y p e s o f v i s u a l m a t e r i a l s

"on th e s p o t "

to answ er in d iv i d u a l q u e s tio n s o r to s t r e s s a p o in t• 6 . R eco g n ize th e v a lu e o f c u l t u r a l grow th to be d e riv e d from a u d i o - v i s u a l m a t e r i a l s , m usic

*

/

' •'

> '

"V,

,y

ap p reciatio n ,

and a r t a p p r e c i a t i o n .

E l e c t r i c a l T r a n s c r i p t i o n s and P honograph R ecords

F o r Lower E l e m e n t a r y G r a d e s »

lists

av aila b le tra n s c rip ­

t i o n s and p h o n o g rap h r e c o r d s , a c c o rd in g t o t i t l e s ,

w ith

d E l e c t r i c a l T r a n s o r ip tio n s and Phonograph Records F o r Lower E l e m e n t a r y G r a d e s . A u d i o - V i s u a l A id s S e c t i o n , C u r r ic u lu m D i v i s i o n , Los A n g e les C ity S c h o o l s , March 1 9 46.

24 -■ a ' b r i e f d e s c r i p t i o n o f t h e m a t e r i a l a n d

suggestions f o r

- 'th e use o f i t . ,___ 7 I t ^ s W orth A V i s i t , i s a o a ta lo g of sch o o l journey s ■ in th e Los A ngeles M e tr o p o lita n a r e a . in d ic a te d f o r each p la c e l i s t e d 7' '

The g r a d e l e v e l

is

as a p o in t of in te r e s t.

A u d i o - v i s u a l M a t e r i a l s o f I n s t r u c t i o n O th e r Than

M otion P i c t u r e s and T r a n s c r i p t i o n s ,8 i s a c a t a l o g f o r prim ary g ra d e s .

L antern s lid e s ,

s t i l l film s,

p o rtfo lio s,

e x h ib its are

liste d

film strip s,

study p r i n t s ,

stereo g rap h s, w a ll c h a rts,

in th is

and

catalo g .

O t h e r a u d i o - v i s u a l a c t i v i t i e s may b e : 1. A rrange e x h i b i t s . 2 . M atch p i c t u r e s ,

o b jects,

and c o lo rs .

3 . Look a t a r t p r i n t s . 4 . D i s c u s s b e a u t i f u l p i c t u r e s , poems, an d m u s ic . F ie ld t r i p s and e x c u r s i o n s .

New c o n c e p t s a n d e n ­

la rg e d v o c a b u la ry , in c re a s e d s o c i a l a d ju s tm e n t, and a g r e a t e r u n d e r s t a n d i n g o f t h e c h i l d ’ s w o r l d may r e s u l t

7 I t ' s W orth A V i s i t , c a t a l o g c o m p ile d f o r t h e A u d io - V is u a l A id s S e c t i o n o f th e Los A n g eles C ity S c h o o l s , C urriculum D iv is io n , O ctober 1946. Q

A u d i o - v i s u a l M a t e r i a l s o f I n s t r u c t i o n O t h e r Than M otion P i c t u r e s and T r a n s c r i p t i o n s , A u d io -V is u a l A ids S e c t i o n , C u rric u lu m D i v i s i o n , Los A n g eles C i ty S c h o o l s , M arch 1946.

£5 from th e f i r s t

hand e x p e r i e n c e o f even t h e s i m p l e s t e x ­

cu rsio n s . As e a r l y a s p o s s i b l e

in th e sc h o o l y e a r,

the

c h i l d r e n s h o u l d be t a k e n o n s h o r t w a l k s a r o u n d t h e t o a c q u a i n t them w ith t h e

school

lo c a tio n of the fo llo w in g :

1. P lay ground. £. l a v a t o r y . 3. G afeteria. 4 . G arden. 5. l i b r a r y . 6. P r in c ip a l’s o f f ic e . 7 . N u r s e 's room. l a t e r s h o r t w a lk s i n t h e n e ig h b o r h o o d and com m unity s h o u l d b e m ade f o r t h e p u r p o s e o f o b s e r v i n g a n d u n d e r s t a n d ­ i n g com m unity a c t i v i t i e s . 1. F ire

These p la c e s

co uld be:

sta tio n .

£ . Gas s t a t i o n . 3. P ost o ffic e . 4. M arket. 5. P a rk . 6. lib r a r y . l o n g e r w o r t h w h i l e e x c u r s i o n s may b e p l a n n e d t o e n l a r g e and c l a r i f y arises.

c h ild re n ’s in te re s ts

as t h e need

T h e f o l l o w i n g p l a c e s may b e v i s i t e d : 1. H arbor.

26

2. B akery. 3 . Zoo. 4.

Cream ery.

5 . Da i r y . 6. A i r p o r t . P l a n s s h o u l d be made f o r f u r t h e r by o f f e r i n g o p p o r t u n i t i e s

for

once th e e x p e rie n c e s o f th e art,

c re a tiv e ex p ressio n

c h i l d r e n t o r e l i v e more t h a n

t r i p by m eans o f d r a m a t i c p l a y ,

o r o t h e r c h a r t re c o rd s and s t o r i e s .

T h is i s

a means

of ev alu atio n . Language.

O r a l l a n g u a g e i s a s o c i a l medium o f

com m unication and s e l f - e x p r e s s i o n . in ev ery classro o m e x p e rie n c e . i s a very im portant f a c t o r

I t p lay s a v i t a l p a rt

S a tisfac to ry

o r a l lang u age

in read in ess fo r read in g .

To d e v e l o p l a n g u a g e f a c i l i t y ,

th e te a c h e r encourages

each ch ild to : 1 . Use o r a l l a n g u a g e t o e x p r e s s h i s

th o u g h ts t o

o th ers. 2 . T alk f r e e l y a b o u t i n d iv i d u a l o r group i n t e r e s t s . 3.

T a l k f r e e l y w i t h t h e t e a c h e r s o t h a t h e may acq u ire d e sira b le

language h a b it s a s c le a r

e n u n c ia tio n , c o rr e c t p ro n u n c ia tio n , and c o rr e c t use o f sim p le E n g lis h s e n te n c e s . Some f i r s t h a n d e x p e r i e n c e s f o r o r a l l a n g u a g e i n c l u d e :

27 1 . P a r t i c i p a t i n g i n d ra m a tic and b lo c k p lay ex p erien ces. 2. C o n stru c tin g a cc esso ry m a te ria ls fo r d ram atic and b lo c k . 3. P lay ex p erien c es. 4 . M odeling w ith. c l a y . 5. P a i n t i n g p i c t u r e s . 6. S inging so n g s. 7 ; U sing t o n a l i n s t r u m e n t s . 8 . E xpressing rh y th m ic a lly . 9. P l a y in g on t h e p la y g ro u n d a p p a r a t u s . 10. P la y in g in th e sandbox. 11. T aking p a r t in n u t r i t i o n a c t i v i t i e s . 12. P a r t ic ip a t in g

in ro u tin e a c t i v i t ie s .

1 3 . P la n tin g and c a rin g f o r a g ard en . 14. C aring f o r p e t s . 15. P a r t i c i p a t i n g

in scien ce ex p erim en ts.

16. S h a rin g in classro om r e s p o n s i b i l i t i e s . 1 7 . G oing on s h o r t t r i p s . 18. L iste n in g t o

sto ries,

poem s, and m u s i c .

19. P la n n in g work i n a group s i t u a t i o n . 20 . E v a l u a t i n g work i n a g ro u p s i t u a t i o n . 21. S o lv in g sim p le c la ss ro o m problem s o f everyday liv in g . C h ild ren should be encouraged to p a r t i c i p a t e

in

28 c o n v e r s a t io n s and d i s c u s s i o n s .

A young c h ild w i l l t a l k

wh en h e h a s s o m e t h i n g t o t a l k a b o u t . upon h i s

What he s a y s d e p e n d s

background o f e x p e r ie n c e .

S in c e th e c o n te n t o f th e c o n v e r s a tio n is determ in ed by t h e e x p e r i e n c e s t h a t a r e p r o v id e d i n th e

classro o m and

by t h e p a s t e x p e r i e n c e s t h a t th e c h i l d had h a d , i t i s m ost im p o rtan t t h a t th e c h ild have a v a r i e ty o f e x p e rie n c e s to e n ric h th e

co n ten t o f h is

o r a l language e x p r e s s io n .

It

is n e ce ssa ry to p rovide s tim u la tin g e x p e rie n c e s so t h a t th e d i s c u s s i o n s w i l l be i n t e r e s t i n g a n d v i t a l

to th e c h ild .

A d d itio n a l e x p e rie n c e s i n language e x p re s s io n t h a t encourage each c h ild t o

speak e a s i l y and e f f e c t i v e l y a re :

Home i n t e r e s t s : 1 . H is f a t h e r , m o th e r,

b ro th ers,

2 . H is o t h e r r e l a t i v e s . 3 . H is p l a y t h i n g s and p e t s . 4 . H is garden and v e g e t a b l e s . 5 . H i s p a r t y and: f o o d . 6. H is c lo t h e s . School i n t e r e s t s : 1.

The s c h o o l g a r d e n .

2 . Work e x p e r i e n c e s . 3. P lay e x p erien c es. 4. P lan s f o r th e day.

siste rs.

29 5. P la n s f o r tom orrow . 6. School r e s p o n s i b i l i t i e s . T rip s t o p laces

of i n t e r e s t :

1. C lassroom s. 2. P layground. 3. C afeteria. 4 . A u d ito riu m . 5. P r i n c i p a l ’s o f f i c e . 6. N u r s e ' s room. 7fi P e t s h o p . The c h i l d ’ s w o r l d : 1. C louds. 2 . M oo n . 3. S ta rs. 4 . Sun. 5. Snow. 6. R a in . 7 . W ind. 8 . Sm og. 9. Fog. 10* M a c h i n e s . 11. Radi o . 12. T elev isio n . A p propriate s o c i a l co n v en tio n s:

30 1* P l e a s e . 2 . Thank y o u . 3 . Good m o r n i n g . 4 . Pardon m e. 5 . May I ? 6. G ood-bye. ? . E xcuse me. W ords t h a t e x p r e s s c h a r a c t e r i s t i c s a s : 1 . Funny. 2. Happy. 3. O ld. 4 . Slow . 5. C loudy. 6. Sunny. 7 . H ot. 8 . C old. 9. T ire d . 10. R ested. 1 1 . Young. 12. Heavy. 13. B reak ab le. 14. T ra n s p a re n t. 15. P r e t ty .

1 6 . L o v e ly .

51 17. U sable. 1 8 . Not u s a b l e . 19. H igh. 2 0 . Brown. 31. Red. 22. Y ellow * 25. B lu e . 24. G reen. 25. B lack. 26. P u rp le . 27. V io le t. Words t h a t e x p r e s s a c t i o n : 1. Run. 2 . C lim b. 3. B alan ce. 4. S lid e . 5 . Push . 6. Jump. 7 . Come. 8 . Go. 9. Take. 10. R ep lace. 11. P a in t. 12. E rase.

32 1 3 . R e tu r n . 14* C l e a n . 15,. W i p e . 1 6 . Hang u p . 17. P u t away. The t e a c h e r p r o v i d e s o p p o r t u n i t i e s f o r t h e d e v e l o p ­ m e n t o f a p l e a s a n t s p e a k i n g v o i c e by h e l p i n g t h e c h i l d t o ; 1 . U se s p e e c h h a b i t s t h a t a r e

in d icativ e

o f a w ell-

poised p e rs o n a lity . 2. Speak s lo w ly and d i s t i n c t l y . 3 . Avoid u s i n g h a r s h n a s a l t o n e s . 4 . U se a p l e a s a n t t o n e o f v o i c e . 5. U n d e rsta n d t h e n e c e s s i t y f o r u s i n g a calm c o n ­ t r o l l e d v oice a t a l l

tim e s.

6 . Be a g o o d l i s t e n e r . 7 . Work a n d c o n v e r s e

i n a calm a tm o s p h e re t h a t i s

f r e e o f t e n s i o n and f e a r s . A m icro p h o n e and a r e c o r d e r i n t h e room w i l l g iv e th e

ch ild

sa tisfa c tio n

Many s h y a n d t i m i d tu rn

in bein g a b le

c h ild re n w ill v en tu re to

j u s t to g e t t o t a l k L ite ra tu re .

liv in g .

to h e a r h i s v o i c e . tak e t h e i r

i n to th e m icrophone.

Good l i t e r a t u r e

is

a means o f

joyous

S t o r i e s o f f e r man y o p p o r t u n i t i e s f o r e n j o y m e n t

and f o r e n ric h m e n t o f e x p e r i e n c e s .

33 The t e a c h e r s e l e c t s s t o r i e s t h a t a r e s u i t e d

to the

m a t u r i t y l e v e l o f u n d e r s t a n d i n g o f. t h e g r o u p a n d g i v e s s p e c ia l a tte n t io n to She s e l e c t s

th e i n t e r e s t of the

sto ries

group.

t h a t have:

1. A ctio n . S . Sim ple w e l l- d e v e lo p e d p l o t . 3. S itu a tio n s th a t p o r tr a y f a m ilia r happenings. 4 . R hythm ic p h r a s i n g . 5. R e p e t i t i o n . 6 . Hum or. 7. M usical q u a l i t y . 8 . D ram atic q u a l i t y . 9. C o lo r f u l w ords. The t e a c h e r p r o v i d e s f o r t h e c h i l d r e n t o l i s t e n a v ariety of sto rie s

from hooks a s :

1 . M o th er Goose and f o l k s t o r i e s . 2 . Modern A .B .C . b o o k s . 3. P ic tu re books. 4 . A nim al s t o r i e s . 5. S t o r i e s o f m achines t h a t go. 6. P o e t r y . 7 . N onsense and f u n . 8. S to rie s of o th er

ch ild ren .

9. S t o r i e s o f th e w orld a b o u t them .

to

34 A sto ry th a t

is

t o l d seem s t o b e more d i r e c t , more

in fo rm a l, and h o ld s th e a t t e n t i o n o f th e c h ild period of tim e . teach er.

The s t o r y s h o u l d be w e l l p r e p a r e d by t h e

S h e s h o u l d know t h e c h a r a c t e r s w e l l a n d know

what e ac h has to say .

She s h o u ld g i v e t h e

o p p o rtu n ity to en jo y th e i l l u s t r a t i o n s sto ry is

f o r a lo n g er

c h ild re n an

a t t h e tim e t h e

b ein g t o l d .

Some o f t h e e l e m e n t s i n a s t o r y t h a t d e l i g h t c h i l d r e n and prom ote l a u g h t e r and g a y e t y i n c l u d e : 1. N oises. 2. S u rp rise s. 3. D ram atic s i t u a t i o n s bum ping i n t o h id in g ,

s u c h a s f a l l i n g down,

one a n o t h e r , c h a s i n g one a n o t h e r ,

b e in g spanked,

and o th e r c h i l d l i k e

situ atio n s. Some s t o r i e s Adam s, V . ,

c h ild re n en jo y a re :

C a p t a i n J o e a n d t h e E s k i m o , W.R. S c o t t ,

’ 1943. F l a c k , M a r j o r i e , A n g u s a n d t h e D u c k , New Y o r k : D oubleday,

1930.

F l a c k , M a r j o r i e , An gus a n d t h e C a t , New Y o r k : D oubleday,

1931.

G r a m a t k y , H . , L o o p y , New Y o r k :

G .P . Putm an,

G r a m a t k y , H . , H e r c u l e s , New Y o r k :

1941.

G .P . Putm an,

1941.

35 S te in e r,

C ., L u lu , D oubleday,

1939.

P o e t r y i s . a means o f d e v e l o p i n g a p p r e c i a t i o n , i n s p i r a t i o n , and joy i n ’th e young c h i l d . the sh e e r d e lig h t i t

b r i n g s to c h i l d r e n th ro u g h t h e rhym e,

rhythm , and m u sic a l q u a l i t y i t P o etry is

I t has v a lu e fo r

co n ta in s.

an a id i n th e d ev elo p m e n t o f an a p p r e c i a ­

t i o n f o r c o l o r f u l w ords and m u s i c a l p h r a s e s . s h o u ld be a l e r t t o

T he t e a c h e r

t h e m oo d s o f c h i l d r e n a n d i i n t r o d u c e

m an y b e a u t i f u l p oem s t o s u p p l e m e n t t h e a c t i v i t i e s

of th e

day. S to ries

a n d po e m s may s u p p l y i n s p i r a t i o n f o r

creativ e a c tiv itie s .

Many s p o n t a n e o u s r e s p o n s e s show

ev id en ces

s e lf-e x p re s s io n such as;

in c re a tiv e

1 . R e s p o n d in g r h y t h m i c a l l y by s w a y i n g , s k i p p i n g , and s t e p p i n g . 8. C r e a t in g m u s ic a l p h r a s e s an d songs* 3 . C r e a t i n g o r i g i n a l p oem s a n d s t o r i e s . 4. U sing d ra m a tic p la y e x p r e s s io n s . 5. P a i n t i n g p i c t u r e s o f i n c i d e n t s ,

ch aracters,

im p r e s s io n s , m oods, c o l o r s . 6. M odeling w ith c l a y :

P e te r R ab b it,

T hree B i l l y

G o ats, E lephant*s C h ild . 7. D ram atizing s to ry M usic.

It

is

or poem.

im p o rta n t t h a t th e m u sic a l aw areness

36 o f c h i l d r e n be i n c r e a s e d t h r o u g h w orth-w hile m usic.

co n stan t a s s o c ia tio n w ith

A p p r e c i a t i o n and u n d e r s t a n d i n g s h o u ld

be d e r i v e d fro m a v a r i e t y o f m u s i c a l e x p e r i e n c e s t h a t trib u te

to

t h e l e a r n e r s ’ p l e a s u r e a nd s a t i s f a c t i o n .

con­

A w ell-

b a la n c e d program i n m usic s h o u ld in c lu d e o p p o r t u n i t i e s f o r liste n in g ,

s i n g i n g , and p a r t i c i p a t i n g

in rhythm ic re sp o n se s

or a c tiv itie s . S inging,

l i s t e n i n g to m u sic , and p a r t i c i p a t i n g i n

rhythm ic a c t i v i t i e s

a r e so m e o f t h e m o s t j o y o u s a n d s a t i s ­

fy in g ex p erien ces in l i f e .

These a c t i v i t i e s

in i n t e r e s t and u n i v e r s a l in t h e i r a p p e a l.

are

In order th a t

e v e r y c h i l d may h a v e t h e p r i v i l e g e o f e n j o y m e n t , im p o rta n t to sin g in g ,

give c h ild r e n an o p p o rtu n ity to

liste n in g ,

in d iv id u al

it

is

share in

p l a y i n g , and e n jo y in g rh y th m ic a c t i v i t i e s .

To m ake p o s s i b l e t h e s e o p p o r t u n i t i e s f o r a l l

ch ild ren

th e tea ch e r: 1. S e lec ts m ate ria ls su ita b le

to th e

c h ild re n ’s le v e l

of un d erstan d in g . 2 . M a in ta in s a m usic c e n te r of c h a lle n g in g i n t e r e s t * 3. C o ntinues to

in crease

4 . C ontinues t o

encourage th o u g h tf u l use of in s tru m e n ts .

5. H elps each c h ild

the

c h i l d r e n ’ s s'ong r e p e r t o r y .

to in c r e a s e h i s power to

d i v id u a l ly w ith s p e c i a l a t t e n t i o n to th e sin g ers.

sin g in ­ less

capable

37 6. R eq u ires a t t e n t i v e

l i s t e n i n g and a c c u r a te r e ­

p ro d u ctio n of m elodies. 7. P ro v id es o p p o rtu n itie s to

l i s t e n to

go o d r e ­

corded m u sic . 8 . R ecords c r e a t i v e w ork. 9. C h a llen g e s c o n tin u e d i n t e r e s t by i n c r e a s in g the d i f f i c u l t y o f m a t e r i a l as grow th i n t h e a b ility

is

c h ild re n 's

evidenced.

1 0 . Uses i n t e r e s t i n g and v a r i e d t e c h n iq u e s o f p r e ­ se n tatio n . Young c h i l d r e n s h o u l d h a v e o p p o r t u n i t i e s a t v a r i o u s tim e s d u r in g th e d ay and d u r i n g a p lan n e d m usic p e r io d to sin g alo n e,

i n s m a ll g r o u p s , and w ith th e e n t i r e

group.

Many o f t h e m u s i c a l e x p e r i e n c e s p r o v i d e d f o r t h e young c h ild

in c lu d e such e x p e rie n c e s a s :

1 . S i n g i n g i n g r o u p s and i n d i v i d u a l l y . 2. L iste n in g

carefu lly

in o rd er to

reproduce

a c c u r a t e l y m e lo d ie s su n g by t h e t e a c h e r o r by m u s i c a l l y c o m p e te n t members o f t h e c l a s s . 3 . L i s t e n i n g w ith e m o tio n a l s a t i s f a c t i o n t o m usic of v ario u s ty p e s . 4 . E x p e rim e n tin g t h o u g h t f u l l y w ith b o th t o n a l and rhythm ic

in stru m en ts.

5 . R e sp o n d in g r h y t h m i c a l l y t o m usic w i t h an i n ­ creasin g ly keener s e n s itiv ity .

38 6. P l a y in g s im p le rhythm and t o n a l in s tr u m e n ts . 7.

C r e a t i n g s o n g s and r h y t h m s .

8 . L e a r n in g a few o f t h e m u sic t e r m s n e c e s s a r y f o r u n d e r s t a n d i n g and e x p r e s s i n g m u sic m e a n in g s . The s e l e c t i o n o f t h e s o n g s t h a t a r e a p p r o p r i a t e f o r t h e y o u n g c h i l d s h o u l d be g i v e n f i r s t c o n s i d e r a t i o n . tea ch in g a ro te song,

th e te a c h e r s e l e c t s and le a r n s

o f songs s u i t a b l e t o th e i n t e r e s t s and a b i l i t y

B efore a group

le v e l of the

g r o u p so t h a t s h e w i l l b e b e t t e r a b l e t o g u i d e t h e c h i l d . The c h i l d r e n s h o u l d be c o m f o r t a b l y s e a t e d

and t h e

te a c h e r sh o u ld give c o n s id e r a tio n to such m a tte rs a s : 1 . G rouping th e a l l may h e a r ,

c h i l d r e n n e a r t h e t e a c h e r so t h a t se e, and s in g w ith e a se .

2. A rrang in g c h a ir s

in

c u rv e d rows so

w i l l be i n a g ro u p s i t u a t i o n

th a t ch ild ren

and n o t t o o n e a r

t h e w a l l and b l a c k b o a r d . 3 . S e a t i n g som e t r u e

sin g ers

in th e back of th e

g r o u p so t h a t t h e i r v o i c e s w i l l h e l p o t h e r s a s they l i s t e n . One o f t h e m o s t i m p o r t a n t s t e p s a new s o n g i s

th at of liste n in g .

b e g i v e n many o p p o r t u n i t i e s t o p a ttern s

o f t h e new s o n g a s t h e

over a t c e r ta in

in lea rn in g to

sin g

The young c h i l d s h o u l d

liste n

to th e sim p le m u sica l

teach er sings

in te r v a ls d u rin g the day.

it

o v e r and

39 To e f f e c t i v e l y

teach a ro te so n g , th e

te a c h e r should:

1 . P i t c h e a c h so n g c o r r e c t l y and u s e t h e p i t c h p i p e , some b e l l s ,

o r piano f o r r e f e r e n c e .

£ . T e a c h t h e s o n g i n t h e t e m p o a n d mood i n w h i c h t h e s o n g was i n t e n d e d . 3 . Sing f o r th e

c h i l d r e n and n o t w i t h th e m .

4 . S in g th e song th ro u g h s e v e r a l t i m e s . 5. D iscuss v ery b r i e f l y

t h e m eaning o f t h e words i n

th e song. 6. Sing th e

song p h r a s e

by p h r a s e l e t t i n g

th e c h ild re n

sin g each phrase a f t e r the te a c h e r has sung i t

for

them . 7. Repeat f i r s t

two p h r a s e s ;

c h i l d r e n r e p e a t them

u n t i l a l l o f th e song h a s b e e n su n g . Q. A s k i n d i v i d u a l c h i l d r e n

to re p e a t

co n secu tiv e

p h ra s e s o f th e song im m ed iately a f t e r th e 9. S in g th e song in i t s

e n tirety .

1 0 . Ask c h i l d r e n t o s i n g t h e 11. Leave t h e song b e fo re

teach er.

e n tire

song.

the i n t e r e s t

for

the song

w anes. IE . P e r f e c t the le a r n in g of the 13. L iste n

to

song a t a n o t h e r t i m e .

c h i l d r e n s o t h a t s h e may l e a r n

when t o

give f u r th e r a s s is ta n c e . 1 4 . R emember t h a t c a r e f u l l i s t e n i n g o n t h e p a r t o f

40 each c h ild

is

the s e c r e t of c a r e f u l,

accu rate

sin g in g . 1 5 . Keep i n m in d ,

the f a c t t h a t in d iv id u a l h elp i s

a n e c e s s ity before

th ere

can be e x c e l l e n t ,

u n ified sin g in g . 1 6 , Keep s e v e r a l s o n g s i n t h e p r o c e s s o f b e i n g l e a r n e d by s i n g i n g two o r t h r e e d i f f e r e n t so n g s so t h a t t h e y w i l l n o t t i r e

o f one.

When p r e s e n t i n g a l i s t e n i n g l e s s o n , sh o u ld have t h e may l i s t e n

the te a c h e r

c h i l d r e n s e a te d c o m fo rta b ly so t h a t th e y

q u ietly .

She sh o u ld c a p i t a l i z e

h a p p e n i n g s when s e l e c t i n g r e c o r d s t o

upon c u r r e n t

be p r e s e n t e d .

Some

o f t h e s e may i n c l u d e : 1. S p e c ia l h o lid ay s. S. I n t e r e s t in g to y s . 3. D iscu ssio n s. 4. S to ries. 5. Poem s. 6. V arious k in d s o f w e a th e r. She s h o u ld d i r e c t th e

ch ild ren to l is te n fo r th e:

1 . Rhythm . 2. S to ry as to ld

by m u s i c .

3 . Mood* 4 . R epeated t u n e s .

41 5 . D i s c o v e r i n g how t h e m u s i c e x p r e s s e s t h e s e featu res. In d u strial a r t s . ex p ressio n . to a need.

It

is

C o n stru ctio n is

a means o f s e l f -

an o u tg ro w th o f e x p e r i e n c e i n r e s p o n s e

C h i l d r e n r e a c t t o m a t e r i a l s o f i n s t r u c t i o n on

th eir a b ility

and g ro w th l e v e l s .

in the e x p erim e n tal sta g e

o f developm ent,

id e a s i n sim p le c o n s t r u c t i o n . lum ber n a i l e d

Young c h i l d r e n ,

F or them ,

to g eth er w ill s a tis f y

m atu re and g a in u n d e r s ta n d in g ,

th eir

who a r e

express th e i r two p i e c e s o f

a need.

As c h i l d r e n

i n t e r e s ts a fe centered

upon s p e c i f i c d e t a i l s and perm anence o f c o n s t r u c t i o n . T h e t o o l s u s e d i n G r a d e One a r e : 1 . E ig h te e n i n c h c r o s s c u t saw. 2 . S e v e n o u n c e c la w hammer. 3 . F our in c h C clam p. 4 . l i g h t in c h h a l f round c a b in e t f i l e . 5. Back saw . 6. S ix inch t r y s q u a re . 7. lig h t

in c h sw ing b r a c e .

8 . Dowel b i t . The s u p p l i e s

f o r c o n s t r u c t i o n may b e r e q u i s i t i o n e d

fro m th e s t a n d a r d e le m e n ta r y s u p p ly r e q u i s i t i o n , 9 and

9 G en eral S ta n d a rd S u p p lie s f o r E lem entary S c h o o ls, Los A ngeles C ity S chools P u b l i c a t i o n , p . 8 .

42 illu stra te d

supply l i s t .

D isc a rd m a t e r i a l s u c h as boxes

a n d s c r a p wood s h o u l d a l s o b e u s e d . The e c o n o m i c a l u s e o f m a t e r i a l i s o f u t m o s t i m ­ po rtan ce. g e t. it

Lumber o f a l l k i n d s i s

e x p e n s i v e and h a r d t o

A c h i l d n e e d i n g a s m a l l p i e c e o f wood u s u a l l y saws

from th e

c e n te r o f th e board i n s te a d o f a s n e a r th e end

and edge a s p o s s i b l e . the teach er to

One m e t h o d o f a v o i d i n g w a s t e

o b serv e and g u id e th e

is fo r

la y o uts of p a r ts

b e f o r e t h e c h i l d makes c u t s w i t h a saw . B efore

the c h ild re n s t a r t

c o n s t r u c t i o n w ork, th e y

s h o u l d be t a u g h t t h e u s e o f t o o l s . h o ld and u se t o o l s

is

The c o r r e c t w a y t o

th e s a f e way.

The t e a c h e r s h o u l d d e m o n s t r a t e t h e u s e o f t o o l s and m a t e r i a l s .

I n g i v in g a group o r c l a s s d e m o n s tr a tio n ,

t h e f o l l o w i n g s u g g e s t i o n s w i l l be h e l p f u l t o 1 . T o o ls and m a t e r i a l s

th e te a ch e r:

s h o u ld be a t hand and co n ­

v e n ie n tly arranged fo r

work.

2 . T h e c l a s s s h o u l d be p l a c e d s o t h a t a l l may s e e th e d e m o n stratio n . 3.

The d e m o n s t r a t i o n s h o u l d

be s k i l l f u l l y p e r f o r m e d .

4.

The d e m o n s t r a t i o n s h o u ld

be b r i e f .

5.

The d e m o n s t r a t i o n s h o u l d

be c h e c k e d and r e v i e w e d

in c la s s d isc u ssio n . In o rg an izin g th e a c t i v i t y

periods o f a c la s s , th e

43 t e a c h e r may f i n d t h e f o l l o w i n g s u g g e s t i o n s h e l p f u l : 1 . T o o ls and m a t e r i a l s

s h o u ld be o r g a n i z e d i n su c h

a way t h a t e v e r y t h i n g b e l o n g s i n a d e f i n i t e 2.

p lace.

The c l a s s s h o u l d h a v e a c l e a r u n d e r s t a n d i n g a b o u t w orking t o g e t h e r ,

s h a rin g t o o ls and m a t e r i a ls ,

and h e lp in g each o th e r . 3 . The c l a s s s h o u l d be o r g a n i z e d s o t h a t e v e r y o n e has a d e f i n i t e b ility

is

u n d e rstan d in g o f what r e s p o n s i­

t o be s h a r e d i n c l e a n - u p tim e and

o th er se rv ice d u tie s. 4 . A p l a c e sh o u ld be p ro v id e d f o r th e s t o r a g e o f u n fin ish ed p r o je c ts . The f o l l o w i n g i s a c h e c k l i s t s h o u ld be a b l e

o f what th e

ch ild

to d o :

1 . Clam p wood t o a saw h o r s e u s i n g a C c l a m p . 2 . Saw wood a c r o s s g r a i n . 3. D rive n a i l s

w i t h c la w hammer.

4 . A pply w a t e r p a i n t w i t h b r u s h . 5.

C lean p a i n t b ru sh a f t e r

6.

P u t away t o o l s

7.

Saw wood w i t h t h e g r a i n .

8.

F ile

9.

F ile f l a t

10.

u sin g .

in proper p lacesa f te r

w ork.

curved edges w ith h a l f roundc a b in e t

file .

s u r f a c e s and en d s.

Saw s m a l l p i e c e s o f wood w i t h b a c k s a w — u s e bench hook.

44 1 1 . Sm ooth s u r f a c e s w i t h s a n d p a p e r on a b l o c k . 1 2 . A pply s h e l l a c o v e r w a te r p a i n t . 1 3 . Use t r y s q u a r e t o m ark p e n c i l l i n e

a t rig h t

an g le to a s u rfa c e o r s t r a i g h t lin e or s t r a i g h t edge. 1 4 . B o r e h o l e s i n wood w i t h b r a c e a n d d o w e l b i t . What t h e

ch ild

s h o u l d kn o w :

1 . How t o a d j u s t a C c l a m p . 2 . Why i t

is

s a f e r t o u s e t h e