Typescript, etc. / Digitized by Kansas State University Libraries

Statement of the Problem The primary purpose of this study was to explore teacher guidance - does it help promote learning? The sub problems are to explore and assess the value of' academic training in nursery school versus a straight child development program, and to explore and assess the value of play as a teaching method. The Population This study included sixty, four year old children who were enrolled in nursery school for the first time. They were divided into six equal groups of ten each according to sex and I. Q. Control Groups I and II - pupils who participated in a five month child development theory nursery school program. Experimental Groups III and IV - pupils who participated in a five month child development theory nursery school program with added experiences in mathematical concepts under a self-directed learning program. 2 Experimental Groups V and VI - pupils who participated in a five month child development theory nursery school program with added experiences in mathematical concepts under a teacher guided learning program. Method of Conducting the Study Instruments used to gather basic data were: Wechsler Preschool and Primary Scale of Intelligence and the CTB/ McGraw-Hill Test of Basic Experiences - Mathematics. The data was statistically described by an analysis of variance and the Scheffe Multiple Comparison Test. Findings Main Hypothesis: Children working under a teacher guided program learn more mathematical concepts than children working under a self-directed program in mathematical concepts. rrhe main hypothesis was accepted as those children involved in the teacher guided program had significantly higher scores than those obtained by the children under the self-directed program. Sub Hypothesis A: Play and the use of play materials are valuable as teaching methods. The sub-hypothesis that play and the use of play materials are valuable as teaching methods was accepted when their use included initial teacher guidance. Sub Hypothesis B; Children working under a program of planned instruction will learn more mathematical 3 concepts than children in a straight child development theory of education. The sub-hypothesis was accepted that children involved in a child development theory nursery school benefited from planned mathematical instruction provided the instruction is teacher guided. Conclusions This study revealed that children gain more mathematical concepts through guided experiences and training in nursery school if there is teacher guided learning. A formal program with preschool children can enhance acquisition of mathematical concepts. The program has different consequences for children of average or above average intelligence than for superior intelligent children. Nevertheless, each of these groups show gains particular to their knowledge and experientlal base. The value of play as a teaching method has been demonstrated in this study. Children in the experimental groups who were using the select mathematical materials in a play situation demonstrated an increased learning over the control groups involved in a straight child development program. Children involved in a program of planned instruction (the experimental groups) learned more mathematical concepts than those in the control groups. This would indicate that 4 planned instruction is more beneficial than the emergent pla.ruling advocated by the Child Development Theory of preschool education.

Thesis (M. Arch.)--University of Hong Kong, 1997. / Includes special report study entitled: Architectural impact on children : an ideal place for pre-schooler. Includes bibliographical references.

Thesis (M.Arch.)--University of Hong Kong, 1997. / Includes special report study entitled : Architectural impact on children : an ideal place for pre-schooler. Includes bibliographical references. Also available in print.

This thesis examines the protein content of nursery school lunches and "second" servings when a multi-purpose food is used as a substitute or as a supplement.

The study focused upon three aspects of child-initiated contact comfort situations; how ofter the contact was sought, with whom or why did the child seek comfort, and what incident seemed to stimulate the child's action. Data was collected from two Utah State University Nursery School Laboratories It was found that children respond as children in that similarity is greater than differences in utilization of contact comfort. Contact comfort is an important part of a child's functioning in social situations. The number of episodes to indicate this was substantial. The objects and persons to whom he turns for contact comfort vary within age and nature of the situation in which the child functions.

The problem of this study is to show the calcium, phosphorus, and protein content of nursery school lunches. Many studies have been made of the calcium and protein requirements of preschool children. Fewer studies have been made of the phosphorus requirements of normal preschool children.

No description available.

The aim of this theses is to summarize the development of the Czech nursery school in the years 1980-2010 in Ostrava. The development is divided into chapters by decades. Each chapter describes the current educational legislation which has been related to nursery schools in the given period. The focus is on target and the concept of education in the nursery school in the given decade. Detail is devoted to important documents determined to the nursery school. It deals with the changes in the planning and evaluation of the educational work. The practical part is processing historical documents, such as school records, chronicles and inspection reports from nursery schools in Ostrava. The method of the questionnaire survey finds opinions nursery school's teachers on the transformation of the Czech nursery school. The questionnaire survey maps the views of parents to the current nursery school. In conclusion my thesis compares the Czech nursery school in each decade according to the monitored items. Finally, theses summarizes the development of the Czech nursery school in the years from 1980 to 2010.

Thesis (Ed.D.)--Teachers College, Columbia University, 1970. / Typescript; issued also on microfilm. Sponsor: Henry J. Rissetto. Dissertation Committee: Millie Almy. Includes bibliographical references.