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CHILD
EDUCATION
FOUNDATION
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-CHILD EDUCATION FOUNDATION
Established in 1916
C H A R T E R E D B Y T H E R E G E N T S O F T H E U N IV E R S IT Y O F T H E S T A T E O F N E W Y O R K
Anna Eva McLin, Director Emeritus
Teacher Education Department
1953-1954
Its four-year college program culminating in a Bachelor of Science degree in Educa tion prepares teachers of nursery school, kindergarten and primary grades. This is given in association with Adelphi College which is accredited by the University of the State of New York and the Middle States A s s o c i a t i o n o f C o l l e g e s and Secondary Schools.
Board of Trustees
Hollister Sturges, Jr., President Herbert G. Fales, 1st Vice President
Donald R. Seaw ell, 2nd Vice President
Mrs. Henry A. Rusch, Jr., Secretary Herbert H. Vasoll, Treasurer
Henry J. Clay
Mrs. Willia m Harley Glafke Henry O. Golightly John N. Hazard Leonard V. Kornblee, M.D. Anna Eva McLin Evangeline Miller George H. Richards Mrs. W . Mason Sm it h, Jr. John D . Warren Ex- Of f i c i o
° Alumna Representative * Mrs. Leonard V. Kornblee
(to be appointed)
“ ChesterT . Stansfield
Ex e c u t i v e Co m m i t t e e
Hollister Sturges, Jr., Chairman Alumna Representative
(to be appointed) Lucile Brickner Brown Herbert G. Fales Mrs. Leonard V. Kornblee Anna Eva McLin Mrs. Henry A. Rusch, Jr. Donald R. Seawell Herbert H. Vasoll Ad v i s o r y Bo a r d
Dorothy Canfield Fisher MarieI. Rasey Charles G. Osgood Alan Valentine
“ As representatives of the Alumnae Association, Children s Home School parents and the Teacher Education Department parents.
Officers of Administration
Ch i l d Ed u c a t i o n Fo u n d a t i o n
Lúcele Brickner Brown
Director
Marjorie W . Summerville
Associate Director
Te a c h e r Ed u c a t i o n De p a r t m e n t
Lucile Brickner Brown Chairman
B.S. Iowa State College; M.A. Northwestern University
Mary Collins Powell Administrative Assistant A.B. Women’s College, University of North Carolina; M.A. Teachers Col lege, Columbia University
Ch i l d r e n’s Ho m e Sc h o o l
Marjorie W . Summerville Headmistress A.B. Smith College; Diploma, Child Education Foundation; M.A. Teachers College, Columbia University
Edith De Lam ater Donnell Administrative Assistant
A.B. Smith College to the Director
Helen R. Moore Public Relations Representative
A.B. Smith College
E. Mason Hicks, M.D. Physician
Teacher Education Department
Gertrude M. Wrango, R.N. Resident Nurse
Faculty
Rodney V. Beach Social, Economic and Governmental Problems
A. B. Dartmouth College; M.A. Columbia University
Peggy Brogan Supervisor of Student Teaching;
Orientation for Teaching; Mathematics B. S. Northwestern University
Sally Burwell Childs W ritten English; English Workshop; Special Classes in English Improvement B.S. Teachers College, Columbia University
Harvey W. Culp Principles of Education A.B., M.A. Columbia University
Eleanor Holzknecht The Child and the Curriculum A. B. Swarthmore College; M.A. University of Pennsylvania
Martha Cary Johnson Childrens Art and Activities; Arts and Crafts B. S., M.A. Teachers College, Columbia University
Bruce King Dance
A. B. University of California; M.A. New York University
Grace Langdon Child Development and Guidance; The Child and the Curriculum; Child and Environment B. S., M.A., Ph.D. Teachers College, Columbia University
Sol Levine Sociology; American Life and Culture
A.B. Queens College; M.A., Ph.D. New York University
Myrtle McGr a w Mallina Seminar in the Arts;
Human Growth and General Psychology A. B. Ohio Wesleyan University; M.A., Ph.D. Columbia University Helen Elizabeth Murphy Physical Science; Human Biology
B. S., Ph.D. Cornell University
Clifford Nelson World Literature
A. B. Trinity College; M.A. Columbia University
Beth N. Osbourn Music
B. M. Yale University; M.A. Teachers College, Columbia University
Afton B. Stewart Student Teaching;
Supervision of Child Development Observation B.S. Utah State College; M.A. Teachers College, Columbia University Ernest W. Stew art Marriage and Family Relations
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S O P H O M O R E S P O N D E R A S E R IO U S P O I N T IN W O R L D L IT E R A T U R E W I T H T H E I N S T R U C T O R . I N T I M A T E A T M O S P H E R E O F S E M I N A R - T Y P E C L A S S R O O M S E E M S C O N D U C IV E T O K E E N E R I N T E R E S T IN T H E S U B J E C T .Q U I E T H O U R S O F S T U D Y IN T H E R E F E R E N C E L IB R A R Y O N T H E T H I R D F L O O R C O N T R I B U T E T O S A T I S F A C T I O N A N D G R O W T H .
Child Education Foundation
T he n am e Child Education Foundation is deeply significant. It was chosen by the founders of the school to indicate their profound conviction that the thoughtful education of young children is the foundation for successful living. From its beginning in 1916 Child Education Foundation has given its attention both to the education of young children and to the education of students for teaching young children. It was the first school in this country to prepare students for nursery school teaching. Through its research, its pioneering, and its promotion of national interest in early childhood education, it has been a source of service throughout the years to children of nursery school, kindergarten, and primary ages, to their parents, and to students preparing to teach in this field. The Teacher Education Department and the Children’s Home School are the two major divisions of the Foundation.
Teacher Education Department
The Teacher Education Department has the responsibility for guiding the preparation of students for teaching. Its program has expanded from an original two-year course to a four-year fully accredited college course culminating in a Bachelor of Science degree in Education. The program is given in conjunction with Adelphi College. All classes, however, are held at Child Education Foundation in New York City. Satisfactory completion of the program entitles the graduate to the B.S. degree from Adelphi, an official statement of eligibility for a New York State teacher’s cer tificate in early childhood education (nursery, kindergarten, pri mary), and a diploma from Child Education Foundation.
Association with Adelphi College
The association of Child Education Foundation with Adelphi Col lege in offering a joint four-year course was effected in 1946. The Child Education Foundation is chartered by the Regents of the University of the State of New York and Adelphi College is on the approved list of the Middle States Association of Colleges and Secondary Schools; the Association of American Colleges; the Uni versity of the State of New York; and the American Council on
Education. Graduates holding a degree from Adelphi may enter leading graduate schools without conditions.
Children s H om e School
The Children’s Ho m e School was organized by a group of parents in 1921 and was incorporated in Child Education Foundation in 1924. It serves both boys and girls two to eight years of age, and functions as the demonstration school for the Teacher Education Department.
Present Emphasis of the Foundation
Child Education Foundation is entering a period in which major emphasis is being put upon ways of fostering healthy personality not only in the young child but also in the future teacher and the parent who will shape the child’s environment.
A peaceful way of life among the peoples of the earth can come only when whole nations know how to develop generations of healthy-minded children who want and know how to live together in peace and harmony. Child Education Foundation plans ahead with the hope of finding new ways of emphasizing these learnings. It supports the position that a positive approach to the conditions essential for peace is necessary if teachers are to know how to establish the attitudes and skills of peace, not war, in the minds of children before they become men.
Purpose and Plan of The Teacher Education Department
The focus of the Teacher Education Department is the college student who is preparing herself to become a teacher. Full atten tion is given to her needs and capacities, so that she may move toward her optimum development in a manner and at a tempo best suited to her own unique temperament. It is essential that a future teacher acquire well-founded self confidence and a sense of personal worth and integrity. To accomplish this she should have a wide range of stimulating experiences, and guidance to help her grow through them.
During her college years at the Foundation, the student learns to handle the developmental problems in her personal growth with increasing skill. It is also a matter of great importance that during her college career she identify herself with the major social issues
of her generation, acquire the techniques of scientific thinking in dealing with them, and explore the fields of knowledge for what has bearing on the solution of the problems involved.
Thus the education of a teacher, like all sound education, is an active process of living. It is the purpose and plan of the Teacher Education Department to make it possible for each of its students to develop a zest and a skill for this active process of living in order that each may discover her own potentialities for living. So equipped, she is likely to lead children who are entrusted to her care into the same on-going, creative, vital process.
Building and Location
Child Education Foundation is located at 535 East 84th Street between York and East End Avenues. This is less than a block from historical and picturesque Carl Schurz Park and the busy East River. The area, once famous as Old Yorkville, has become a distinctive residential section, particularly attractive now because of its easy access to the new United Nations center. It is less than a half hour’s travel from Grand Central Station and is accessible by both bus and subway.
The Foundation occupies its own building, which was erected in 1930. It is six stories high plus ground floor, fire proof, modem in every respect including self-service elevator. It contains facilities for both the Teacher Education Department and the Children’s Home School. It was designed with the needs of both college students and children in mind, and in consultation with specialists in both fields. The ground floor provides space for the student dining room and kitchens. The first three floors house the offices, auditorium, library, classrooms of the Teacher Education Depart ment, and the Children’s Home School. In appointing and equipping the Children’s Home School consideration was given to the physical size of the children, even to the staircase leading to the playroof. The three upper floors house the Student Residence.
Student Residence
The Student Residence is a comfortable, friendly, homelike place. Here students can live with comparative independence yet with the assurance of being well cared for and secure.
The sixth floor student lounge is the center of this social life. It is spacious, attractively furnished, has a roof terrace, and an interesting view of the East River and the midtown skyline. The students find it a charming place to entertain friends, to have teas and parties, to serve Sunday snack breakfasts and suppers by candlelight.
The students rooms, single and double, are comfortable and home like, with connecting or adjacent baths. Members of the residence staff live on the same floors as the students. They are professionally trained women experienced in personnel work with college students. The daily living of the students and staff in the Residence is free and informal and is looked upon as an important and integral phase of the college curriculum. The House Committee, a committee of the Student Association, has responsibility for the general atmosphere and tone of living. The necessary rules and regulations are formu lated and administered by the students and the standards of living are set by them, always with access at any time to the residence staff who furnish guidance and needed authority.
Non-resident Students
The studentswho are non-resident live with their immediate fam ilies in the New York area. In addition to their own lounge these students may make use o f the other facilities which the building affords. The daily living of the day and resident students is kept closely interrelated and, for all students, furnishes ample oppor tunity for putting into practice the concepts of democratic living discussed in classes.
Student Government
The Student Association, of which all students are members, fur nishes opportunity for practical experience in democratic self-gov erning. The Association functions through a Student Council and various committees.
The Student Council, composed of the officers of the Association and the chairmen of the standing committees, coordinates the work of the entire organization and is responsible for upholding the aims and furthering the welfare of the group.
The Social Committee of the Association, with faculty help, evolves a balanced program o f activities for the enjoyable and con structive use of leisure time. This program naturally varies from
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year to year according to the interests of the students. In general it includes a formal dance each semester, student-faculty dinners, student-parent-faculty teas, special parties, and informal date nights.
A student branch of the Association for Childhood Education International affords opportunity for professional activity and some students are also active in the National Association for Nursery Education.
Through the varied activities of the Student Association the students are helped, with faculty guidance, to see and take their responsibility as members of a social group; to learn to organize social functions and carry them through with increasing competence; to gain a broad perspective of professional usefulness; and to recog nize, utilize, and develop latent talents.
Week-end and Evening Privileges
At the beginning of the year resident students are asked to submit a list of places approved by their parents for weekends away from the Student Residence, or an overall permission to cover such week ends. Students planning to be away for the weekend must register in advance with the staff member on duty and indicate where they plan to go.
Resident students are expected to be in the building by 10:30 p.m. unless special late permission has been granted. Special late permissions may be secured upon request to cover attendance at educational and cultural events. All students have some late per missions. The number increases with each year in college.
Except for regularly scheduled academic appointments, students are, at all times, asked to sign out when they leave the building if they expect to be away more than one hour, stating where they are going and when they will return.
Room Assignments
Roomsareassigned in order of enrollment. Most students entering for the first time are assigned to double rooms. However each student is asked to indicate her preference. When a single room is desired it is assigned if available. Only by special permission and financial arrangement may students remain in residence during the Thanksgiving, Christmas, or Spring holidays.
Parents and the Foundation
The staff of Child Education Foundation realizes that parents will be interested in taking a part in the personal and professional growth of their daughter while she is a college student. From infancy up to college age parents have been striving to have her develop the strength and skills with which to handle the issues of her own life. She takes over the decisions for increasing areas of her life while in college. However, parent understanding and support while she is crossing the bridge into mature womanhood and professional respon sibilities are very desirable and in some cases are needed. Ideally the student, the faculty, and the parents share in this developmental process. Classes, seminars, and the residence quarters are open to parents at all times.
Living in
A
lew York CityLiving in New York City is an education in itself. New York is one of the earth’s most exciting places. It is virtually the capital of the world; a city with a culture bom of many cultures. One can circle the globe on its subways and buses. The theater, food, books, arts, crafts, and religions of many countries are here to be explored and enjoyed. However familiar it may be in appearance one can hardly imagine the real thrill of New York without living in it. To be exposed to its dramatic skyline and unbelievable buildings even briefly is unforgettable. A student can enjoy its lights, its speed, its shops, its size, its exciting panoramas, all from the secure vantage point of the Foundation. Going to college in New York makes for a stimulating combination of sound education and a unique oppor tunity to explore the world.
Field Experiences
Through fieldexperiences students are helped to draw deeply on New York’s wealth of resources and to make the most of the period of living here. Field experiences give meaning to concepts developed in college classes. They open up new vistas for thought. They offer opportunity for developing skills. They are the means by which a student often finds her particular capabilities, needs, or interests. At Child Education Foundation they are planned as an integral part of the curriculum from the beginning of the freshman year to the end of the senior year. They include observation in places of varied
interest, participation in a variety of activities and supervised student teaching.
Placement of Students
Th e opportunities for employment in the field of Early Childhood Education are many and varied. The call for well qualified teachers far exceeds the number available. In addition there are increasingly frequent calls for skilled workers with young children from various welfare agencies, hospitals, clinics, settlement houses, health agencies, camps, and from parents who recognize the value of employing well trained persons when they need assistance in the care of their own children.
Graduates of Child Education Foundation are holding positions in the fields o f education, welfare, health, in many different states. In the field of education, where the greater number are employed, some are teachers, some heads of departments of education, some supervisors or educational directors, and some have organized their own schools. Many are using their professional preparation in bringing up their own families.
Through guidance, students and graduates are helped to select the position which seems best suited to their interests and abilities.
Plan of the Curriculum
In general the program s o f the freshm an and sop h om ore years are con sid ered p re-p rofession a l and those o f the junior and senior years professional. T h e distin ction is largely on e o f em phasis since there are som e professional aspects from the beginning.
During the freshman and sophomore years the major emphasis is on the student’s understanding of herself, of children and how they grow, and of the culture in which she is living, with minor emphasis on acquiring some of the knowledge and some of the skills needed in teaching.
During the junior and senior years, the major emphasis is on learning how to teach, with actual experience in teaching paralleling study of the methods, content, and principles of education for young children.
There is thus, in the college curriculum, a gradual movement from the personal to the social, from general to professional education. The four-year curriculum not only provides thorough preparation for teaching young children but also prepares the student for marriage and family life. The course in marriage follows logically after the core courses of the pre-professional years.
Major Features of the Curriculum
I. Organized Courseof Study
Course material is organized into five broad fields: the Arts, English, the Social Sciences, Natural Science and Mathematics, and Education. These are believed to contain the greatest potentials for developing teachers capable both of guiding the growth of young children and of taking an active part in the social developments of the day.
II. Field Experiences
Field experiences provided are of two kinds: those directly inte grated into the college courses, and those more extra-curricular in nature. Those directly integrated into the college courses include:
a. Guided observation in a large range of types of agencies serv ing children. These include public and private schools, schools for children with special needs, neighborhood centers, day nurseries and clinics.
E A S T R IV E R E S P L A N A D E , A B L O C K F R O M T H E F O U N D A T I O N , O F F E R S I N T E R E S T IN G S C E N E S F O R S T U D E N T S K E T C H E R S .
S T U D E N T T E A C H E R S A N D C H IL D R E N A C T O U T “ A N G U S A N D T H E D U C K S ” IN C R E A T IV E D R A M A T IC S .
b. Volunteer work in social agencies serving children, such as private or city hospitals, community centers, Red Cross. Students are encouraged to devote one afternoon a week during their freshman and sophomore years to regular volunteer work of this type.
c. Guided trips leading to sensitized understanding of the social forces in our culture. Such trips include United Nations in session; Herald Tribune Forum; Ellis Island; Town Hall Meet ing of the Air; observing proceedings for receiving displaced persons into the United States; visiting low-cost housing projects; becoming familiar with the operation of a public utility such as the telephone; seeing a newspaper prepared. Field experiences more extra-curricular in nature are too varied in their possibilities to enumerate. In general, students are urged to avail themselves of summer work and study experiences which will enrich their individual living, broaden their outlook, increase their skills, and so add to the effectiveness of their preparation for teach ing. Guidance aids in selecting experiences suited to the individual student. As a preparation for the freshman year participation in a planned six weeks’ summer experience in rural community living and study is recommended. (Details on request.) A summer work and study experience in industry to round out the student’s prepara tion for teaching is made available during the college career. III. Observation, Participation, and Student Teaching
Beginning with the first semester of the freshman year students spend some part of each week throughout the four years with children. First semester of the freshman year the class as a group visits each week a different school or agency serving children. Second semester each student is assigned to one of these schools for one half day a week so that she may acquire a more thorough under standing. Sophomore year the student is assigned to some school for one half day a week to do a specific guided observation of an organized group of children. Second semester an intensive study is also made of one child.
In the junior and senior years, students are assigned to supervised teaching for one semester each on nursery school, kindergarten, and primary levels in schools throughout the city.
Since the Children’s Home School is the demonstration school for the Teacher Education Department all students have opportunity,
at some time during the course, to observe, participate, or teach there. IV. Seminars
These serve as an integrating factor in the curriculum. The term “seminar” is used here to indicate a group of students and faculty meeting for informal discussion of matters which the students bring up for consideration. Seminars contribute to the interpretation of experiences and help the students to learn and use the techniques of critical thinking and group discussion.
The Central Coordinating Seminar
This is for freshmen and is devoted to discussion of such persistent problems of living as are felt by the students to be of concern to them. Thus the problem is of their own choosing. It is intended that students shall feel free to discuss any topic, and questions stem ming from any class or out-of-class experience may be introduced.
The Arts and Communication Seminar
Both freshmen and sophomores participate in this seminar. It deals with the arts and communication in relation to human growth and development. The Arts are seen as a means of communication with emphasis upon quality and harmony of experience and expres sion. The student is helped to integrate her various art experiences both in and out of classes so that she sees their bearing on the way of life which she is evolving and the kind of person she is becoming. Through such a process it is hoped that the student will cultivate an attitude which recognizes the place of feeling and emotion and the ac cumulation of knowledge in the process of wholesome development.
The Education Seminar
As the discussions in the pre-professional seminars move from a consideration of the personal and the social aspects to professional implications of the matters considered, the integrating seminar of the last two years becomes a seminar in education. This seminar takes on professional emphasis almost entirely. Here the students may raise questions relating to the details of their teaching on which they want help and enlightenment. The discussions provide oppor tunity for students not only to get technical help but to look at their teaching with a broad perspective, to clarify their thinking about the philosophy of education, and to become articulate in expressing it.
Outline
of the CurriculumPre-professional Years of Study
The Freshman Year Course Number Arts and C r a f t s ... 111-112 M u s i c ... 113-114 D a n c e ...115-116 Written E n g l i s h ... 121-122 Oral E n g l i s h ...123 Children’s L iteratu re... 125 W orld C i v i l i z a t i o n ...131-132 Human Growth and General Psychology . . 133-134 Human B i o l o g y ... 141-142 Orientation for T e a c h i n g ... 151-152
( Includes Observation) The Sophomore Year
Course Number Children’s Art and Activity Materials . 211 M u s i c ... 213-214 D a n c e ... 215-216 W orld L iteratu re... 221-222 S o c io l o g y ... 231-232 Physical S c ie n c e ... 241-242
Child Development and Guidance . . . . 251-252
( Includes Observation and Participation) Child and E n viron m en t... 255
Professional Years of Study
Course Number The Junior Year
A r t ... 311-312 American L itera tu re... 321 American Life and C u lt u r e ... 331 Principles of E d u c a tio n ... 351-352 The Child and the C u rricu lum ... 353-354 Student T e a c h i n g ... 355-356 The Senior Year Course Number M u s i c ... 413 Literature or Prose Narrative or ■ ... 421 Short Story j English W o r k s h o p ... . 423 Social, Economic, and Governmental Problems 431-432 Marriage and Family R elation s...433 M a th e m a tic s... 441 Primary C u rricu lu m ... 453 Student T e a c h i n g ... 455 Seminar in Education... 457 Semester Hours 2(1-1) 2 (1-1) 2 (1-1) 6 (3 -3 ) 2 (2-0) 2 (0-2) 4 (2 -2 ) 4 (2 -2 ) 6 (3 -3 ) 3 ( 1 - 2 ) 33 ( 16-17 ) Semester Hours 3 (3 -0 ) 2(1-1) 2(1-1) 4 (2 -2 ) 4 (2 -2 ) 6 (3 -3 ) 6 (3 -3 ) 3 (0 -3 ) 32 (17-15) Semester Hours 3 ( 1 - 2 ) 3 (3 -0 ) 3 (0 -3 ) 2(1-1) 6 (3 -3 ) 10 (5 -5 ) 27 (13-14) Semester Hours 2 (0-2) 2 (0-2) 2 (0-2) 6 (3 -3 ) 3 (0 -3 ) 3 (3 -0 ) 4 (4 -0 ) 5 (5 -0 ) 3 (0 -3 ) 30 (15-15)
Description of Courses
Th e Arts Moderne x p e r t s tend to agree that experiences in the arts, both creative
and appreciative, are essential for good mental health. Through her own experiences in the arts, a teacher is prepared to bring to children those experiences which are essential in developing the mental, emotional, and spiritual qualities basic to individual happiness, healthy personality, and responsible citizenship.
The fundamental purpose of the art sequence is to make the arts a vital part o f the student’s daily living, and a personal resource and means of expression throughout life. Emphasis is placed equally on creative and appreciative experiences, and on learning how to communicate with one’s fellows as a means o f growth in good human relationships and in understanding democratic values in daily living. Art courses are spread throughout the four-year curriculum. Theory, appreciation, and first-hand experiences run parallel in successive courses. Students are given oppor tunity to use different art media, with the hope that one will be found so suited to the expression o f individual thoughts and feelings, that its use will be pursued beyond college. It is not the intention to make artists, but to develop a creative approach to all aspects o f living. Full advantage is taken of the unusual cultural opportunities o f New York.
The latest addition to the art sequence is a course in Creative Dramatics, in which both college students and children participate. The very essence o f drama is the interrelation o f human beings and, properly used in the educational process, it can richly aid healthy personality development in children.
Arts and Crafts
111-112. Arts a nd Cr a f t s. An introduction to art as a means of expres sion. Emphasis is placed on design, color, and value relationships, although some skill in drawing is developed through use o f models. Students experiment with several media such as tempera, charcoal, and colored chalks. There is an opportunity for poster layout and simple letter ing. In the craft field the student works with clay, simple frame weaving, and linoleum block printing.
Credit-. 2 hours (1 hour each semester).
211. Ch ild r e n's Ar ta n d Ac t iv it y Ma t e r ia l s. It is the purpose to give the student definite skills and experiences which will b e o f practical use to her as a teacher. The students carry on four projects such as might be undertaken in a classroom. They involve painting, clay modeling, car pentry, card-board construction, weaving, simple cooking, and dramatic media such as puppet-making, felt board, slide-making, and pantomime.
Credit-. 3 hours, first semester. Pre-requisite: Art 111-112.
311. Art. The student has an opportunity for re-use of familiar media and techniques, for experiences in new fields, and for the discussion o f art and teaching procedures as she observes them in her current student teaching. She still, however, does some “personal art” for her own enrich ment and pleasure. This program is rather flexible according to the needs o f the group. It usually involves painting, decorative designing, outdoor sketching in tempera or chalk, some abstract m ood painting, and one or two crafts such as copper repousse or papier mache designs.
Credit: 1 hour, first semester. Pre-requisites: Art 111-112, 211.
312. Art Appreciation. A resume of art and architecture from prehis toric times to the present. Emphasis is on Egyptian and Byzantine art and the art o f the West. Slide talks and museum trips alternate. Through the copying o f museum plates, the student gains a participating knowledge o f the characteristics o f the different periods in art history. Familiarity with painting from the Rennaissance to the present is acquired through museum trips, loan exhibits, reading and discussion.
Credit: 2 hours, second semester.
M u sic
Every individual has musical yearnings and musical abilities. Sincere effort is made to help discover and develop these for each student. Emphasis is upon growth rather than perfect performance. Concern is with the total growth o f the student through music and not solely upon musical growth. Through experiences in the various phases o f musical expression which include singing, bodily movement, instruments and listening, each student finds her strengths and needs.
In such an atmosphere, each student is accepted and respected where she is, no matter what her degree o f proficiency. Working together on music problems students grow into more mature and whole personalities who are secure in handling the music aspects o f their work with children.
The following courses suggest the material and experiences which have been found helpful in preparing teachers o f children. Course content varies according to the needs and interests o f the group.
113-114. M usic. Planned to acquaint students with the broad basic edu cational principles and philosophy underlying musical experiences for young children, and to provide participation in specific musical activities, such as singing, body rhythms, and the use o f instruments. Teaching materials are evaluated, including books and records, and a note-book on
music appropriate for young children is begun by each student.
First-hand experiences with young children are arranged through co operation with the Children’s Home School. College students participate with the children in informal singing, folk and square dancing, and in the creation o f the traditional Christmas Festival.
213-214. M usic. A study o f the important periods in musical history. Relation o f the study to the teaching of children is considered, although the emphasis is upon the student’s own development. The exact content o f the course varies each year to meet the needs, abilities, and background of the group. Concerts, operas, radio programs, and other musical oppor tunities in New York are utilized.
Credit: 2 hours (1 hour each semester). Pre-requisite: Music 113-114. 413. M usic. Each girl is helped to evaluate her present strengths, and plans are made to utilize and develop these in various ways. The demon stration school, and nearby schools and child centers are made available for seniors needing and desiring more experiences in music with young children. Time is devoted to individual and group conferences, general class discussions on aspects o f music education, and participation in rhythm bands, singing games, and folk and square dancing.
Credit: 2 hours, second semester. Pre-requisites: Music 113-114,213-214.
D a n ce
115-116. Dance. Experiences with the fundamentals o f body movement are combined with theoretical discussions and with individual and group improvisation. Dance as a natural means o f expression for everyone is stressed. The elements that contribute to making dance an art form are analyzed. (An appropriate dance costume is required for this course.)
Credit: 2 hours (1 hour each semester).
215-216. Dance. The second year in Dance goes on to develop greater freedom o f movement and greater participation in creative activity. The emphasis is not simply upon the individual student herself, but considers her as a future teacher o f young children. Students are encouraged to draw upon their experiences with children in approaching the problems in dance class. Performances in N ew York are attended and discussed. Credit: 2 hours (1 hour each semester). Pre-requisite: Dance 115-116.
English
121-122. Written English. General communication, with emphasis on the development o f mature skills in writing, through practice in gathering material, organizing it, and perfecting techniques o f presentation. Atten tion is given to clear thinking, and to the analysis o f propaganda. An evaluation is made o f each student’s capabilities and the course is organized to meet them. If the evaluation reveals a deficiency in previous prepara tion, the student is required to take the special course in English im provement.
Credit: 6 hours (3 hours each semester). Three class periods and individual conferences.
123. Oral English. The aim is to develop clarity, ease, and spontaneity of speech in social and professional situations. Emphasis is placed on the strengthening of the natural good qualities o f each student’s voice, and the correction o f any careless enunciation or unpleasing habits o f speech. Attention is given to informal discussion as a group method o f thinking and reaching solutions.
Credit: 2 hours, first semester.
125. Children’s Literature. This covers the field o f books for children in America and England, including translations from foreign languages, and picture books by outstanding illustrators. Poetry is included.
Credit: 2 hours, second semester.
221-222. World Literature. A survey of great movements in literature through the study o f selected masterpieces o f poetry and prose. W orld Civilization is drawn upon for historical background.
Credit: 4 hours (2 hours each semester).
321. American Literature. A study o f American thought and ideals, and o f movements and tendencies in society as a whole, as expressed in literature.
Credit: 3 hours, first semester.
421. Contemporary Literature, Prose Narrative, or Short Story. A course in one of these areas will be given, as indicated by the interests and needs of the group.
Credit: 2 hours, second semester.
423. English Workshop. Practice is offered in the professional writing and speaking that teachers must do, and an attempt is made to develop superior standards o f performance. Areas covered are: letters and inter views, parent conferences and meetings, records and reports, and com munity relations projects.
Credit: 2 hours, second semester.
Social Sciences
131-132. World Civilization. A panoramic study of cultural and insti tutional development from the earliest times to the present. Attention is given to eastern cultures and to the origin and diffusion o f western culture, relating selected elements to the contemporary scene. By constant cross reference, the past and present are brought into closer and more significant relationship.
Credit: 4 hours (2 hours each semester).
133-134. Human Growthand General Psychology. This is the core course o f the freshman year. Attention is focused on helping the fresh man student find herself in her environment, and guiding her in making
a satisfying adjustment to college work and all face-to-face relationships. The aim, also, is to help students construct for themselves a philosophy o f everyday living, recognizing themselves as individuals yet integral parts of any group with which they are identified. Material is drawn from the social sciences — psychology, sociology, anthropology, and psychiatiy. The usual everyday interplay o f personalities is utilized in the teaching of this course.
Part of the course is devoted to a study of babies. At the beginning of the year the class “adopts” an infant and studies its growth and develop ment through the year. Movies supplement this study o f change within the growing infant and focus attention on growth as a process. Within that framework students are able to see growth of institutions and cul tural changes within societies.
This core course is supplemented by field trips, guidance activities, student self-government, and two pre-professional seminars.
Credit: 4 hours (2 hours each semester).
231-232. Sociology. Includes consideration of the biological and psycho logical needs o f man; the variability o f culture; the process o f socialization and the factors in personality formation; the importance of group factors in human behavior; the structure of the dominant institutions o f our society; the dominant modes o f social interaction; the major social prob lems o f our time and the concept o f social organization; the causes of social change and the direction o f societal development.
Credit: 4 hours (2 hours each semester).
331. American Lifeand Culture. Attention focuses on the dominant traits o f American culture in terms o f our historical development. Students examine the formation, growth, and functioning of constitutional govern ment in the United States, and determine how they as individuals can play an appropriate role in our government and national life. Emphasis is on the necessity for responsible participation in governmental and civic affairs, and upon the place o f the United States in world affairs.
Credit: 3 hours, second semester.
431-432. Social, Economic, and Governmental Problems. Here con crete and practical opportunities are offered to help students find solutions to the problems which challenge the American people and the world. One semester of the course may be devoted to observation and study of the United Nations.
Credit: 6 hours (3 hours each semester).
433. Marriageand Family Relations. Aims to bring to the student the best information that can be provided to help her grow into a person capable o f a good marriage relationship, to give her some preparation in making a wise choice o f a husband, and in establishing her own family. As background for these considerations the course deals with the
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F R E S H M E N IN H U M A N G R O W T H C L A S S F O L L O W T H E D E V E L O P M E N T O F A B A B Y M O N T H B Y M O N T H T H R O U G H O U T T H E C O L L E G E Y E A R .
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S E N IO R S T U D E N T T E A C H E R A N D P R I M A R Y C L A S S I N D E M O N S T R A T I O N S C H O O L P R E P A R E f o r Ha l l o w e’e n a g a i n s t b a c k g r o u n d O F F A R M L IF E P A I N T E D B Y T H E C H I L D R E N .logical and emotional family relations in the industrial, democratic society of today.
The student is particularly well-prepared for this course through an earlier study o f Human Growth and Child Development which has given her a basis for understanding herself and children and how they grow.
The course becomes even more pertinent to her because as a teacher she will deal with families and family problems and through these experi ences have greater understanding with which to enter her own marriage and her own family life.
Natur al Science and Mathematics
In today’sworld, so largely dominated by science, it is imperative that teachers o f all age levels have a basic understanding o f the physical world. Such understanding contributes to their own security in an era o f dynamic change. Through familiarizing them with the scientific method they are given a tool for solving problems and thus a greater ability to participate in democratic processes.
Students are expected to acquire not a vast body o f scientific knowledge, but rather the basic concepts which will enable them to feel the magnifi cent scheme o f order in the universe. The position is also taken that the most exciting and pertinent part o f any science is its recent gains and its frontiers, and a teacher should be aware o f them. The courses in science undertake to help students acquire a knowledge o f these gains and fron tiers, and to see their implications for humanity.
141-142. Human Biology. It is the intention to help the student to reach an understanding of herself as a total functioning organism in the world o f living things. The course is closely integrated with that in Human Growth. Man can best be understood in the light o f his biological and social development. In highlighting this, major emphasis is placed on those biological patterns o f structure and function, understanding o f which is essential if the student is to know herself as a growing, maturing, social organism. This bio-psychological approach is important in the develop ment o f teachers, and all biological material is oriented to this end.
Credit: 6 hours (3 hours each semester). This includes a laboratory workshop.
241-242. Physical Science. A broad survey of the basic concepts of chemistry, physics, astronomy, and nuclear physics, with emphasis on the nature of matter, and the laws o f the universe as a whole. An understand ing o f the methods of science, and the implications of science in develop ing a philosophy o f life, are the main objectives.
Credit: 6 hours (3 hours each semester). T w o lecture hours and one laboratory period. Pre-requisite: Natural Science 141-142.
441. Mathematics. Concern is with the diagnosis and remedial treat ment of the student’s computational and problem-solving difficulties in arithmetic; an inductive development of the great generalizations of arithmetic, designed to teach the student how to discover arithmetical principles and relationships; the development of mathematical concepts and principles important to the student as a teacher; and study of the current theories and practices of teaching primary arithmetic.
Credit: 3 hours, first semester.
Education
151-152. Orientation for Teaching. It is the purpose to give the student an introductory acquaintance with children, with teachers, and with schools. During the first semester, students in a group and with a supervisor make one-day visits to schools having different types of pro grams in order to cultivate an awareness of the relationship between child, community needs, and school program, and thus to move toward an understanding of education as a major social force in our society. In the second semester, each student is assigned to a specific school situation for observation one morning a week. Class discussions follow field obser vations in both semesters.
Credit: 1 hour, first semester; 2 hours, second semester. Three hours
of observation a week.
251-252. Child Developmentand Guidance. A study of the develop ment of children from birth to adolescence, with consideration of the factors influencing growth, including personal relationships and adult guidance. Age-level expectancies in various aspects of growth are studied. Opportunity is given to observe children at successive developmental periods, and to study the growth and behavior of one child throughout a semester. Observation and participation in a school situation, and evalua tion of observed environmental facts and of guidance procedures are included.
Credit: 3 hours each semester. Two class periods and three to four
hours of observation-participation a week. Pre-requisites: Education 151- 152 and Science 141-142.
255. The Childand the Environment. Planned to develop awareness of the surroundings in which children live, and the relationship of sur roundings to their development and well-being. Consideration is given to the influences and contributions of home, neighborhood, and com munity. The home is viewed from the standpoint of the child’s place in the family, his part in family activities and interests, and his relation to relatives and family friends. A neighborhood is studied to discover its public and private institutions, the business concerns, the cultural oppor tunities and the educational, health, welfare and recreational services
which directly or indirectly affect the children. Detailed study is made o f a few special services for children, such as a children’s museum, day care center, health clinic, playground, children’s hospital, or recreational center. New York is used as a laboratory and class discussions are based on field trips.
Credit: 3 hours, second semester.
351-352. Pr in c iple so f Ed u c a tio n. The purpose is to help the student evolve a philosophy which will direct her procedure not only in the development o f the young child but in her own human relationships. The course is introduced by a study o f the need in the culture o f today for specific educational principles that are determined by personality goals. Factors which make the attainment of these goals possible are considered, and the basic principles are formulated for organizing environment and procedure in relation to them. Laboratory experiences are provided, and evidences o f the principles in current practice are recorded.
C redit: 2 hours (1 hour, each semester).
353. Th e Ch il da ndt h e Cu r r ic u l u m — Ge n e r a l. Concern is with the basic factors involved in curriculum-making for nursery school, kinder garten, and the primary grades. Attention is given to the implications of facts o f child development for curriculum-making; to analysis o f basic needs, interests and experiences o f children; to the examination o f environ mental factors related to curriculum functioning; and to the general philosophy underlying curriculum-making. This course parallels student teaching.
Credit-. 3 hours, first semester.
354. The Ch ilda ndt h e Cu r r ic u l u m — Nursery Sc h ool a n d Kinder
g a r t e n. Students are guided in gathering and organizing curriculum
material on the basis o f observed interests and experiences o f children; in planning environmental set-up under different conditions; in gathering and organizing practical suggestions on which to draw when doing first inde pendent teaching. It is intended that the course will prepare the student to go into a nursery school or kindergarten and know how to build a suitable curriculum. This course parallels student teaching.
Credit: 3 hours, second semester.
453. The Ch il d a ndt h e Cu r r ic u l u m — Pr im a r y Gr ad es. This course parallels the senior student-teaching experience on the primary level. The chief objective is to help students use what they know about children and the learning process, and, through use, to develop greater understanding and more effective teaching skills. The subject areas o f language, arts, arithmetic, science, and social studies are analyzed and studied from the points o f view o f children’s interests and needs as a basis for curricu lum planning, and children’s future needs in meeting problems, issues, and situations. Discussion is based on experiences in student teaching,
types of response from children, and problems encountered in the presen tation of material to children.
Credit: 4 hours, first semester.
355, 356, 455. St u d e n t Te a c h in g. Students are assigned to supervised teaching the entire forenoon for one full semester on each of the three levels: nursery school, kindergarten, and primary. The Children’s Home School of the Child Education Foundation, and other approved schools, public and private, and Day-care Centers of New York, are used for this purpose. The work relates closely to curriculum courses, and includes conferences with supervisors and cooperating teachers, and a professional seminar in teaching.
Credit: 5 hours, each of the three semesters.
457. Se m in a r in Ed u c a tio n. The objective is to give the student an opportunity, under guidance, to formulate her own philosophy of educa tion, and to integrate her four-year experiences. Students visit outstand ing schools representing different philosophies of education. Each student carries out some special project, correlating it with her work in English Workshop. Seminar discussions center on the problems of preparing for first professional jobs. Advanced observation and field work are adapted to individual needs and interests.
Admission Requirements and Procedure
A . highschooldiploma is required of all students seeking admis sion to the Teacher Education Department of Child Education Foundation. A candidate must offer for entrance sixteen standard units of work in approved secondary school subjects. This work must have been carried at a sufficiently high level of achievement to justify the assumption that a college course can be carried success fully. In addition, the candidate must show evidence of a sincere desire to work in the field of Early Childhood Education.
Each candidate for the Teacher Education Course is passed upon by a joint staff committee of Child Education Foundation and Adelphi College. Acceptances are made on the basis of the student’s whole record.
The following distribution of entrance unit is usually expected: Re q u i r e d... 12 units 8 units E n g l i s h ... 4 units Foreign L a n g u a g e ... M a t h e m a t ic s ... S c i e n c e ... Social Studies (including history) . . .
If a foreign language is offered for entrance, credit will not be allowed for less than two units.
Elective...4 units T o ta l... 16 units
Not more than jive of the total sixteen units offered may he in any one field.
All applicants granted admission must submit a satisfactory health report before their acceptance is final.
Students interested in applying for admission should submit the following items to the Child Education Foundation: Application for Admission form, properly filled out; the application fee ( which is not
refundable) and a transcript of the complete high school record.
Transfer Students
A limited number of transfer students are accepted. Entrance is usually at the sophomore level.
Health Information
Physical Examination
Allstudents are required, before their acceptance is final, to submit a report o f a thorough physical examination b y a physician, and a brief health history and a current health record. A record o f vaccina tion and other tests must b e com plete as requested on the health form.
Resident Nurse
A registered nurse is in residence to care for students in case of illness or emergency. She has a conference hour in the morning and one in the evening when students may bring any health problems to her.
Doctors
Whena doctoris needed, unless the parent or guardian has desig nated in writing the name and address of a preferred New York City physician, the Foundation’s doctor will be called.
Special Care
Whenever a doctordirectsit, a trained nurse or a practical nurse is called in to take care of an ill student. A special suite in the building is reserved for the accommodation of cases of minor illness. If an illness is pronounced contagious, or if it seems likely to become serious or of long duration, the patient will be transferred to a hospital. Bills in connection with such illnesses will be sent to the parents.
Medical Reimbursement Plan
This is a plan to reimburse the parent for medical expense up to $500, which may arise from an accident in which a student is injured during the school year. It covers all accidents whether sus tained at school or at home. Information may be secured through the General Office.
Statement of Costs
•Application Fee (should accom pany the application blank) Regular four-year s t u d e n t s ... $ 15.00 Transfer and all irregular students... 20.00
• En r o l l m e n t Fee (should accompany the contract) . 25.00
f Tuition and Residence Fees
T u i t i o n ... $ 750.00
Board and R o o m ... 1,000.00 1,750.00 fT u m o N for Day St u d e n t s... 750.00
Terms of Payment
For Resident Students the fees for tuition and
residence are payable as follows:
**Place Reservation Fee (on signing contract)
$
50.00
On or before Registration Day, f i r s t semester
1000.00
On or before Registration Day, second semester
700.00
Total
& 1750.00
For Day Students the fee for tuition is payable
as follows:
**Place Reservation Fee (on Sighing contract)
&
50.00
On or before Registration Day, f i r s t semester
U00.00
On or before Registration Day, second semester
300.00
Total
$
750.00
r _**Not
Refundable MiscellaneousArts and Crafts 111-112 ( m a t e r i a l s ) ... $ 4.00 Arts and Crafts 211 (m aterials)... 3.00 Arts and Crafts 311-312 ( m a t e r i a l s ) ... 5.00 Biology 141-142 (laboratory f e e ) ... 10.00 Children’s Art and Activity Materials 253 (materials) . 4.00 General Science 241-242 (laboratory f e e ) ... 10.00 Student Activities Fee (each y e a r )... 15.00 Child Education Foundation Graduation Fee . . . . 10.00 Adelphi College Diploma F e e ... 10.00 • N ot applicable toward tuition nor refundable.
t Tuition and Residence Fees are payable on or before Registration Day of first and second semesters. Bills not paid by those dates are subject to a late Registration Fee of $12.00.
Incidentals
Late Registration F e e ... $ 12.00 Deficiency Examination, each c o u r s e ... 5.00 Completion of work unfinished at end of mid-term or
semester, each c o u r s e ... 3.00 Meals and trays served outside of regular dining room . .25 A Breakage Deposit of $10 is made to cover damage to Founda tion property on the part of the student. This deposit is returned after graduation with a statement listing any necessary deduction; damage in excess of $10.00 will be charged to the student.
Radios and other electrical appliances are charged for at the local utility rate.
Curriculum, faculty and fees are subject to change.
Financial Arrangements
Since engagements with teachers and other provisions for instruc tion and residence are made by the Foundation for the entire year in advance, all financial arrangements with parent, guardian or student are made for the entire college year. No rebate, refund or deduction from the yearly charges for tuition and residence fees will be made for late entrance, absence, withdrawal or dismissal of a student for any reason.
The Foundation authorities reserve the right to dismiss at any time a student who, in their judgment, has proved to be unsatis factory in conduct or progress or whose continuance at the Child Education Foundation would be detrimental to her or to the other students even though she may not have broken any formal rule. Parents and guardians of Child Education Foundation students are understood to accept these conditions upon signing the contract with the Foundation.
Tuition Refund Plan
As fees are not subject to remission or reduction under any circum stances, parents may wish to protect themselves by taking out “Tuition Refund Insurance.” This offers a means of recovering tuition losses incurred by the illness, accident, or enforced quaran
tine of a student. Information concerning this insurance may be secured through the General Office.
C O M F O R T A B L E D A Y S T U D E N T L O U N G E IS A G A T H E R IN G P L A C E B E T W E E N C L A S S E S .
Scholarships
Th e Ch il d Ed u c a t io n Fo u n d a t io n has a limited fund for scholar
ships. In addition the Alumnae offer a special award, the Helen Watson Memorial Scholarship.
An Alumnae Loan Fund is maintained for the purpose of assisting a limited number of students each year. Loans may be repaid after graduation in one payment or, by special arrangement, in install ments. No interest is charged.
Application for scholarships should be made on a special form furnished upon request. It should be filed with the Scholarship Committee as early as possible. All scholarships are awarded on the basis of scholastic standing, attitude of fellowship and loyalty, character, and financial need.
Calendar
Te a c h e r Ed u c a t i o n De p a r t m e n t
Academic Year of 1953-1954
Fall Semester 1953 Registration
All student teachers r e p o r t ... Monday, September 14 Sophomore students r e p o r t ... Monday, September 21 Freshmen and new transfer
students r e p o r t ... Tuesday, September 22 Reception for Parents and Friends . . . Tuesday, September 22 Classes b e g i n ... Wednesday, September 23 Thanksgiving Vacation begins at 1 p.m. . Wednesday, November 25
continues th r o u g h ... Sunday, November 29
Christmas Vacation begins at 6 p.m...Friday, D ecem ber 18
continues t h r o u g h ... Sunday, January 3
Spring Semester 1954
R e g is t r a t io n ... Monday, February 8 Classes b e g i n ... Tuesday, February 9 Spring Vacation begins at 6 p.m ...Friday, April 9
continues th r o u g h ... Sunday, April 25
Child Education Foundation Commencement
Evening o f ... Thursday, June 10
Adelphi College Baccalaureate...Sunday, June 13 Adelphi College C om m en cem en t... Wednesday, June 16
Some Child Education Foundation Graduates
—
and what they are doingStillwater, Oklahoma Plainfield, New Jersey Princeton, New Jersey Holtville, California Clarice Chambers MacVicar— Associate Professor, Family Life
Oklahoma A & M College
Barbara G. Hitchings— Associate Headmistress
The Hartridge School
Evangeline Miller— Director
The Princeton Nursery School
Anne B. Maddocks— Chief of Laboratory Staff Imperial Valley Tuberculosis Hospital
Louise L. Sturgis— Executive Assistant to Director of Field Relations
American Cancer Society New York, New York
Helen Mynderse— Director
Lake Hill Nursery Scotia, New York
Dorothy S. Gove— Director and President of the Board
Children’s Own School, Inc. Winchester, Massachusetts
Mrs. George Macy— Homemaker New York, New York
Dorothy C. Gross— 2nd Grade Teacher
Shoemaker School Elkins Park, Pennsylvania
Ruth G. Inglin— 2nd Grade Teacher
Greenvale School Glen Head, Long Island, New York
Mrs. Nelson L. Page— Homemaker Mrs. Mansfield D. Sprague— Principal
The Little School
Mrs. F. B. Stockton— Homemaker Jane Wolff— 2nd Grade Teacher
Francis W . Parker School
Marjorie Cornell— Director
Virginia Day Nursery
Mrs. William S. Ernst— Headmistress
Home School
Mohawk Day Camps — Head Counselor Janet E. Johnson— Assistant Director
Elisabeth Morrow School
Estherd’Allessandro Spears— Assistant Treasurer
BronxVille Trust Company
Mrs. Seymour Saltus— Homemaker
Mrs. Rodney Sm ith— Head Teacher in Kindergarten Grace Church School
Marie Freeman Ellison— Director Cooperative Nursery School
Margaret J. Neff— Teacher in Kindergarten
East Hills Elementary School Roslyn, Long Island, New York
Joan Stanwood Robertson— Homemaker New York, New York
Gertrude Jose— Teacher in Nursery School
Henry Street Settlement New York, New York
39
•Darien, Connecticut New Canaan, Connecticut
Pittsburgh, Pennsylvania San Diego, California New York, New York White Plains, New York White Plains, New York Englewood, New Jersey Bronxville, New York Morristown, New Jersey
New York, New York Washington, D. C.
