CHILDHOOD DAYS.

Star (Christchurch), Issue 17158, 29 September 1923, Page 10

CHILDHOOD DAYS.

THE KINDERGARTEN VISITED.

HOW THE CHILD NATURE UNFOLDS ITSELF.

"When Froebel, that great educational reformer, started the first school for young children in 1837. he called it the kindergarten (the garden of children). His aim, as he expressed it, was “to give the children employment in agreement with their whole nature, to strengthen their bodies, to exercise their senses, to engage their awakening minds and through their senses to bring them acquainted with the nature of their fellow creatures, especially to guide aright the heart and the affections, and to lead them to the original grounds of all life, to unity with themselves."’ Principles expounded so long ago by Froebel still iorm the basis on which the early care of children is carried on. The title of “ garden of children,”

too, perhaps best describes kindergartens which are now flourishing. The term ‘•kindergarten." for the ordinary member of the public has little meaning, except that it may convey the idea of a school for young children. To see the plan of work and the methods of handling the tiny tots, however, is to grasp Froebel’s conception of a garden of children. A number of these kindergartens flourish in Christchurch. At Phillipstown there is a typical instance of what is being done to look after the child too young for the ordinary school class. In St Asaph Street, just off Nursery Road —appropriately enough—an average of about sixty

youngsters, ranging from three to six years, while away the hours in various occupations to their liking. At the same time they are under the kindly guidance of the kindergarten and a lithe discipline is carefully administered under the guise of amusement. The routine-v-if such it may be called—-is totally different from the ordinary school curriculum. The day begins with handkerchief drill, finger nails and hands are inspected and then for the greeting song the children are grouped in a circle. The circle hails back to Froebei's teaching, his ideal "'-eing to maintain the principle of un broken unity. Now for the greeting. The little folk shake hands and sing the welcome, which says: "Good morning to you : good morning to you ;

good morning dear playmates; we are glad to see you.” A hymn and the National Anthem follow and then -the assemblage salutes the flag. This duty done, nursery rhymes, action songs ami finger plays are given. The adult will recognise these finger plays as an old acquaintance. It is the name for such exercises as “ pat-a-cake, pat-a-cake baker’s man.” and so on, in which two uhildren. unite hands. Finger plays include anything which the children can illustrate on their hands—watch the rhyme about ‘‘ five little mice on the pantry floor and all the tiny hands held up to signify the number. The children are then divided into groups and their attention is engaged with talks on nature, lessons and stories. Building blocks, plasticine and blackboard drawing also offer heaps of scope. They are allowed to choose their own material and follow individual ideas and as a result the visitor confrotned with all sorts of designs executed with blocks, junks of plasticine turned into weird shapes and efrawings which are apparently nothing more than some straggling chalk lines. Further however, reveals that these represent the little folks’ ideas of something real. The jumbled up.mass of blocks is, according to the designer, a. train crossing a bridge—the approach to this structure is about two inches above the level of the line, lienee the disorder into which the train has fallen. Likewise the chalk marks have some significance. The little lad with the chalk explains that such and such is a bumble bee and that the next drawing is a flower. A good outline of a boat with sails set is the handiwork of a boy of four. In answer to the usual adult inquiry, however, lie did not express any wish to be a sailor. His ambition was to be a bandman in a big band.”

A portion of the kindergarten which is the particular pride of thou girls is called “Dolly’s Corner.” This is a doll’s house furnished as the result of the efforts of the parents of the children who devoted much energy to organising a garden party for the puiv pose of raising funds. Miniature bedroom furniture in oak is housed in a small room papered in the latest style, and here the children find much delight in looking alter dolly, making the bed, etc. The care of dolly even runs to the necessity of a bathroom, with a small bath finished in white enamel. When the children are turned out of doors they have a spacious lawn on which to tumble, a sand roll, which is very popular, swings and a slide. These pleasant surroundings are neatly kept and the young children have plenty of scope for er.ericse according to their inclinations. A representative of the “‘Star”

happened along this week and found the children in the midst of a birthday party, one of their number, a little girl, having reached the advanced a S e ((for a, kindergarten) of six years. A birthday cake supplied by the parents of the girl, some sweets and fruit, formed the bill of fare. The cake, decked with tiny candles, was set on a table in the centre of the room and the little guests trooped in to take their seat in a big circle. At the table the principal figure, the owner of the birthday, was accompanied by three of her particular friends, the candles were lighted and duly extinguished. Then, with the assistance of the mistress the cutting of the cake commenced ; meanwhile the assemblage looked on with as much patience as they could command, their cherubic faces bearing a look of pleasurable anticipation. The tedious operation of dividing the cake having been concluded the feast began, and for the next half-hour the revels held sway. Home-time at the kindergarten sees the children are assembled, from various groups about the buildirtg. They shake hands with the mistress and say good-bye, and then run off to the gate, from where one of the assistant mistresses guides them home. A very happy and healthy crowd of children they are. The observer is immediately impressed with the work of the institution. But the parents are the best judges. What do they say? “It is splendid,” one mother remarked. “They keep them so tidy and the kiddies like the kindergarten.” One 3’oungster of four years, in describing her doings at school made the neat comment: “Its such a happy place." The effects of the kindergarten training on the child are best explained in the words of Miss Willis, who has had over ten years’ experience at Phillipstown. She said that the children of such tender age were not nearly so helpless as some people think, for in the environment of the kindergarten they were taught to do things for themselves. It was usual for young children to run to a teacher for assistance in putting on coats and hats, but the kindergarten children were taught to do this for themselves. The}' - prepared the tables for lunch, carried cups of tea for visitors, and other duties, small in themselves, but all tending to the development of self-reliance in the child. “ The aim of the kindergarten is to put the children in an atmosphere where they can unfold naturally,” said Miss Willis, “ not one where they are stunted by grown-up people’s everlasting ‘dont’s’; and experience shows that when they are in an atmosphere suited to them there is no need for the ‘ dont’s.’