The development of kindergarten in America

下面为大家整理一篇优秀的assignment代写范文- The development of kindergarten in America，供大家参考学习，这篇论文讨论了美国幼儿园的发展。圣路易斯是美国第一个在公立学校系统中采纳幼儿园的学校。在1890年之后，幼儿园大量的加入了学校系统中。而且，教育委员会也开始建设免费的幼儿园。到1900年，公立学校幼儿园的学生人数超过私立学校幼稚园的学生几乎二倍。在十九世纪后期和二十世纪初世纪，幼儿园教师就如何严格遵守福禄贝尔的教学计划而产生不同，有些教师受到美国心理学家斯坦利·霍尔和新兴的儿童研究运动的影响。

In 1856, German immigrants Mrs Gray, schultz in Wisconsin watertown opened the first kindergarten in the United States, the juvenile period she heard of ferro bell after a speech about the kindergarten education thought deeply influence, after the opening of a kindergarten, Mrs Schultz also learned kindergarten thought has carried on the effective practice of ferro bell: to guide the children singing, games. But the school in watertown was closed during world war I because of American opposition to the use of German. Although this first kindergarten did not have a great impact on the early childhood education in the United States, Mrs. Schultz once told the educational thoughts of froebel to Elizabeth Peabody, which led to her lifelong dedication to the cause of kindergarten teachers in the United States, which also had a profound impact on the kindergarten movement in the United States. In addition, the institute of international education began to establish a kindergarten sector in 1874, and educators founded the international kindergarten union in 1892. Until 1890, kindergartens were largely private institutions, including free kindergarten associations, social settlements, charities, mission schools, and orphanages. Children between the ages of three and six of working-class parents, most of them immigrants, are often paid for by philanthropists to attend free kindergartens.

In the late 19th and early 20th centuries, academics and skills were not taught in kindergartens. Such as reading and writing, but strive to educate the whole child, which includes a wide range of social welfare and educational activities. From funding clothing, food and bathing children to teaching them the ability to survive and learn in the city. At this time, schools for special training teachers for early childhood education were separated from ordinary primary schools.

In 1873, st. Louis was the first American school to adopt kindergarten in the public school system. After 1890, kindergartens were added to the school system in large Numbers. In addition, the board of education began to build free kindergartens. By 1900, public kindergartens had nearly twice as many students as private kindergartens, and about 225,000 children, or more than 6 percent of kindergarten-age children, were enrolled in kindergartens.

By World War I, school systems in major American cities contained kindergartens. In 1920, there were about 510,000 children, about 11 percent of kindergarten age children in kindergarten, with public schools outnumbering private schools nine to one. When funded by the government, kindergarten is mainly open to children aged 0 to 5, but people think it should be prepared academically and socially for the first grade of primary school. Teachers now teach a two-part class a day, which leaves them little time for home visits and mom meetings, yet time is an important part of early kindergarten in the United States.

In the late nineteenth and early twentieth centuries, kindergarten teachers differed on how strictly to follow froebel's teaching plan. Some teachers were influenced by the American psychologist Stanley hall and the emerging movement for children's studies. Hall praised froebel's work, but thought "free play" was more important, an idea that influenced discussions between kindergarten teachers Patty Smith hill and Alice. American philosopher and educator John Dewey agreed that froebel's work was valuable, but he criticized the abstract nature of the Fourier system.

Beginning in the 1910s, American kindergartens were also influenced by the ideas of Italian physician and educator montessori, who emphasized the subjective initiative of child development. Although froebel's influence still exists in the scope and operation of kindergarten, the development of kindergarten in the United States in the 1930s is very different from what froebel imagined.

Kindergarten enrollment in the United States began to decline from 1930 to 1940 as many school districts cut their funding. Public kindergarten enrollment increased by nearly 150 percent from 1940 to 1954, to nearly 1.5 million children. Class sizes grew from 20 to 49 students, and some states passed laws to reduce enrollment. In addition, the kindergarten has increased the age requirement for kindergarten admission: to accept children under the age of five before November.

In 1965, about 50 percent to 85 percent of five-year-olds attended kindergarten, and more than two million children attended kindergarten in forty states. Most use state funds to attend kindergarten in public schools. The initiation program, which began in 1965, not only helped five-year-olds get into kindergarten, but also helped further the establishment of kindergartens. By the 1980s kindergarten in the United States shifted from child-centered education to academic preparation for first grade. Between 82 and 95 percent of 5-year-olds are enrolled in kindergarten. In 1986, Mississippi became the last state to offer public kindergartens. In the 1980s ten states required children to attend kindergarten, and most required teachers to be certified in basic education, but less so in kindergarten or early childhood. Today, about four million children attend kindergarten in the United States, and more than three million attend public schools.

An institution or a thought in a country's development and the spread is not the result of simple factors, factors affecting it are various, it not only closely linked with the time, but also is closely related to the big background of the development of the country's overall education theory, at different times, different locations of the kindergarten, the key factors affected by is different, it is common in a variety of factors influence down a temporary balance. However, when a certain force breaks the balance, the kindergarten will move forward again after absorbing nutrients, so as to obtain a new balance. Generally speaking, this is a development process of undulating forward and spiraling upward. American kindergartens have experienced a public-private kindergarten system after the emergence of private, free and finally public kindergartens. From the macroscopic development of American kindergartens, it can be seen that the construction of kindergartens should be closely combined with the current form. With the promotion of "two-child plan", this undoubtedly poses a greater challenge to preschool education in our country, and is also a severe test for kindergarten construction. History has repeatedly proved that the development of any country and nation must constantly introduce and absorb the advanced civilization achievements of all countries and nations in the world, so in China's early childhood education, we should not only pay attention to the import of Chinese cultural tradition, but also adopt the high-quality culture of other regions. "Rome wasn't built in a day", we should constantly think about and explore the preschool education contained in the construction of kindergartens, so as to make China's preschool education further.

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