A Study on the History of Mthods of Early Childhood Education and Care in the United States of America-1820'-1930's-

为了把贫穷的父母从婴儿中解放出来，照顾和保护他们远离恶习和危险，开始在大城市建立幼儿学校。幼儿学校的教学方法有许多有价值的优点：了解幼儿的能力和发展，关注他们的兴趣和享受，目标课程。但是，幼儿学校也无法摆脱小学教育灌输3R和宗教教义，让幼儿轮流学习的传统。日托所作为一种救济机构成立了。他们的护理基本上是监护性质的，不包括他们的计划中的教育。日间托儿所逐渐开始发挥教育作用，只为四到五岁的孩子提供幼儿园教育、蒙特梭利教育或托儿所教育。直到1931年《日间托儿所手册》出版后，日间托儿所的教育才面向所有的幼儿。托儿所的教育方法有以下特点：(1)重视儿童的自发活动和经历，以及适合他们发展的环境。(2)通过同龄人小组培养社交技能。(3)他们重视教师的同情心和专业指导。他们利用儿童游戏促进他们的发展。

Infant Schools began to established in big cities in order to liberate poor parents from their infants care and protect them from vices and perils. Methods of instruction in the Infant schools had many valuable merits ; an understanding of infant's abilities and developments, attention to their interests and enjoyments, object lessons. But, infant schools could not escaped from the tradition of primary schools instruction which indoctrined 3R's and religious doctrines and made infants learn them by rote.Day Nurseries had established as a relief institution. Their care were essentially custodial and did not include education in their program. Gradually day nurseries began to make effects to educate by providing only four and five year olds with kindergarten education, Montessori education, or nursery school education. It was not until 'The Day Nursery Manual" was Published in 1931 that Education in day nurseries targeted for all infants attending there.Nursery schools methods of education had following Characters. (1)They valued children spontaneous activities and experiences, and environments suitable to their developments. (2)They culivated social skills by peer groups. (3)They valued teachers sympathetic and professional guidance. They utilize Children's play to promote their development.