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照顾孩子的工作中解放出来，保护他们远离罪恶和危险，大城市开始建立幼儿学校。幼儿学校的教学方法有许多可贵的优点；了解婴儿的能力和发展，注意他们的兴趣和乐趣，实物课程。但是，幼儿学校无法摆脱小学教育的传统，即灌输3R和宗教教义，让婴儿死记硬背。日间托儿所是作为救济机构成立的。对他们的照顾基本上是监护式的，不包括教育。渐渐地，日间托儿所开始通过只提供四五岁的儿童接受幼儿园教育、蒙台梭利教育或托儿所教育来发挥教育作用。直到1931年《日间托儿所手册》出版，日间托儿所的教育才针对所有在那里上学的婴儿。幼儿园的教育方法具有以下特点。(1)他们重视儿童自发的活动和经历，以及适合他们发展的环境。他们通过同辈群体培养社交技能。(3)重视教师的同情和专业指导。他们利用儿童游戏来促进他们的发展。

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.