TEIE JOURNAL OF SCHOOL HEALTH 9

KINDERGARTEN, GRADE I, AND GRADE I1

The human personality is the product of a “dynamic process” and, as a moving stream, is ever-changing. In the normal child, emotional growth proceeds as the body and mind mature influenced by forces in the child’s environment .

The beginning school child adjusting to the school environment transfers much of his feeling of dependency to the teacher, who becomes the parent surrogate during the class day. Each child brings his varying abilities, feel- ings, and understanding to the class situation. The teacher in his important role tries to discover what he can about the emotional adjustment and needs of each pupil in relationship to the school environment.

The teacher has a major role in helping the impulsive 5yryear-old, the creative 6-year-old or the ‘(inward” 7-year-old.

10 THE JOURNAL OF SCHOOL HEALTH

SUGOESTED AREAS FOR GUIDANCE IN TEACHING MENTAL HEALTH IN THE CLAS8ROOM

K I N D E R G A R T E N

Acceptance or adjustment to children who are “dif- ferent”

CONCEPT8 1 LEARNINGEXPERIENCES I MATERIALS

Provide opportunities for Stories of social groups for pupils to work and play reading to children, such as together M y Mother’s House by

Clarke for Indian children

I. Personality structure end development

Kindness to others Plessures in sharin exper- iences and riatenafs

Satiafyin .and acceptable work hs%ite and creative experiences

Acceptance of “nx , “yes”, and ‘let’s do > is” (or control of emotions)

Adjustment to disappoint- ments

Use of a pleesant voice Expression of one’s self through speech and play

Greet pupils in a friendly way

Plan class projecta or activ- ities together group discussion carda for identification of work, matenala, or be- Transcription longings Hello Song

Plan group activities in- volving listening to others following dircctiom, and willingness to participate

Pictures of home situations, such as of mother caring for baby brother, as basis for

Sound Motion Picture We Play and Share Together

Diecuss the kinds of behav- ior that show pupils are “growing up” Provide opportunities for pupils to tell and show”

Real$tic stories of children gromng up

Lipkind, William; Finders Keepers

I

11. Interaction of an individual with others, including influences of cultural patterns

Contributiom to . family teamwork help- at home Kinds of family “get to-

ethera” Ikvelopment of friendsh,ips Taking turns and s h a m

Workiy together rn schoof Use of please” end “thank

G” membership H o d av observances: religiGus, national

Dramatize various activi- ties such as a family work- ing together, how to make friends, taking t p a

Discuss contributions of pu- ils a t sharin times

d a d stories atout obeerv-

Develop acce table stand- ards. of beEavior with pupils

ances of holidays

Ojemann-t stories, bring- ing out Eow-surtace ex- planations of behavior

Lenski, Lois; Little Family

Filmstri Janet &fir Mother

Hader, Berta: Big Show Seignobosc , Francoise :

Thank-Yoir Book

IV. Emotional climate in home and clamroom

THE JOURNAL OF SCHOOL HEALTH

G R A D E O N E

11

CONCEPTS I LEARNING EXPERIENCES I MATERIALS I I

I. Personality structure and development

Satisfaction in creative ac- tivities

Importance of cultivating sense of humor and pleas- ant voice

Pro ress in caring for self an8 ossessions

BatisPactions from new ex- periences

Discuss and develop stand- ards for care of belongings

Provide opportunities for pupils to have responsibil ities

Kaune, Merriman: My Oum

Thurstone, Thelma and Katharine Byrne: Mental

Little Hoirse

Abilities of Children

11. Interaction of an indiv

Harmonious relations with brothers and sisters

Contributions to family teamwork; taking turns

Development of friendships Control of hands and feet Use of “please” and “thank you”

Courtesy and kindness t o others

Participation in solving in- dividual and group prob- lems

Respect for rights of others

Understanding of various cultural patterns

ual with others, including influences of cultural patterns

Provide opportunities for pupils to take turns, wait for teacher’s help, etc

Encourage pupils to tell about people, objects, and events in other countries

R.ead stories about people in other countries

Teach pupils some words in another language

111. Socioeconomic status and its influence on mental health

Sound Motion Pictures Patty Garman, Little Helper The Hare and the Tortoise

Books about other cultures, holidays, national heroes

Gramatky, Hardie: Loopy Barr, Jene: Good Morning,

Teacher Osborne, Ernest: How To

Teach Yoirr Child About Work

Consideration for children of different backgrounds

Read stories about children

Dramatize selected stories from various homes

Pictures of children and families of various places

Bauer, W. W.: Jiist Like Me Being Six

IV. Emotional climate in home and classroom

Development of a construc- tive emotional climate rap ort) through pupil-

L a c i e r planning Understanding what is ex- peoted, how to work, how t o wait, how to play with others

Willingness to get help when needed

__

Read to pupils, then ask them to act out the story

Make experience charts dic- tated b pupils

Plan wit{ pupils to make a gift for their parents

Develop the respect of the group by asking pupils what they think

Use indirect remarks such aa “We’re waiting for someone”, in order to re- tain group control

Transcription

Ridenour, Nina: Building Timid Timothy

Se&Conjidence in Children

12 THE JOURNAL OF SCHOOL HEALTH

- Contributions to construc- tive emotional climate through Rroup planning of day’s activities

Importance of success in building self-confidence

Ap reciat,ion of cooperative rePationships between par- ents and school

G R A D E T W O

Help pupils achieve SUCCCSB in a new skill

Discuss the need for plenty of sleep and an adequate breakfast

Beim, Jcrold: The Smallest Boy in the CLass

Good koontz, Ress: Helping Clril&en Get Along in School

CONCEPTS I LEARNING EXPERIENCES I MATERIALS

I. Personality struoture and development

Importmce of cultivating a sense of humor and B pleas- ant voice

Adjustment t o sorrow and unpleasant circumstances

Satisfaction from accept able work habits and crea- tive experiences

Difference between tattling and concern

Willingness t o assume re- sponsibility for posses- sions, and for himself

Give guidance in decision- making t o develop ego strength

Dramatize a funny story Encourage pupils t o tell about their paintinqs or other work, to partioipate in choral speaking

Aulaire In rid: Don’t Count

Olson, Willard C. and John

Your bhicfs

Lewellen: Hour Children Grow and Develop

11. Interaction of an individual with others, including influences of cultural patterns

Helpin at home and at schoof

Harmonious relations with brothers and sisters

Courtesy and kindness Acceptance of others with handicaps

Pleasure‘in. sharing!, taking turns, giving in occa- sionally

Development and maintc- nance of friendships

Communication of confi- dences to appropriate per- sons

Discuss words that show friendliness

Role-play common courte- sies

Develo projects to show contrilutions of many t pes of people--“The dty , “Transportation”, etc

Read and discuss a holiday in another country

Sound Motion Picture

Bauer, W. W.: Seven or So Let’s Play Fair

Beim, Lorraine: Two is a

Child Stud Association of America: $elping Brothers

Team

and Sirters Get A Long

111. Socioeconomic status and its influence on mental health

Adjustment to loss or un- fortunate circumstances

Importance of cleanliness regardless of socioeco- nomic status

Cooperation in family pro- jects

Read tl well-selected story t o pupils as a basis of a dis- cussion about adjustment to disappointments

Children’s classics

Bauer, W. W.: Seven o r So