Kindergarten

Kindergarten[a] is a preschool educational approach based on playing, singing, practical activities such as drawing, and social interaction as part of the transition from home to school.

Such institutions were originally made in the late 18th century in Germany, Bavaria and Alsace to serve children whose parents both worked outside home.

In 1779, Johann Friedrich Oberlin and Louise Scheppler founded in Strasbourg an early establishment for caring for and educating preschool children whose parents were absent during the day.

[5][6][7] In conjunction with his venture for cooperative mills, Owen wanted the children to be given a good moral education so that they would be fit for work.

Friedrich Fröbel (1782–1852) opened a "play and activity" institute in 1837, in Bad Blankenburg, in the principality of Schwarzburg-Rudolstadt, as an experimental social experience for children entering school.

[14][15][16] Around 1873, Caroline Wiseneder's method for teaching instrumental music to young children was adopted by the national kindergarten movement in Germany.

[17] In 1840, the well-connected educator Emily Ronalds was the first British person to study Fröbel's approach and he urged her to transplant his kindergarten concepts in England.

Based on the Soviet model, these early childhood development programs provided nursery care, preschool, and kindergarten for children from three months to six years of age under the direction of the Department of Labor and Social Welfare.

By 1995, only 88 functioning facilities serving 2,110 children survived, and the Taliban restrictions on female employment eliminated all of the remaining centers in areas under their control.

[citation needed] In Brazil, kindergarten (Portuguese: Jardim de Infância) is the only non-compulsory education modality, for children up to four years old completed after March 31 for the vast majority of states.

In Bulgaria, the term detska gradina (детска градина) refers to the caring and schooling children attend from ages three to seven (in some cases six).

It meets the needs of boys and girls integrally from birth until their entry to the educación básica (primary education), without being considered compulsory.

Due to the subsidiarity principle stipulated by §4 SGB VIII [de], there are a multitude of operators, from municipalities, churches and welfare societies to parents' initiatives and profit-based corporations.

Many Kindergärten follow a certain educational approach, such as Montessori, Reggio Emilia, "Berliner Bildungsprogramm" or Waldorf; forest kindergartens are well established.

Alongside nurseries, there are day care nurses (Tagesmütter or Tagespflegepersonen) working independently of any preschool institution in individual homes and looking after only three to five children, typically up to the age of three.

Child care centres, on the other hand, are registered with the Social Welfare Department and include nurseries, catering for children aged two to three, and creches, looking after infants from birth to two.

Maternal schools (scuola materna) were established in 1968 after State Law n. 444 and are a full part of the official Italian education system, though attendance is not compulsory.

In addition to kindergartens, there exists a well-developed system of government-supervised nursery schools (hoikuen (保育園)), supervised by the Ministry of Labor.

[40] The Ministry of Education's 1990 Course of Study for Preschools, which applies to both kinds of institutions, covers such areas as human relationships, health, environment, language, and expression.

Korean kindergartens are National and public(free education and excellent facilities) or private schools, and monthly costs vary.

Very young children may also attend other specialized afternoon schools, taking lessons in art, piano or violin, taekwondo, ballet, soccer or mathematics.

In the Russian Federation, Детский сад (dyetskiy sad, literal translation of 'children's garden') is a preschool educational institution for children, usually three to six years of age.

In return for annual fees, the chain enterprises may supply advertising, curriculum, books, materials, training, and even staff for each individual school.

In the 1980s, England and Wales officially adopted the Northern Irish system whereby children start school either in the term or year in which they will become five depending on the policy of the local education authority.

Historically the word was used during the nineteenth century when activists like Emily Ronalds and later Adelaide Manning were introducing educators to the work of Friedrich Fröbel.

The Scottish government provides funding[58] so that all children from the age of three until they start compulsory school can attend five sessions per week of two and a half hours each, either in state-run or private nurseries.

Many nurseries have the facilities to take on babies, using the 'Early Years Foundation Stage' framework as a guide to give each child the best possible start to becoming a competent learner and skilful communicator.

[64] Each school interprets these with more or less independence (depending on their management structure) but must satisfy the Care Inspectorate[65] in order to retain their licence to operate.

Forty-three of the fifty states (the exceptions being Alaska, Idaho, Minnesota, Michigan, New Hampshire, New York, and Pennsylvania) require school districts to offer a kindergarten year, either for a full-day or a half-day.

[68] The following reading list relates specifically to kindergarten in North America, where it is the first year of formal schooling and not part of the preschool system as it is in the rest of the world: