THE PHILOSPHY UNDERLYING A GOOD KINDERGARTEN PROGRAM IS EXPRESSED THROUGH THE TEACHER, WHO DEMONSTRATES ITS MEANING FROM DAY TO DAY IN HER WORK WITH CHILDREN AND PARENTS. IN ORDER TO IMPLEMENT A SUCCESSFUL PROGRAM, THE TEACHER SHOULD TAKE INTO CONSIDERATION A GRADED TRANSITION FROM HOME TO SCHOOL, SHOULD FOSTER A WORKING PARTNERSHIP BETWEEN HOME AND SCHOOL, SHOULD ESTABLISH A FRIENDLY ENVIRONMENT AND RECOGNIZE THAT PLAY IS A CHILD'S NATURAL WAY OF LEARNING. FORMAL INSTRUCTION IN READING, WRITING, AND ARITHMETIC SHOULD BE LEFT TO THE FIRST GRADE. INDIVIDUAL DIFFERENCES IN THE KINDERGARTEN CHILD ARE NOTED, SUCH AS HIS PLACE IN THE FAMILY, PLACE OF RESIDENCE, RELATIONSHIPS WITH PARENTS, AND FAMILY PATTERNS OF LIVING. PHYSICAL, MENTAL, AND EMOTIONAL TRAITS OF THE CHILD ARE CONSIDERED, AND SUGGESTIONS ARE GIVEN FOR IDENTIFYING AND HELPING CHILDREN WHO ARE AGGRESSIVE, EXCEPTIONAL, DEMANDING, TIMID, PRECOCIOUS, OR PHYSICALLY HANDICAPPED. WITH THE UNDERSTANDING THAT A GOOD KINDERGARTEN DAY IS FLEXIBLE AND LEISURELY, YET STIMULATING, A SEQUENCE OF ACTIVITIES IS SUGGESTED FOR A TYPICAL DAY, INCLUDING INFORMAL CONVERSATION, SOCIAL STUDIES, WORK ACTIVITIES, STORYTELLING, MUSIC, PHYSICAL EDUCATION, AND NUTRITION. NOTING THAT A CHALLENGING KINDERGARTEN ALMOST COMPELS A YOUNG CHILD TO LEARN, SUGGESTIONS ARE MADE FOR THE TEACHING OF SOCIAL STUDIES, LANGUAGE ARTS, MATHEMATICS, ART, MUSIC, PHYSICAL EDUCATION, SCIENCE, AND HEALTHFUL LIVING. PARENT COOPERATION IS CONSIDERED OF UTMOST IMPORTANCE, AND PARENTS ARE INVITED TO OBSERVE CLASSES, ATTEND STUDY GROUPS AND CONFERENCES, AND ASSIST IN CLASS TRIPS. BULLETINS OR HANDBOOKS ISSUED TO PARENTS AT REGISTRATION TIME CONTAIN SUGGESTIONS ABOUT ATTENDANCE, VISITING, CLOTHING, SAFETY, AND THE SCHOOL NUTRITION PROGRAM, AND OUTLINE A TYPICAL PROGRAM OF THE KINDERGARTEN CHILD.