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Kindergarten

From Wikipedia, the free encyclopedia

This article is about preschool educational approach. For early years education, see Preschool education. For other, see Kindergarten (disambiguation).

Allgemeine Deutsche Erziehungsanstalt in Keilhau (Germany), nowadays the Keilhau Free Fröbel School

A kindergarten in Japan on Japanese Parents' Day, October 2009

First day of Iranian new education year, for kindergarten students and elementary school newcomers, in Nishapur

Caring for children

At home

Parents Extended family Au pair Babysitting Governess Nanny

Outside the home

Day care Pre-school playgroup

Educational settings

Early childhood education Preschool education Pre-kindergarten Kindergarten

Institutions and standards

Child protection In loco parentis Minor (law)

Related

Child abuse Child Online Protection Family law Orphanage Parenting

v t e

Kindergarten (About this sound listen (help·info); from German [ˈkɪndɐˌɡaːɐ̯tn̩] ( listen), which literally means "garden for the children"[1]) is a preschool educational approach traditionally based on playing, singing, practical activities such as drawing, and social interaction as part of the transition from home to school. The first such institutions were created in the late 18th century in Bavaria and Strasbourg to serve children whose parents both worked out of the home. The term was coined by the German Friedrich Fröbel, whose approach globally influenced early-years education. Today, the term is used in many countries to describe a variety of educational institutions and learning spaces for children ranging from two to seven years of age, based on a variety of teaching methods.

Contents

1 History

1.1 Spread

2 By country

2.1 Afghanistan

2.2 Australia and New Zealand

2.3 Bangladesh

2.4 Bulgaria

2.5 Canada

2.6 Chile

2.7 China

2.8 Denmark

2.9 Egypt

2.10 France

2.11 Germany

2.12 Hong Kong

2.13 Hungary

2.14 India

2.15 Italy

2.16 Japan

2.17 South Korea

2.18 Kosovo

2.19 Kuwait

2.20 Luxembourg

2.21 Macedonia

2.22 Malaysia

2.23 Mexico

2.24 Mongolia

2.25 Morocco

2.26 Nepal

2.27 Netherlands

2.28 Norway

2.29 Peru

2.30 Philippines

2.31 Romania

2.32 Russia

2.33 South Africa

2.34 Spain

2.35 Sudan

2.36 Sweden

2.37 Taiwan

2.38 Ukraine

2.39 United Kingdom

2.40 United States

2.41 Behavior chart

3 See also

4 References

5 Further reading

6 External links

History

In 1779, Johann Friedrich Oberlin and Louise Scheppler founded in Strasbourg an early establishment for caring for and educating pre-school children whose parents were absent during the day.[2] At about the same time, in 1780, similar infant establishments were established in Bavaria.[3] In 1802, Princess Pauline zur Lippe established a preschool center in Detmold, the capital of the then principality of Lippe, Germany (now in the State of North Rhine-Westphalia).[4]

In 1816, Robert Owen, a philosopher and pedagogue, opened the first British and probably globally the first infants school in New Lanark, Scotland.[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. His system was successful in producing obedient children with basic literacy and numeracy.[8]

Samuel Wilderspin opened his first infant school in London in 1819,[9] and went on to establish hundreds more. He published many works on the subject, and his work became the model for infant schools throughout England and further afield. Play was an important part of Wilderspin's system of education. He is credited with inventing the playground. In 1823, Wilderspin published On the Importance of Educating the Infant Poor, based on the school. He began working for the Infant School Society the next year, informing others about his views. He also wrote The Infant System, for developing the physical, intellectual, and moral powers of all children from 1 to seven years of age.

Spread

Friedrich Fröbel was one of the most influential founders of kindergartens, and he coined the name in 1840.

Countess Theresa Brunszvik (1775–1861), who had known and been influenced by Johann Heinrich Pestalozzi, was influenced by this example to open an Angyalkert ("angel garden" in Hungarian) on May 27, 1828, in her residence in Buda, the first of eleven care centers that she founded for young children.[10][11] In 1836 she established an institute for the foundation of preschool centers. The idea became popular among the nobility and the middle class and was copied throughout the Kingdom of Hungary.

Friedrich Fröbel (1782–1852) opened a "play and activity" institute in 1837 in the village of Bad Blankenburg in the principality of Schwarzburg-Rudolstadt, Thuringia, as an experimental social experience for children entering school. He renamed his institute Kindergarten on June 28, 1840, reflecting his belief that children should be nurtured and nourished "like plants in a garden".[12]

Women trained by Fröbel opened kindergartens throughout Europe and around the world. The first kindergarten in the US was founded in Watertown, Wisconsin in 1856 and was conducted in German.[13]

Elizabeth Peabody founded the first English-language kindergarten in the US in 1860. The first free kindergarten in the US was founded in 1870 by Conrad Poppenhusen, a German industrialist and philanthropist, who also established the Poppenhusen Institute. The first publicly-financed kindergarten in the US was established in St. Louis in 1873 by Susan Blow.

Canada's first private kindergarten was opened by the Wesleyan Methodist Church in Charlottetown, Prince Edward Island, in 1870. By the end of the decade, they were common in large Canadian towns and cities.[14][15] The country's first public-school kindergartens were established in Berlin, Ontario (modern Kitchener), in 1882 T Central School).[16] In 1885, the Toronto Normal School (teacher training) opened a department for kindergarten teaching.[16]

Elizabeth Harrison wrote extensively on the theory of early childhood education and worked to enhance educational standards for kindergarten teachers by establishing what became the National College of Education in 1886.

By country

See also: Category:Education by country

This section does not cite any sources. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. (February 2010) (Learn how and when to remove this template message)

Afghanistan

See also: Education in Afghanistan

A kindergarten classroom in Afghanistan

In Afghanistan, children between the ages of 3 and 6 attend kindergartens (Dari: کودکستان‎; Pashto: وړکتون‎). Although kindergartens in Afghanistan are not part of the school system, they are often run by the government.

Early Childhood Development programs were first introduced during the Soviet occupation with the establishment in 1980 of 27 urban preschools, or kodakistan. The number of preschools grew steadily during the 1980s, peaking in 1990 with more than 270 in Afghanistan. At this peak, there were 2,300 teachers caring for more than 21,000 children in the country. These facilities were an urban phenomenon, mostly in Kabul, and were attached to schools, government offices, or factories. Based on the Soviet model, these Early Childhood Development programs provided nursery care, preschool, and kindergarten for children from 3 months to 6 years of age under the direction of the Department of Labor and Social Welfare.

The vast majority of Afghan families were never exposed to this system, and many of these families were in opposition to these programs due to the belief that it diminishes the central role of the family and inculcates children with Soviet values. With the onset of civil war after the Soviet withdrawal, the number of kindergartens dropped rapidly. 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. In 2007, there were about 260 kindergarten/pre-school centers serving over 25,000 children. Though every government center is required to have an early childhood center,[citation needed] at present, no governmental policies deal with early childhood and no institutions have either the responsibility or the capacity to provide such services.[citation needed]

A kindergarten in Hanoi, Vietnam in 2011

Australia and New Zealand

See also: Education in Australia and Education in New Zealand

In each state of Australia, kindergarten (frequently referred to as "kinder" or "kindy") means something slightly different. In Tasmania, New South Wales and the Australian Capital Territory, it is the first year of primary school. In Victoria, kindergarten is a form of preschool and may be referred to interchangeably as preschool or kindergarten. In Victoria and Tasmania the phrase for the first year of primary school is called Prep (short for "preparatory"), which is followed by grade 1. In Queensland, kindergarten is usually an institution for children around the age of 4 and thus it is the precursor to preschool and primary education. The year preceding the first year of primary school education in Western Australia, South Australia or the Northern Territory is referred to respectively as pre-primary, reception or transition.[17]

In New Zealand, kindergarten can refer to education in the 2 years preceding primary school, from age 3 to 4. Primary Education starts at age 5.

Bangladesh

See also: Education in Bangladesh

In Bangladesh, the term "kindergarten", or "KG School" (Kindergarten School), is used to refer to the schooling children attend from 3 to 6 years of age. The names of the levels are nursery, shishu (children), etc. But the view of kindergarten education has changed much from previous years. Almost every rural area now has at least one Kindergarten School, with most being run in the Bengali language. They also follow the text books published by the National Curriculum and Textbook Board (NCTB) with a light modification, adding some extra books in syllabus. The grades generally start from Nursery (sometimes "Play"), "KG" afterwards, and ends with the 5th grade. Separate from the National Education System, kindergarten is contributing greatly toward achieving the Millennium Development Goal of universal primary education in Bangladesh.

Bulgaria

See also: Education in Bulgaria

In Bulgaria, the term detska gradina (деτска градина) refers to the schooling children attend from 3 to 7 (in some cases 6) years of age. Since 2012, two years of pre-school education are compulsory. These two years of mandatory pre-school education may be attended either at kindergarten or in preparatory groups at primary schools.[18]

Canada

See also: Education in Canada

Student teachers training in a kindergarten class in 1898 in Toronto, Canada

Schools outside of Quebec and Ontario generally provide one year of kindergarten, except some private schools offer junior kindergarten for 4-year-olds (school before kindergarten is most commonly referred to as pre-school). After kindergarten, the child begins grade one. The province of Nova Scotia refers to Kindergarten as Grade Primary.

The provinces of Ontario, and Quebec provide two years of kindergarten. Within the province of Quebec, junior kindergarten is called prématernelle (which is not mandatory), is attended by 4-year-olds, and senior kindergarten is called maternelle, which is also not mandatory by the age of 5, this class is integrated into primary schools. Within the French school system in the province of Ontario, junior kindergarten and senior kindergarten are called maternelle and senior kindergarten is sometimes called jardin d'enfants, which is a calque of the German word Kindergarten.

Chile

See also: Education in Chile

In Chile, the term equivalent to Kindergarten is "Educación parvularia", sometimes also called "Educación Preescolar". It is the first level of the Chilean educational system. It meets the needs of boys and girls integrally from their birth until their entry to the Educación Básica (Primary education), without being considered as compulsory. Generally, schools imparting this level, the JUNJI (National Council of Kindergarten Schools) and other private institutions have the following organization of groups or sub categories of levels:

Low nursery: It addresses babies from 85 days to 1 year old.

High nursery: It addresses children from 1 to 2 years old.

Low Middle Level: It addresses children from 2 to 3 years old.

High Middle Level: It addresses children from 3 to 4 years old.

First level of transition: Often called "Pre-kinder", it addresses children from 4 to 5 years old.

Second level of transition: Usually called "Kinder", it addresses children from 5 to 6 years old. It is the last phase of this type of education, by finishing it, children go to "Primero Básico" (First grade of primary education).[19]

China

See also: Education in China

In China, the equivalent term to kindergarten is 幼儿园 (yòu ér yuán). The children start attending kindergarten at age 3 until they are at least 6 years old. The kindergartens in China generally have the following grades:

Nursery/ Playgroup (小班/xiăo bān): 3- to 4-year-old children

Lower Kindergarten/ LKG (中班/zhōng bān): 4- to 5-year-old children

Upper Kindergarten/ UKG (大班/dà bān): 5- to 6-year-old children

Preschool (学前班/xué qián bān): 5- to 6-year-old children Some kindergartens may not have preschool (学前班/xué qián bān).

The public kindergartens only accept children older than 3 years, while private ones do not have such limitations.

Denmark

Main article: Danish pre-school education

Kindergarten is a day-care service offered to children from age three until the child starts attending school. Kindergarten classes (grade 0) are voluntary and are offered by primary schools before a child enters 1st grade.

Two-thirds of established day-care institutions in Denmark are municipal day-care centres while the other third are privately owned and are run by associations of parents or businesses in agreement with local authorities. In terms of both finances and subject-matter, municipal and private institutions function according to the same principles.

Denmark is credited with pioneering (although not inventing) forest kindergartens, in which children spend most of every day outside in a natural environment.

Egypt

See also: Education in Egypt

In Egypt, children may go to kindergartens for two years (KG1 and KG2) between the ages of four and six.

France

See also: Education in France

In France, pre-school is known as école maternelle (French for "nursery school", literally "maternal school"). Free maternelle schools are available throughout the country, welcoming children aged from 3 to 6 (although in many places, children under three may not be granted a place). The ages are divided into grande section (GS: 5-year-olds), moyenne section (MS: 4-year-olds), petite section (PS: 3-year-olds) and toute petite section (TPS: 2-year-olds). It is not compulsory, yet almost all children aged 3 to 5 attend. It is regulated by the Ministry of National Education.

Germany

See also: Education in Germany

German Kindergarten, 1954

In Germany, a Kindergarten (masculine: der Kindergarten, plural Kindergärten) is a facility for the care of pre-school children who are typically at least three years old. By contrast, Kinderkrippe or Krippe refers to a crèche for the care of children before they enter Kindergarten (9 weeks to about three years), Kindertagesstätte—literally "children's day site", usually shortened to Kita—is an umbrella term for any day care facility for pre-schoolers.

Attendance is voluntary, and usually not free of charge. Pre-school children over the age of one are entitled to receive local and affordable day care.[20] Within the federal system, Kindergärten fall under the responsibility of the states,[21] which usually delegate a large share of the responsibility to the municipalities. Due to the subsidiarity principle stipulated by §4 SGB VIII, 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. Most Kindergärten are subsidised by the community councils, with the fees depending on the income of the parents.

Even in smaller townships there are often both Roman Catholic and Lutheran kindergartens available. Places in crèches and kindergarten are often difficult to secure, and must be 'reserved' in advance, although the situation has improved with a new law in effect August 2013. The availability of childcare, however, varies greatly by region. It is usually better in eastern regions, and in big cities in the north, such as Berlin[22] or Hamburg,[23] and poorest in parts of Southern Germany.[24]

All caretakers in Kita or Kindergarten must have a three-year qualified education, or are under special supervision during training.

Kindergärten can be open from 7am to 5pm or longer and may also house a crèche (Kinderkrippe) for children between the ages of eight weeks and three years, and possibly an afternoon Hort (often associated with a primary school) for school-age children aged 6 to 10 who spend the time after their lessons there. Alongside nurseries, there are day-care nurses (Tagesmütter or Tagespflegepersonen) working independently of any pre-school institution in individual homes and looking after only three to five children, typically up to the age of three. These nurses are supported and supervised by local authorities.

The term Vorschule ("pre-school") is used both for educational efforts in Kindergärten and for a mandatory class that is usually connected to a primary school. Both systems are handled differently in each German state. The Schulkindergarten is a type of Vorschule.

Hong Kong

See also: Education in Hong Kong

Pre-primary Services in Hong Kong refers to provision of education and care to young children by kindergartens and child care centres. Kindergartens, registered with the Education Bureau, provide services for children from three to six years old. 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.

At present, most of the kindergartens operate on half-day basis offering upper, lower kindergarten classes and nursery classes. Some kindergartens operate full-day kindergarten classes too. Child care centres also provide full-day and half-day services with most centres providing full-day services.

The aim of pre-primary education in Hong Kong is to provide children with a relaxing and pleasurable learning environment to promote a balanced development of different aspects necessary to a child's development such as the physical, intellectual, language, social, emotional and aesthetic aspects.

To help establish the culture of self-evaluation in kindergartens and to provide reference for the public in assessing the quality and standard of pre-primary education, the Education Bureau has developed Performance Indicators for pre-primary institutions in Hong Kong. Commencing in the 2000/01 school year, Quality Assurance Inspection was launched to further promote the development of quality Early Childhood Education.

Hungary

See also: Education in Hungary

A Hungarian pre-school class having outdoor activities, March 2007

In Hungary a kindergarten is called an óvoda ("place for caring"). Children attend kindergarten between ages 3–6/7 (they go to school in the year in which they have their 7th birthday). Attendance in kindergarten is compulsory from the age of 3 years, though exceptions are made for developmental reasons.[25] Though kindergartens may include programs in subjects such as foreign languages and music, children spend most of their time playing. In their last year children begin to be prepared to attend elementary school.

Most kindergartens are state-funded. Kindergarten teachers are required to have a diploma.

India

See also: Education in India

In India, there are only informal directives pertaining to pre-primary education, for which pre-primary schools and sections need no affiliation. Directives state that children who are three years old on 30 May in the given academic year are eligible to attend Nursery and Kindergarten classes. Typically, children spend 3 to 4 years of their time in pre-primary school after which they are eligible to attend 1st Standard in Primary School which falls under HRD ministry norms. Primary education is now compulsory in India, and accompanied with mid-day meals, in most parts of the country run by the government. Pre-primary is not mandatory, however preferred. All government schools and affiliated private schools allow children who are 5 years of age as of 30 May to enroll to standard 1 of a primary school.

Italy

See also: Education in Italy

Typical classroom layout in an Italian nursery school. From left to right: restroom, bathroom, playroom, and outdoor playground.

In Italy, pre-school education refers to two different grades:

Nursery schools, called asili-nido for children between 3 and 36 months;

Maternal schools formerly scuola materna and now scuola dell'infanzia, for children 3 to 5 years old.

Italian asili-nido were officially instituted in a 1971 State Law (L. 1044/1971), and may be ruled by either private or public institutions. They were originally established to allow mothers a chance to work out of their homes, and were therefore seen as a social service. Today, they mostly serve the purpose of general education and social interaction. In Italy, much effort has been spent on developing a pedagogical approach to children's care: well known is the so-called Reggio Emilia approach, named after the city of Reggio Emilia, in Emilia-Romagna.

Asili-nido normally occupy small one-story buildings, surrounded by gardens; usually suitable for no more than 60 or 70 children. The heart of the asili-nido are the classrooms, split into playroom and restroom; the playroom always has windows and doors leading to the outside playground and garden.

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. Like asili-nido (nursery schools), maternal schools may be held either by public or private institutions.

Japan

See also: Education in Japan

Early childhood education begins at home, and there are numerous books and television shows aimed at helping mothers & fathers of preschool children to educate their children and to parent more effectively. Much of the home training is devoted to teaching manners, proper social behavior, and structured play, although verbal and number skills are also popular themes. Parents are strongly committed to early education and frequently enroll their children in preschools.

Kindergartens (幼稚園 yōchien), predominantly staffed by young female junior college graduates, are supervised by the Ministry of Education, but are not part of the official education system. The 58% of kindergartens that are private accounted for 77% of all children enrolled. In addition to kindergartens, there exists a well-developed system of government-supervised day-care centers (保育園 hoikuen), supervised by the Ministry of Labor. Whereas kindergartens follow educational aims, preschools are predominantly concerned with providing care for infants and toddlers. Just as there are public and private kindergartens, there are both public and privately run preschools. Together, these two kinds of institutions enroll well over 90 percent of all preschool-age children prior to their entrance into the formal system at first grade. 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. Starting from March 2008 the new revision of curriculum guidelines for kindergartens as well as for preschools came into effect.

South Korea

See also: Education in South Korea

In South Korea, children normally attend kindergarten (Korean: 유치원 yuchi won) between the ages of three or four and six or seven in the Western age system. (Korean ages are calculated differently from Western ages: when they are born they are considered one-year-olds, rather than one day old. Additionally, every January 1, everyone's age increases by one year regardless of when their birthday is. Hence in Korea, kindergarten children are called five-, six- and seven-year-olds.) The school year begins in March. It is followed by primary school. Normally the kindergartens are graded on a three-tier basis.

Korean kindergartens are private schools, and monthly costs vary. Korean parents often send their children to English kindergartens to give them a head start in English. Such specialized kindergartens can be mostly taught in Korean with some English lessons, mostly taught in English with some Korean lessons, or completely taught in English. Almost all middle-class parents send their children to kindergarten.

Kindergarten programs in South Korea attempt to incorporate much academic instruction alongside more playful activities. Korean kindergartners learn to read, write (often in English as well as Korean) and do simple arithmetic. Classes are conducted in a traditional classroom setting, with the children focused on the teacher and one lesson or activity at a time. The goal of the teacher is to overcome weak points in each child's knowledge or skills.

Because the education system in Korea is very competitive, kindergartens are becoming more intensely academic. Children are pushed to read and write at a very young age. They also become accustomed to regular and considerable amounts of homework. These very young children may also attend other specialized afternoon schools, taking lessons in art, piano or violin, taekwondo, ballet, soccer or mathematics.

Kosovo

In Kosovo, kindergarten is known as Çerdhe or Kopshti i fëmijëve, and they serve as Day Care Centers. There are public and private kindergartens, and they are for children under the age of 3. Children between 3–6 years old go to Institucione parashkollore, which are different from the Day Care Centers, because here children start the basic learning process, and they serve as preparatory institutions for the Primary School. After the age of 6, children continue in Primary School. However, neither the Day Care Centers nor the Preparatory Institutions are mandatory.

Kuwait

See also: Education in Kuwait

In Kuwait, Kuwaiti children may go to free government kindergartens for two years (KG1 and KG2) between the ages of four and six.

Luxembourg

In Luxembourg, a Kindergarten is called Spillschoul (literally "Playschool", plural Spillschoulen). It is a public education facility which is attended by children between the age of 4 (or 5) and 6 when they advance to the Grondschoul (elementary school).

Macedonia

See also: Education in Macedonia

The Macedonian equivalent of kindergarten is detska gradinka (детска градинка), sometimes called zabavishte (забавиште) when the kids are younger than 4 years. Detska gradinka is not part of the state's mandatory education, because the educational process in the country begins at the age of 5 or 6, i.e. first grade.

Malaysia

See also: Education in Malaysia

In Malaysia, kindergarten is known as tadika. Most kindergartens are available to children of ages five and six (and some are available to children as young as four). For children up to the age of three (or four), there are pre-school playgroups. There are no fixed rules for when a child needs to go to a kindergarten, but the majority will when the child turns 5 years old. The child will usually attend kindergarten for two years, before proceeding to primary school at age 7.[26]

Mexico

See also: Education in Mexico

In Mexico, kindergarten is called kínder, with the last year sometimes referred to as preprimaria (primaria is the name given to grades 1 through 6, so the name literally means "prior to elementary school"). The kindergarten system in Mexico was developed by professor Rosaura Zapata, who received the country's highest honor for her contribution. It consists of three years of pre-school education, which are mandatory before elementary school. Previous nursery is optional, and may be offered in either private schools or public schools.

At private schools, kinders usually consist of three grades, and a fourth one may be added for nursery. The fourth one is called maternal. It goes before the other three years and is not obligatory. While the first grade is a playgroup, the other two are of classroom education.

In 2002, the Congress of the Union approved the Law of Obligatory Pre-schooling, which made pre-school education for three to six-year-olds obligatory, and placed it under the auspices of the federal and state ministries of education.[27][28]

Mongolia

See also: Education in Mongolia

In Mongolia, kindergarten is known as "цэцэрлэг" or tsetserleg. As of September 2013, there are approximately 152 kindergartens registered in the country. From those 152 kindergartens, 142 are state owned. Children begin kindergarten at the age of 2 and finish it by 5. The education system before kindergarten in Mongolia is called "ясль", which accepts children between 0 and 2 years of age.

Morocco

See also: Education in Morocco

In Morocco, pre-school is known as école maternelle, kuttab, or ar-rawd. State-run, free maternelle schools are available throughout the kingdom, welcoming children aged from 2 to 5 (although in many places, children under 3 may not be granted a place). It is not compulsory, yet almost 80% of children aged 3 to 5 attend. It is regulated by the Moroccan department of education.

Nepal

See also: Education in Nepal

In Nepal, kindergartens are run as private institutions, with their lessons conducted in English. The kindergarten education in Nepal is most similar to that of Hong Kong and India. Children start attending kindergarten from the age of 2 until they are at least 5 years old.

The kindergartens in Nepal have the following grades:

Nursery/playgroup: 2- to 3-year-olds

Lower Kindergarten: 3- to 4-year-olds

Upper Kindergarten: 4- to 5-year-olds

Netherlands

See also: Education in Netherlands

In the Netherlands, the equivalent term to kindergarten was kleuterschool. From the mid-19th century to the mid-20th century the term Fröbelschool was also common, after Friedrich Fröbel. However this term gradually faded in use as the verb Fröbelen gained a slightly derogatory meaning in everyday language. Until 1985, it used to be a separate non-compulsory form of education (for children aged 4–6 years), after which children (aged 6–12 years) attended the primary school (lagere school). After 1985, both forms were integrated into one, called basisonderwijs (Dutch for primary education). For children under 4, the country offers private, subsidized daycares (kinderdagverblijf), which are non compulsory but nevertheless very popular.

Norway

See also: Education in Norway

In Norway, barnehage (children's garden) is the term equivalent to kindergarten, used for children in the ages between 10 months and 6 years. The first barnehager were founded in Norway in the late 19th century. Although they have existed for 120 years, they are not considered part of the education system. They are both publicly and privately owned and operated. The staff, at minimum the manager, should be educated as førskolelærer (pre-school teachers). The children spend most of the time outdoors. There is also an institution called barnepark (children's park), which does not have to have certified staff.

Peru

See also: Education in Peru

In Peru, the term nido refers to the schooling children attend from 3 to 6 years of age. It is followed by primary school classes, which last for six years. Some families choose to send their children to primary school at the age of 6. In 1902 the teacher Elvira Garcia and Garcia co-founder of the Society cited above, organized the first kindergarten for children 2 to 8 years old, Fanning annex to the Lyceum for ladies. Her studies and concern for children led her to spread through conferences and numerous documents, the importance of protecting children early and to respond to the formation of a personality based on justice and understanding, as well as the use of methods Fröbel and from Montessori and participation of parents in this educational task.

Philippines

See also: Education in the Philippines

In the Philippines, education officially starts at the Elementary level and placing children into early childhood education through kindergarten is optional to parents. Early childhood education in the Philippines is classified into:

Center-based programs, such as the Barangay day care service, public and private pre-schools, kindergarten or school-based programs, community or church-based early childhood education programs initiated by nongovernment organizations or people's organizations, workplace-related child care and education programs, child-minding centers, health centers and stations; and

Home-based programs, such as the neighborhood-based play groups, family day care programs, parent education and home visiting programs.

Early childhood education was strengthened through the creation of the Early Childhood Care and Development Act of 2000 (Republic Act No. 8980).[29] In 2011, the Department of Education disseminated copies of the Kindergarten Education Act through Republic Act No. 10157 making it compulsory and mandatory in the entire nation. As a provision in this law, children under five years old are required to enroll in a kindergarten in any public elementary school in the country. This goes with the implementation of the K-12 system in the Basic Education Curriculum.

Romania

Kindergarten children in 1942 in Slobozia, Romania

See also: Education in Romania

In Romania, grădiniţă, which means "little garden", is the favored form of education for preschool children usually aged 3–6. The children are divided in three groups: "little group" (grupa mică, age 3–4), "medium group" (grupa mijlocie, age 4-5) and "big group" (grupa mare, age 5-6). In the last few years, private kindergartens have become popular, supplementing the state preschool education system. Kindergarten is optional. The "preparatory school year" (clasa pregătitoare) is for children aged 6–7, and since it became compulsory in 2012,[30] it usually takes place at school.

Russia

See also: Education in Russia

Children of a kindergarten on a walk, Leningrad, Russia, 1930s

In the Russian Federation, Детский сад (dyetskiy sad, literal translation of "children's garden") is a preschool educational institution for children, usually 3 to 6 years of age.

South Africa

See also: Education in South Africa

Kindergartens in South Africa provide up to three years of preschool programs for children aged between three and six. The three-year program, known as nursery, kindergarten 1 (K1), and kindergarten 2 (K2), prepares children for their first year in primary school education. Some kindergartens further divide nursery into N1 and N2.

Spain

In Spain, kindergarten is called infantil, ciclo infantil or guardería, and serves children from 3 to 6 years of age. It's commonly known by some people as parvulitos.

1º ciclo de Educación Infantil (from 0 to 3 years of age) 2º ciclo de Educación Infantil (from 3 to 6 years of age)

Sudan

See also: Education in Sudan

Kindergarten in Sudan is divided into private and public kindergarten. Preschool is compulsory in Sudan. The proper kindergarten age spans from 3–6 years. The curriculum covers Arabic, English, religion, mathematics and more.

Sweden

See also: Education in Sweden

In Sweden, kindergarten activities were established in the 19th century, and have been widely expanded since the 1970s.[31][32] The first Swedish kindergarten teachers were trained by Henriette Schrader-Breymann at the Pestalozzi-Fröbel Haus, which she founded in 1882.[31][32]

Taiwan

See also: Education in Taiwan

While many public kindergartens and preschools exist in Taiwan, private kindergartens and preschools are also quite popular. Many private preschools offer accelerated courses in various subjects to compete with public preschools and capitalize on public demand for academic achievement. Curriculum at such preschools often encompasses subject material such as science, art, physical education and even mathematics classes. The majority of these schools are part of large school chains, which operate under franchise arrangements. In return for annual fees, the chain enterprises may supply advertising, curriculum, books, materials, training, and even staff for each individual school.

There has been a huge growth in the number of privately owned and operated English immersion preschools in Taiwan since 1999. These English immersion preschools generally employ native English speaking teachers to teach the whole preschool curriculum in an "English only" environment. The legality of these types of schools has been called into question on many occasions, yet they continue to prosper. Some members of Taiwanese society have raised concerns as to whether local children should be placed in English immersion environments at such a young age, and have raised fears that the students abilities in their mother language may suffer as a result. The debate continues, but at the present time, the market for English Immersion Preschools continues to grow.

Ukraine

See also: Education in Ukraine

In 2010, a total of 56% of children aged one to six years old had the opportunity to attend preschool education, the Education and Science Ministry of Ukraine reported in August 2010.[33] Many preschools and kindergartens where closed previously in light of economic and demographic considerations.[34]

United Kingdom

See also: Education in the United Kingdom

The term kindergarten is never used in the UK to describe modern pre-school education; pre-schools are usually known as creche, nursery schools or playgroups. However, the word "kindergarten" is used for more specialist organisations such as forest kindergartens, and is sometimes used in the naming of private nurseries that provide full-day child care for working parents. Historically the word was used during the nineteenth century when activists like Adelaide Manning were introducing educators to the work of Friedrich Fröbel.[35]

In the UK, parents have the option of nursery for their children at the ages of three or four years, before compulsory education begins. Before that, less structured childcare is available privately. The details vary between England, Northern Ireland, Scotland and Wales.

Some nurseries are attached to state infant or primary schools, but many are provided by the private sector. The Scottish government provides funding[36] 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. Working parents can also receive from their employers child care worth £55 per week free of income tax,[37] which is typically enough to pay for one or two days per week.

The Scottish Government defines its requirements for nursery schools in the Early Years Framework[38] and the Curriculum for Excellence.[39] Each school interprets these with more or less independence (depending on their management structure) but must satisfy the Care Commission[40] in order to retain their licence to operate. The curriculum aims to develop:

confident individuals

effective contributors

responsible citizens

successful learners

Nursery forms part of the Foundation Stage of education. 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. In Scotland, schooling becomes compulsory between the ages of 4½ and 5½ years, depending on their birthday (school starts in August for children who were 4 by the end of the preceding February). The first year of compulsory schooling is known as Reception in England, Dosbarth Derbyn in Welsh ("reception class") and Primary One in Scotland and Northern Ireland.

United States

See also: Education in the United States

1921 kindergarten class at the East Texas State Normal College Training School

Acap.svg This section may require copy editing. (April 2017)

In the US, kindergarten is usually part of the K-12 educational system. In most state and private schools, children begin kindergarten at age 5 to 6 and attend for one year.[41] Forty-three states require their school districts to offer a kindergarten year.[42]

In a typical US kindergarten classroom, there are toys, picture books, crayons, etc. A daily schedule will vary from town to town, but there are some similarities. In the morning, the children usually do circle time. This usually includes saying the pledge of allegiance, looking at the calendar, and discussing what the weather is that day. Next, the children work on different subjects: In math, kindergartners usually do single digit addition and subtraction, what comes next, more(>) or less (<), clock, and skip counting (to prepare them for one digit multiplication). In language arts (English), children do sight words, (ex: cat, fun), rhyming, blends, and silent e. In social studies, kindergartners learn about months, U.S. states, continents, and sometimes community people (ex: doctor, barber, teacher) and places (ex: you go to a hospital when you're sick or to have surgery, you go to a park to play)

After a few lessons, there is a break for lunch. Children will either get their lunchboxes or a lunch from the cafeteria and will eat in the classroom or walk to the cafeteria. Sometimes after lunch, the children participate in recess, some students' favorite part of the day. The children can go outside and play on swings, slides, play basketball, or just socialize. After recess is done, the kindergartners will go back inside to do more learning. Some schools let children take a nap or do free choice. That means the child can do whatever they like inside (blocks, tic tac toe, play doh, etc.) When the day is done, parents come pick up their child or children ride the bus.

Behavior chart

In some kindergarten classrooms, they have a behavior chart with 7 levels. The levels are:

Super Student (pink): outstanding behavior (reward: go to recess early, computer time, or something extra) - grade: A+

Great Job (purple): grade: A-

Good Choices (blue): grade: A

Ready to Learn (green): Every girl or boy will start here - grade: A or B

Think About It (yellow): Strike 1 (consequence:warning, written or verbal) - grade : C

Teacher's Choice (orange): Strike 2 (consequence: time out at recess or silent lunch)- grade: D

Parent Contact (red): Strike 3 (consequence: principal, call home, detention, parent take him or her home, grounding) - grade: F

See also

Forest kindergarten

Head Start Program

Montessori education

Pre-math skills

Reggio Emilia approach

Universal preschool

Waldorf education

Детский сад

Материал из Википедии — свободной энциклопедии

Текущая версия страницы пока не проверялась опытными участниками и может значительно отличаться от версии, проверенной 10 апреля 2016; проверки требуют 24 правки.

У этого термина существуют и другие значения, см. Детский сад (значения).

У этого термина существуют и другие значения, см. Ясли.

Детский сад на прогулке, Лахтинская улица, Ленинград, 1930-е годы

Шестилетний класс детского сада в Аланье (Турция)

Детский сад в Битигхайме (Баден, Германия)

Детский сад — учреждение для общественного воспитания детей дошкольного возраста. Детские сады как тип учреждений существуют в большинстве стран и являются обычно первым звеном в системе народного образования (не считая образования, полученного от родителей).

Система детских садов предназначена для массового, общедоступного решения проблемы занятости их родителей (для чего время работы детского сада в большинстве случаев совпадает с типовым рабочим графиком большинства профессий: с 7 до 19 часов пять дней в неделю). В системе детских садов осуществляется также минимальная подготовка детей к обучению в школе — на уровне первичных навыков чтения, письма и счёта.

Родительский день в детском саду в Нагое (Япония), 2009 год.

Содержание

1 История

2 Классификация детских садов

3 Игры в детском саду

4 Критика детских садов

5 Интересные факты

6 См. также

7 Примечания

8 Литература

9 Ссылки

История

Как тип педагогического учреждения первый детский сад был организован в начале XIX века в Нью-Ланарке (Шотландия) социалистом-утопистом Р. Оуэном — так называемая «школа для маленьких детей»[1][2].

Само название — «Детский сад» пришло из Германии и было придумано в 1837 году педагогом Фридрихом Вильгельмом Августом Фрёбелем. Им же было создано учреждение для игр и занятий детей младшего возраста в городе Бад-Бланкенбурге. Хотя данное учреждение существовало всего около двух лет. Название «Детский сад» он придумал из соображений, что дети — цветы жизни, требующие умелого и тщательного ухода и выращивать их должны садовницы.

В России первые детские сады были открыты в 60-х гг. XIX века. Они были частными и дорогостоящими, поэтому были недоступны для простых людей. Впервые упоминается о детских садах в 1859 г. (г. Гельсингфорс, ныне — столица Финляндии Хельсинки). В Москве же первый детский сад был открыт только в 1866 г. при пансионе девиц Герке.

Первый платный детский сад был открыт в Гельсингфорсе в 1859 г. Седмиградским, второй в Петербурге в 1863 г. женой профессора Петербургского университета С. А. Люгебиль, третий — в Гельсингфорсе в 1863 г., четвертый — в Петербурге в 1863 г. редактором журнала «Детский сад» А. С. Симонович.

В период с 1866 по 1870 г. было открыто несколько платных детских садов частными лицами в Иркутске, Воронеже, Москве, Смоленске, Тбилиси, Санкт-Петербурге. В 1868—1869 годах в Москве были открыты четыре платных детских сада, принадлежавших Мамонтовой, Левенштерн, Соловьевой и Римской-Корсаковой. В 1893 году в Москве было 7 платных частных детских садов для детей обоего пола (35 девочек и 21 мальчик). Все они находились при учебных заведениях и представляли собой подготовительные школы для детей самого младшего возраста.

В данные детские сады принимались дети от 3 до 8 лет. Там с ними занимались педагоги, дети играли в подвижные игры. Кроме этого Симонович начала издавать журнал «Детский сад», в котором рассказывалось о дошкольном образовании.

Первый бесплатный детский сад был открыт в России в 1866 г. Это было благотворительное учреждение при «Обществе дешевых квартир для детей работниц Петербурга».

Там имелась швейная мастерская для пошива детского белья, кухня, прачечная, школа для детей. Более взрослые дети обучались священному писанию, молитвам, проводились различные ручные работы, такие как плетение, рисование, вырезание и многое другое. Но ввиду отсутствия средств к существованию бесплатный детский сад был вскоре закрыт.

Система дошкольных образовательных учреждений активно развивалась, и через три десятилетия в России появилось несколько десятков детских садов: платных и бесплатных, для дворян и интеллигенции, рабочих, а также приютов для сирот.

В это время начали организовываться образовательные курсы для воспитателей, проводились лекции и «тренинги», выпускалась соответствующая литература.

20 ноября 1917 года была принята официальная «Декларация по дошкольному воспитанию». Этот документ гарантировал бесплатное образование и воспитание детей дошкольного возраста.

Первый педагогический факультет с дошкольным отделением был открыт в 1918 году в Московском государственном университете. Первая «Программа работы детского сада» вышла в 1934 году, а в 1938 году были опубликованы «Устав детского сада», определявший задачи работы, структуру и особенности функционирования дошкольных учреждений, и «Руководство для воспитателей детского сада», содержавшее методические указания по разделам работы с детьми.

В 1920—1930 годах в СССР в ходу был термин «детский очаг», или просто «очаг». Согласно определению, данному в БСЭ 1-го издания, очаг является детским садом с продлённым рабочим днём[3]. Потребность удлинения времени пребывания детей в саду была вызвана максимальным вовлечением женщин-матерей в социалистическое строительство, участием их в общественной жизни.

К середине XX века более двух миллионов детей уже посещали детские сады. В послевоенное время в СССР появились первые ясли, где родители могли оставлять малышей, начиная с двух месяцев. В начале 60-х годов был разработан единый для всех учреждений дошкольного образования документ, определяющий их программу работы.

В начале XXI века в России насчитывается более 45 тыс. детских дошкольных учреждений. Современная система дошкольного образования состоит из яслей, детских садов, групп кратковременного пребывания детей, центров дошкольного образования.

Классификация детских садов

Детский сад общеразвивающего вида с приоритетным направлением, например, физического, интеллектуального, художественно-эстетического воспитания.

Центр развития ребёнка — детский сад.

Детский сад с ясельными группами.

Детский сад комбинированного вида. Таких — большинство. В них наряду с обычными группами есть группы для детей с какими-то формами отклонений развития. Как правило, это логопедические группы (коррекция речи).

Детский сад компенсирующего вида — специализированные и санаторные. В таких садиках производится коррекция каких-то хронических заболеваний. В специализированных садиках, в отличие от санаторных, дети с хроническими заболеваниями могут ходить в те же группы, что и здоровые дети. Компенсирующие и комбинированные садики привлекают к работе больше разноплановых специалистов, в основном медиков[4].

В зависимости от вида детского сада будет варьироваться и программа обучения, и количество детей в группе, и качество питания и игрушек, и даже, во многом, психологическая атмосфера.

Игры в детском саду

Для детей дошкольного возраста игра имеет особое значение, поскольку игра для них — и учёба, и труд, и способ познания окружающего мира, и форма воспитания[5].

Критика детских садов

Согласно американским и европейским исследованиям, во время пребывания в детском саду у детей повышается уровень кортизола[6].

Психология привязанности считает, что до пяти лет ребёнок не в состоянии адекватно пережить разлуку с родителями на весь день. Поэтому, если детский сад неизбежен, то пребывание там нужно пытаться смягчать рядом способов[7].

Интересные факты

Для того, чтобы устроить ребёнка в детский сад в Туркменистане, родители обязаны заполнить специальную анкету, указав подробные данные о родственниках в трёх поколениях, а также братьях и сёстрах. В анкете необходимо указать, кроме паспортных данных и прописки, также степень родства, информацию о месте работы или учёбы, о судимости или её отсутствии всех членов семьи[8].

См. также

Детское дошкольное учреждение

Школа

Дошкольное образование в России

Марбо, Жан Фирмин

День работников дошкольного образования (Россия)

Примечания

↑ Школа для маленьких детей Р. Оуэна (рус.). Copyright © 2010-2016 Евгений Шмулевский, права на материалы принадлежат авторам. Проверено 12 сентября 2016.

↑ Дошкольная педагогика, 1978.

↑ БСЭ, 1-е издание, 1931, с. 627.

↑ SibMama: /Воспитание и обучение детей. Детский досуг/Детский сад/Какие бывают садики

↑ Н. Крупская «Педагогические сочинения». Том VI. Дошкольное воспитание. Вопросы семейного воспитания и быта. М.: Академия педагогических наук, 1959

↑ http://web.archive.org/web/20110903115941/http://www.ahealthymind.org/ans/library/Childcare%20cortisol%20Vermeer%2006.pdf

↑ Ольга Писарик Привязанность — жизненно-важная связь http://freeedu.ru/posob/privjazannost_pisaryk_read.pdf

↑ Новые правила приема в детские сады вступили в силу в Туркменистане

Литература

Детский сад // Энциклопедический словарь Брокгауза и Ефрона : в 86 т. (82 т. и 4 доп.). — СПб., 1890—1907.

Ясли // Энциклопедический словарь Брокгауза и Ефрона : в 86 т. (82 т. и 4 доп.). — СПб., 1890—1907.

Р. Прушицкая. Статья "Детский очаг" // БОЛЬШАЯ СОВЕТСКАЯ ЭНЦИКЛОПЕДИЯ / О. Ю. Шмидт (главред). — 1-е изд. — М.: Советская энциклопедия, ОГИЗ РСФСР, 1931. — Т. 21 ("Дейли - Джут"). — Стб. 627-628 — 61,000 экз.

Дошкольная педагогика / Под редакцией В. И. Ядэшко и Ф. А. Сохина. — М.: Просвещение, 1978.

Асия История детского сад // Дети в Исламе, 20.01.2010.

Северюхин Д. Я. История детских садов в России // Город для малышей.

Симонович А. К истории детского сада // Дошкольное образование.

Ссылки

commons: Детский сад на Викискладе

Как выбрать детский сад, журнал «Мама и малыш», № 05, 2004 (Мама и Малыш)

Как попасть в детский сад

Каталог детских садов России

Сервис обмена местами и путевками в детские сады России

Частные детские сады на карте города

Какие правовые нормы регламентируют процесс питания малолетних в детских садах?

Адаптация ребёнка в детском саду

Образовательный проект для работников детских садов

Как без травмы приучить ребёнка к садику? // Ольга Писарик Привязанность — жизненно-важная связь, стр.62

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Эта страница последний раз была отредактирована 9 апреля 2017 в 11:34.List of sovereign states and dependent territories by continent

From Wikipedia, the free encyclopedia

It has been suggested that List of sovereign states and dependent territories in Eurasia be merged into this article. (Discuss) Proposed since July 2016.

It has been suggested that List of sovereign states and dependent territories in the Americas be merged into this article. (Discuss) Proposed since July 2016.

This is a list of sovereign states and dependent territories of the world by continent, displayed with their respective national flags and capitals, including the following entities:

In bold: Internationally recognized sovereign states

The 193 member states of the United Nations (UN)

Vatican City (administered by the Holy See, a UN-recognized non-member state)

State of Palestine (administered by the PNA, a UN-recognized non-member state)

In bold italics: States with limited recognition and associated states not members of the United Nations

De facto sovereign states lacking general international recognition

Cook Islands and Niue, two associated states of New Zealand without UN membership

In italics: Non-sovereign territories that are recognized by the UN as part of some member state

Dependent territories

Special territories recognized by international treaty(such as the special administrative regions of China)

Other territories often regarded as separate geographical territories even though they are integral parts of their mother countries (such as the overseas departments of France)

Following the United Nations geoscheme,[1] this list divides the world using the seven-continent model, with islands grouped into adjacent continents. Variations on this model are noted below and discussed in the article Continent.

Contents

1 Africa

2 Asia

3 Europe

4 North America

5 South America

6 Oceania

7 Antarctica

8 Geographical boundaries of continents

8.1 Boundaries of Africa

8.1.1 Suez Canal

8.1.2 Continental shelf of Africa

8.2 Boundaries between Asia and Europe

8.2.1 Sea of Marmara and Turkish Straits

8.2.2 Ural definitions

8.2.3 Caucasus definitions

8.2.4 Continental shelves of Asia and Europe

8.3 Boundaries between Asia and North America

8.3.1 Continental shelves of Asia and North America

8.4 Boundaries between Europe and North America

8.4.1 Mid-Atlantic Ridge

8.5 Boundaries between North and South America

8.5.1 Panama Canal

8.5.2 Continental shelves of North and South America

8.6 Boundaries of Oceania

8.6.1 Pacific Islands

8.7 Boundaries of Antarctica

8.7.1 Subantarctic islands

9 Continental intergovernmental organizations

9.1 Dependent territories

10 See also

11 References

12 External links

Africa

It has been suggested that List of sovereign states and dependent territories in Africa be merged into this article. (Discuss) Proposed since July 2016.

Main articles: Africa and List of sovereign states and dependent territories in Africa

Further information: Geography of Africa

For a table of sovereign states and dependent territories in Africa with geographical data such as area, population, and population density, see Africa: territories and regions.

Geologically, Africa is connected to Eurasia by the Isthmus of Suez and forms part of Afro-Eurasia.

Flag Name Capital Status

Algeria Algeria Algiers

Angola Angola Luanda

Benin Benin Porto-Novo (official)

Cotonou (seat of government)

Botswana Botswana Gaborone

Burkina Faso Burkina Faso Ouagadougou

Burundi Burundi Bujumbura

Cameroon Cameroon Yaoundé

Cape Verde Cape Verde Praia

Central African Republic Central African Republic Bangui

Chad Chad N'Djamena

Comoros Comoros Moroni

Republic of the Congo Congo (Congo-Brazzaville) Brazzaville

Democratic Republic of the Congo Democratic Republic of the Congo (Congo-Kinshasa) Kinshasa

Djibouti Djibouti Djibouti City

Egypt Egypt Cairo

Equatorial Guinea Equatorial Guinea Malabo

Eritrea Eritrea Asmara

Ethiopia Ethiopia Addis Ababa

Gabon Gabon Libreville

The Gambia Gambia Banjul

Ghana Ghana Accra

Guinea Guinea Conakry

Guinea-Bissau Guinea-Bissau Bissau

Ivory Coast Ivory Coast (Côte d'Ivoire) Yamoussoukro (official)

Abidjan (seat of government)

Kenya Kenya Nairobi

Lesotho Lesotho Maseru

Liberia Liberia Monrovia

Libya Libya Tripoli

Madagascar Madagascar Antananarivo

Malawi Malawi Lilongwe

Mali Mali Bamako

Mauritania Mauritania Nouakchott

Mauritius Mauritius Port Louis

Mayotte Mayotte Mamoudzou Overseas department of France

Morocco Morocco Rabat

Mozambique Mozambique Maputo

Namibia Namibia Windhoek

Niger Niger Niamey

Nigeria Nigeria Abuja

Réunion Réunion Saint-Denis Overseas department of France

Rwanda Rwanda Kigali

Sahrawi Arab Democratic Republic Sahrawi Arab Democratic Republic El Aaiún (official)

Tifariti (factual temporary, seat of government) and Sahrawi refugee camps (some government and military facilities) De facto sovereign state lacking general international recognition.

It claims the territory of Western Sahara, most of which is controlled by Morocco.

Saint Helena, Ascension and Tristan da Cunha Saint Helena, Ascension and Tristan da Cunha Jamestown (Saint Helena)

Georgetown (Ascension Island)

Edinburgh of the Seven Seas (Tristan da Cunha) Overseas territory of the United Kingdom

São Tomé and Príncipe São Tomé and Príncipe São Tomé

Senegal Senegal Dakar

Seychelles Seychelles Victoria

Sierra Leone Sierra Leone Freetown

Somalia Somalia Mogadishu

Somaliland Somaliland Hargeisa De facto sovereign state lacking general international recognition

Recognized by the United Nations as part of Somalia

South Africa South Africa Pretoria (administrative/executive)

Cape Town (legislative)

Bloemfontein (judicial)

South Sudan South Sudan Juba

Sudan Sudan Khartoum

Swaziland Swaziland Mbabane (administrative)

Lobamba (royal and legislative)

Tanzania Tanzania Dodoma (official)

Dar es Salaam (seat of government)

Togo Togo Lomé

Tunisia Tunisia Tunis

Uganda Uganda Kampala

Zambia Zambia Lusaka

Zimbabwe Zimbabwe Harare

Transcontinental countries in Europe and Africa, classified as Southern European countries by the United Nations Statistics Division: Portugal (Madeira and the Savage Islands) and Spain (Canary Islands, Ceuta, Melilla and Spain's plazas de soberanía).

Transcontinental countries in Asia and Africa, classified as Western Asian countries by the United Nations Statistics Division: Yemen (Socotra).

Asia

It has been suggested that List of sovereign states and dependent territories in Asia be merged into this article. (Discuss) Proposed since July 2016.

Main articles: Asia and List of sovereign states and dependent territories in Asia

See also: Eurasia and List of sovereign states and dependent territories in Eurasia

Further information: Geography of Asia

For a table of sovereign states and dependent territories in Asia with geographical data such as area, population, and population density, see Asia: territories and regions.

Geologically, Asia is part of Eurasia and due to the Isthmus of Suez forms part of Afro-Eurasia.

Flag Name Capital Status

Abkhazia Abkhazia Sukhumi De facto sovereign state lacking general international recognition

Recognized by the United Nations as part of Georgia

Afghanistan Afghanistan Kabul

Akrotiri and Dhekelia Akrotiri and Dhekelia Episkopi Cantonment Overseas territory of the United Kingdom

Armenia Armenia Yerevan

Azerbaijan Azerbaijan Baku

Bahrain Bahrain Manama

Bangladesh Bangladesh Dhaka

Bhutan Bhutan Thimphu

British Indian Ocean Territory British Indian Ocean Territory Diego Garcia Overseas territory of the United Kingdom

Brunei Brunei Bandar Seri Begawan

Cambodia Cambodia Phnom Penh

China China Beijing

Christmas Island Christmas Island Flying Fish Cove External territory of Australia

Cocos (Keeling) Islands Cocos (Keeling) Islands West Island External territory of Australia

Cyprus Cyprus Nicosia

East Timor East Timor (Timor-Leste) Dili

Georgia (country) Georgia Tbilisi

Hong Kong Hong Kong Hong Kong Special administrative region of China

India India New Delhi

Indonesia Indonesia Jakarta

Iran Iran Tehran

Iraq Iraq Baghdad

Israel Israel Jerusalem

Japan Japan Tokyo

Jordan Jordan Amman

Kazakhstan Kazakhstan Astana

Kuwait Kuwait Kuwait City

Kyrgyzstan Kyrgyzstan Bishkek

Laos Laos Vientiane

Lebanon Lebanon Beirut

Macau Macau — Special administrative region of China

Malaysia Malaysia Kuala Lumpur (official)

Putrajaya (seat of government)

Maldives Maldives Malé

Mongolia Mongolia Ulaanbaatar

Myanmar Myanmar (Burma) Naypyidaw

Nagorno-Karabakh Republic Nagorno-Karabakh Stepanakert De facto sovereign state lacking general international recognition

Recognized by the United Nations as part of Azerbaijan

Nepal Nepal Kathmandu

Northern Cyprus Northern Cyprus North Nicosia De facto sovereign state lacking general international recognition

Recognized by the United Nations as part of Cyprus

North Korea North Korea Pyongyang

Oman Oman Muscat

Pakistan Pakistan Islamabad

State of Palestine Palestine Ramallah (West Bank seat of government)

Gaza (Gaza Strip seat of government)

East Jerusalem (claimed capital)

Philippines Philippines Manila

Qatar Qatar Doha

Saudi Arabia Saudi Arabia Riyadh

Singapore Singapore Singapore

South Korea South Korea Seoul

South Ossetia South Ossetia Tskhinvali De facto sovereign state lacking general international recognition

Recognized by the United Nations as part of Georgia

Sri Lanka Sri Lanka Sri Jayawardenapura Kotte

Syria Syria Damascus

Taiwan Taiwan Taipei De facto sovereign state lacking general international recognition

Recognized by the United Nations as part of China.

Tajikistan Tajikistan Dushanbe

Thailand Thailand Bangkok

Turkey Turkey Ankara

Turkmenistan Turkmenistan Ashgabat

United Arab Emirates United Arab Emirates Abu Dhabi

Uzbekistan Uzbekistan Tashkent

Vietnam Vietnam Hanoi

Yemen Yemen Sana'a

Transcontinental countries in Europe and Asia, classified as Eastern European countries by the United Nations Statistics Division: Russia.

Transcontinental countries in Africa and Asia, classified as Northern African countries by the United Nations Statistics Division: Egypt.

Europe

It has been suggested that List of sovereign states and dependent territories in Europe be merged into this article. (Discuss) Proposed since July 2016.

Main articles: Europe and List of sovereign states and dependent territories in Europe

See also: Eurasia and List of sovereign states and dependent territories in Eurasia

Further information: Geography of Europe

For a table of sovereign states and dependent territories in Europe with geographical data such as area, population, and population density, see Europe: political geography.

Geologically, Europe is part of Eurasia and due to the Isthmus of Suez forms part of Afro-Eurasia.

Flag Name Capital Status

Åland Islands Åland Islands Mariehamn Autonomous region of Finland (recognized by international treaty)

Albania Albania Tirana

Andorra Andorra Andorra la Vella

Austria Austria Vienna

Belarus Belarus Minsk

Belgium Belgium Brussels

Bosnia and Herzegovina Bosnia and Herzegovina Sarajevo

Bulgaria Bulgaria Sofia

Croatia Croatia Zagreb

Czech Republic Czech Republic Prague

Denmark Denmark Copenhagen

Estonia Estonia Tallinn

Faroe Islands Faroe Islands Tórshavn Self-governing territory of the Danish Realm

Finland Finland Helsinki

France France Paris

Germany Germany Berlin

Gibraltar Gibraltar Gibraltar Overseas territory of the United Kingdom

Greece Greece Athens

Guernsey Guernsey Saint Peter Port Crown dependency of the United Kingdom

Hungary Hungary Budapest

Iceland Iceland Reykjavík

Republic of Ireland Ireland Dublin

Isle of Man Isle of Man Douglas Crown dependency of the United Kingdom

Italy Italy Rome

Jersey Jersey Saint Helier Crown dependency of the United Kingdom

Kosovo Kosovo Pristina De facto sovereign state recognized by 111 UN member states

A United Nations mandate in Serbian territory was put in place starting in 1999.

Latvia Latvia Riga

Liechtenstein Liechtenstein Vaduz

Lithuania Lithuania Vilnius

Luxembourg Luxembourg Luxembourg

Republic of Macedonia Macedonia Skopje

Malta Malta Valletta

Moldova Moldova Chişinău

Monaco Monaco Monaco

Montenegro Montenegro Podgorica

Netherlands Netherlands Amsterdam

Norway Norway Oslo

Poland Poland Warsaw

Portugal Portugal Lisbon

Romania Romania Bucharest

Russia Russia Moscow

San Marino San Marino San Marino

Serbia Serbia Belgrade

Slovakia Slovakia Bratislava

Slovenia Slovenia Ljubljana

Spain Spain Madrid

Svalbard Svalbard Longyearbyen Special territory of Norway (recognized by international treaty)

Sweden Sweden Stockholm

Switzerland Switzerland Bern

Transnistria Transnistria Tiraspol De facto sovereign state lacking general international recognition

Recognized by the United Nations as part of Moldova

Ukraine Ukraine Kiev

United Kingdom United Kingdom London

Vatican City Vatican City/Holy See Vatican City

Transcontinental countries in Europe and Asia, classified as West Asian countries by the United Nations Statistics Division: Azerbaijan, Georgia, Kazakhstan, Turkey (all but Kazakhstan are members of the Council of Europe).

Entirely in West Asia, but commonly associated with Europe and a member of the Council of Europe: Armenia, Cyprus.

North America

It has been suggested that List of sovereign states and dependent territories in North America be merged into this article. (Discuss) Proposed since July 2016.

Main articles: North America and List of sovereign states and dependent territories in North America

See also: Americas and List of sovereign states and dependent territories in the Americas

Further information: Geography of North America

For a table of sovereign states and dependent territories in North America with geographical data such as area, population, and population density, see North America: countries and territories.

Geologically, North America is joined with South America by the Isthmus of Panama to form the Americas.

Flag Name Capital Status

Anguilla Anguilla The Valley Overseas territory of the United Kingdom

Antigua and Barbuda Antigua and Barbuda St. John's

Aruba Aruba Oranjestad Constituent country of the Kingdom of the Netherlands

The Bahamas Bahamas Nassau

Barbados Barbados Bridgetown

Belize Belize Belmopan

Bermuda Bermuda Hamilton Overseas territory of the United Kingdom

Bonaire Bonaire Kralendijk Special municipality of the Netherlands

British Virgin Islands British Virgin Islands Road Town Overseas territory of the United Kingdom

Canada Canada Ottawa

Cayman Islands Cayman Islands George Town Overseas territory of the United Kingdom

Clipperton Island Clipperton Island — Overseas territory of France

Costa Rica Costa Rica San José

Cuba Cuba Havana

Curaçao Curaçao Willemstad Constituent country of the Kingdom of the Netherlands

Dominica Dominica Roseau

Dominican Republic Dominican Republic Santo Domingo

El Salvador El Salvador San Salvador

Greenland Greenland Nuuk Self-governing territory of the Danish Realm

Grenada Grenada St. George's

Guadeloupe Guadeloupe Basse-Terre Overseas department of France

Guatemala Guatemala Guatemala City

Haiti Haiti Port-au-Prince

Honduras Honduras Tegucigalpa

Jamaica Jamaica Kingston

Martinique Martinique Fort-de-France Overseas department of France

Mexico Mexico Mexico City

Montserrat Montserrat Plymouth (official)

Brades (seat of government) Overseas territory of the United Kingdom

Navassa Island Navassa Island Lulu Town Insular area of the United States of America

Nicaragua Nicaragua Managua

Panama Panama Panama City

Puerto Rico Puerto Rico San Juan Insular area of the United States of America

Saba Saba The Bottom Special municipality of the Netherlands

Saint Barthélemy Saint Barthélemy Gustavia Overseas collectivity of France

Saint Kitts and Nevis Saint Kitts and Nevis Basseterre

Saint Lucia Saint Lucia Castries

Collectivity of Saint Martin Saint Martin Marigot Overseas collectivity of France

Saint Pierre and Miquelon Saint Pierre and Miquelon Saint-Pierre Overseas collectivity of France

Saint Vincent and the Grenadines Saint Vincent and the Grenadines Kingstown

Sint Eustatius Sint Eustatius Oranjestad Special municipality of the Netherlands

Sint Maarten Sint Maarten Philipsburg Constituent country of the Kingdom of the Netherlands

Trinidad and Tobago Trinidad and Tobago Port of Spain

Turks and Caicos Islands Turks and Caicos Islands Cockburn Town Overseas territory of the United Kingdom

United States United States Washington, D.C.

United States Virgin Islands United States Virgin Islands Charlotte Amalie Insular area of the United States of America

South America

It has been suggested that List of sovereign states and dependent territories in South America be merged into this article. (Discuss) Proposed since July 2016.

Main articles: South America and List of sovereign states and dependent territories in South America

See also: Americas and List of sovereign states and dependent territories in the Americas

Further information: Geography of South America

For a table of sovereign states and dependent territories in South America with geographical data such as area, population, and population density, see South America: demographics.

Geologically, South America is joined with North America by the Isthmus of Panama to form the Americas.

Flag Name Capital Status

Argentina Argentina Buenos Aires

Bolivia Bolivia Sucre (official)

La Paz (seat of government)

Brazil Brazil Brasília

Chile Chile Santiago

Colombia Colombia Bogotá

Ecuador Ecuador Quito

Falkland Islands Falkland Islands Stanley Overseas territory of the United Kingdom

French Guiana French Guiana Cayenne Overseas department of France

Guyana Guyana Georgetown

Paraguay Paraguay Asunción

Peru Peru Lima

South Georgia and the South Sandwich Islands South Georgia and the South Sandwich Islands King Edward Point Overseas territory of the United Kingdom

Suriname Suriname Paramaribo

Uruguay Uruguay Montevideo

Venezuela Venezuela Caracas

Oceania

It has been suggested that List of sovereign states and dependent territories in Oceania be merged into this article. (Discuss) Proposed since July 2016.

Main articles: Oceania and List of sovereign states and dependent territories in Oceania

See also: Australia (continent) and Pacific Islands

Further information: Geography of Oceania

For a table of sovereign states and dependent territories in Oceania with geographical data such as area, population, and population density, see Oceania: territories and regions.

Flag Name Capital Status

American Samoa American Samoa Pago Pago Insular area of the United States of America

Ashmore and Cartier Islands Ashmore and Cartier Islands — External territory of Australia

Australia Australia Canberra

Baker Island Baker Island — Insular area of the United States of America

Cook Islands Cook Islands Avarua Self-governing parliamentary democracy in free association with New Zealand. It shares a head of state with New Zealand as well as having shared citizenship, but is independent in its internal affairs.

Coral Sea Islands Coral Sea Islands — External territory of Australia

Fiji Fiji Suva

French Polynesia French Polynesia Papeete Overseas collectivity of France

Guam Guam Hagåtña Insular area of the United States of America

Howland Island Howland Island — Insular area of the United States of America

Jarvis Island Jarvis Island — Insular area of the United States of America

Johnston Atoll Johnston Atoll — Insular area of the United States of America

Kingman Reef Kingman Reef — Insular area of the United States of America

Kiribati Kiribati South Tarawa

Marshall Islands Marshall Islands Majuro

Federated States of Micronesia Micronesia Palikir

Midway Atoll Midway Atoll — Insular area of the United States of America

Nauru Nauru Yaren (seat of government)

New Caledonia New Caledonia Nouméa Sui generis collectivity (special collectivity) of France

New Zealand New Zealand Wellington

Niue Niue Alofi Self-governing parliamentary democracy in free association with New Zealand. It shares a head of state with New Zealand as well as having shared citizenship, but is independent in its internal affairs.

Norfolk Island Norfolk Island Kingston Self-governing territory of Australia

Northern Mariana Islands Northern Mariana Islands Saipan Insular area of the United States of America

Palau Palau Ngerulmud

Palmyra Atoll Palmyra Atoll — Insular area of the United States of America

Papua New Guinea Papua New Guinea Port Moresby

Pitcairn Islands Pitcairn Islands Adamstown Overseas territory of the United Kingdom

Samoa Samoa Apia

Solomon Islands Solomon Islands Honiara

Tokelau Tokelau Nukunonu (main settlement, although each atoll has its own administrative centre) Dependent territory of New Zealand

Tonga Tonga Nukuʻalofa

Tuvalu Tuvalu Funafuti

Vanuatu Vanuatu Port Vila

Wake Island Wake Island — Insular area of the United States of America

Wallis and Futuna Wallis and Futuna Mata-Utu Overseas collectivity of France

Antarctica

Main article: Antarctica

Further information: Geography of Antarctica

Antarctica is regulated by the Antarctic Treaty System, which defines it as all land and ice shelves south of 60°S, and has no government and belongs to no country. However, the following territorial claims in Antarctica have been made:

Argentina: Argentine Antarctica

Australia: Australian Antarctic Territory

Brazil: Brazilian Antarctica (unofficial)

Chile: Antártica

France: Adélie Land (part of the French Southern and Antarctic Lands)

New Zealand: Ross Dependency

Norway: Peter I Island and Queen Maud Land

United Kingdom: British Antarctic Territory

(Unclaimed: Marie Byrd Land)

The United States and Russia have reserved the right to claim territory on Antarctica.

Moreover, the following dependent territories are situated in the wider Antarctic Region:

Flag Name Capital Status

Bouvet Island Bouvet Island — Dependent territory of Norway

French Southern and Antarctic Lands French Southern and Antarctic Lands Alfred Faure (Crozet Islands)

Port-aux-Français (Kerguelen Islands)

Martin-de-Viviès (Saint Paul and Amsterdam Islands) Overseas territory of France

Heard Island and McDonald Islands Heard Island and McDonald Islands — External territory of Australia

South Georgia and the South Sandwich Islands South Georgia and the South Sandwich Islands King Edward Point Overseas territory of the United Kingdom

Geographical boundaries of continents

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