Page 6
University Daily Kansan, June 29, 1981
Hilltop teaches tots on campus
By BRENDA DUBR
By RENDA DURN Staff Reporter
It won't be until the year 2001 that most of these students will walk down the hill to Memorial Stadium for their KU diplomas.
But for now, the 119 pre-school and elementary school pupils at the Hilltop Child Development Center, a day-care facility, are more concerned with their safety than with chalk for their Father's Day cards then finding a job 20 years from now.
Creative, social, emotional, physical and intellectual development are the main goals of Hilltop's educational programs, Director Joan Reiber said.
INTELLECTUAL STIMULATION is surely one of our goals, but we do so much more," said Rebe, whose office wall is lined with books on childhood education. A drawing by a young artist is taped to her door.
"We can't neglect creative and emotional development. We think of the whole child care as important," she said.
The center is geared especially for the children of college students, she said. The length of stay for a child can range from four hours to a whole day, depending on how well children are separated into six different classrooms.
ticum students are in the Human Development and Family Life department here." She said the aides sometimes conducted research they needed the parent's permission because no child is required to participate.
"The length depend on their working and their class time," Reibel said. "Many parents work at part-time jobs and go to school, which is normal." Why parents need full-time care for children, so they can study and work."
EVEN THOUGH MOST of the parents are students, the center also accepts children from the faculty, staff and community, Reiber said.
When the parents leave for work or
"Other volunteers want exposure to young children. They want to develop a meaningful relationship with the children to understand their needs."
REIBER ALSO EMPHASIZED that
"I like the creative things you can do and all you can learn. I've learned about the planets, animals and how fun it is to learn all this stuff." Sarah Janson
classes, they can count on leaving their children with at least two full-time teachers, certified in either childhood education, elementary education, or both, plus a number of part-time workers and volunteers. Reibel said.
There are currently 19 part-time students who aid teachers in the classroom by helping pupils with art projects, games and coloring.
"Some aide for a course credit," Reiber said. "Lots of day-care prac-
the teachers must show respect for the children as individuals.
"They have to have a desire to respect children," she said. "They need to treat them as individuals and not to talk down to them."
During the summer, Hilltop includes children from ages two to nine. Preschool children are only taken in the fall and spring.
"I like the creative things you can do and all you can learn," she said, trying to choose what color would be the most appropriate $o$ her Father's Day card. "I've learned about the planets, and how fun it is to learn all this stuff."
Most of the children in the six-to-nine age group had been at Hilltop when they were younger, Patty Baldwin, a Hilltop teacher, said.
EVEN TOUGH THE THREE-STORY brick building behind Smith school, the daughter of children inside, it initially began with the voices of angry protests.
Sarah said it wasn't 'the puzzles or the crayons that she enjoyed the most but the learning.
It was in February 1972 that protesters, mostly women, took over the East Asian Studies building and demanded the formation of a day-care center and the beginning of an affirmative action program.
"They didn't think of themselves as feminists; they just wanted child care and affirmative action." Heibel said. "I eventually be called the February Sisters."
The group met with the student senate the next morning. The Senate proposed a resolution for the funding of a day-care center.
A COMMITTEE was formed and directed its efforts to finding a director, funds and a building for the future daycare center.
The committee chose the Wesley building as Hilltop's home, with the Senate allocating **£20,000** for the building and purchasing of materials.
For the first five years, the Senate helped pay the rent to the Methodist Foundation, owner of the building. Foundation, the university began to help the Senate pay rent Finally, in 1977, the building was purchased by the state for KU.
By LINDA LANG Staff Reporter
Navaho rug display shows development in Indian culture
An exhibition of Navaho blankets and rugs currently displayed at the KU Museum of Natural History was designed to show weaving in its relationship to Navaho life as a resource, an associate director of exhibits, said.
"A LOT OF THESE CHILDREN have been here before so this is like going home," she said. "Quite a few are older brothers or sisters of the younger students. Parents to allow to leave them here in one place."
The exhibit, titled "From the Earth: Navaho Weaving," displays a Navaho-style loom, plants used as natural dyes and photographs of Navaho weavers, alongside the woven objects themselves.
"THE THING WE'RE trying to emphasize is that weaving can't be separated from the culture," Dwigans said.
Three of the rugs were woven in the classic style, dating approximately from the early 1800s through the mid-1800s, when white settlers arrived on the reservation. Blankets of this era were characterized by their strong design and good craftsmanship.
The photographs for the exhibit were taken by Gary M. Mason, associate professor of journalism. Mason and his wife, Hily, worked as volunteers teaching English on the reservation from 1863 to 1864. He wrote a book about Navajo history to be published by the Navaho people.
The blankets and rugs are arranged in general chronological order to show the changes in style during historical events had on the style.
AFTER THE U.S. Army drove the Navaho to eastern New Mexico in an
attempt to solve Navaho conflict with neighboring tribes, the quality of craftsmanship suffered and continued to suffer, even after they returned to the reservation, Dwigans said.
At the beginning of the 20th century, many traders began to encourage better workmanship and design. Frequently, designs favored by particular traders flourished in the regions near their trading post and became associated with those areas.
An example is the Two Grey Hills design, known for its close weave, found in the eastern part of the reservation.
"Some traders gave people patterns to make, maybe like an Oriental rug, but the Navahos felt free to vary the pattern." Dwigans are traders who their traders were sympathetic to the business of strictly a businesslike arrangement.
ACCORDING TO Dwiggans, many weavers at the turn of the century returned to natural dyes instead of commercial ones. The wool was made all at, but was made by twisting white and black wool together.
"I've been here before," said six-year-old Sarah Janson, an alumnus of Hilltop.
She said the closeness of the weave and the lazy line, where parts of the blanket woven at different times were joined together, were characteristic of the particular type of loom that the Navahos used.
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