ERIC Number: ED200337
Record Type: RIE
Publication Date: 1981-Apr
Pressures That Promote Curriculum Schemes in Kindergarten.
Whereas in the past innovations in the education of younger children have led to changes in the education of older children, the direction of influence now appears to have changed. The influence on the kindergarten by the primary grades seems to be changing kindergarten practice. In reconstituting the kindergarten to make it more responsive to the needs of primary education, a number of strategies have been taken. One is to adopt prescribed prepared educational programs that are a downward extension of textbook series in academic areas. Other kindergarten-specific, prescriptive programs have been designed to ensure that children will learn prerequisites necessary for success in later school learning. A number of influences have led to the present situation. Among the influences are the following: (1) kindergarten attendance has become the rule rather than the exception; (2) there have been major shifts in the orientations of early childhood curriculum; (3) there have been parallel shifts in developmental theories used to justify early childhood curriculum; (4) there has been a societal press to offer academic instruction at an early age; (5) there has been an increase in the use of standardized achievement tests in evaluating the educational progress of young children; and (6) many kindergarten teachers are inadequately prepared to be effective early childhood curriculum makers. (Author/RH)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).