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ERIC Number: ED297856
Record Type: RIE
Publication Date: 1987
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Unacceptable Trends in Kindergarten Entry and Placement: A Position Statement.
National Association of Early Childhood Specialists in State Departments of Education.
Several current educational practices have narrowed the kindergarten and primary grade curriculum, constricted equal educational opportunity, and curtailed the exercise of professional responsibility of early childhood educators. In response to these trends, the National Association of Early Childhood Specialists in State Departments of Education has developed the following six principles to guide kindergarten entry and placement: (1) Kindergarten teachers and administrators guard the integrity of developmentally appropriate programs for young children by resisting pressure for acceleration of narrowly focused, skills-based curricula. (2) Children are enrolled in kindergarten based on their legal right to enter. Families are not counseled to delay children's entrance. (3) Kindergarten teachers and administrators are informed about measurement techniques and are involved responsibly in their use; they do not defer measurement decisions solely to psychometricians and test publishers. (4) Retention is rejected as a viable option. (5) Any tests used at kindergarten entrance are valid, reliable, and helpful in initial program planning and information-sharing with parents; they are not used to create barriers or to sort children. (6) All children are welcomed as they are into heterogeneous kindergarten settings. Concluding discussion argues that practitioners cannot uphold practices and programs predicated on failure. (RH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Association of Early Childhood Specialists in State Departments of Education.
Note: This position statement was adopted at the Annual Meeting of the National Association of Early Childhood Specialists in State Departments of Education (Chicago, IL, November 11, 1987).