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Elkind, David – Principal, 1996
Teachers and longitudinal researchers have observed that the long-term benefits of participating in a quality early childhood program are more social than academic. Early childhood is a unique stage of life, not an opportunity for intervention and remediation. Kindergarten and first-grade environments should be flexible, activity-oriented, and…
Descriptors: Developmental Programs, Early Childhood Education, Emotional Development, Intellectual Development
Elkind, David – Principal, 1994
Postmodernism represents a critique and correction of some exaggerations, distortions, and myths of modernism. Modern social institutions, including schools, are built on the principles of progress, universality, and regularity. Postmodernism emphasizes embeddedness, particularity, and irregularity, reflected in today's kindergarten and the most…
Descriptors: Administrator Role, Early Childhood Education, Educational Change, Integrated Curriculum
Elkind, David – Principal, 1989
Replying to Robert H. Anderson's article in the same "Principal" issue, David Elkind defends his article against classroom rotation. Elkind strongly favors multiage grouping and team teaching, but views the real issue as departmentalization and rotation versus self-contained classrooms. Although multiage grouping and team teaching are…
Descriptors: Elementary Education, Multigraded Classes, Rotation Plans, Team Teaching