Traces development of the Association for Childhood Education International from its founding in 1892 to the present, emphasizing historical events, social trends, and educational philosophies which have influenced its organizational endeavors. Examines current social problems and their influences on the educational and administrative direction of…

Presents a joint statement by various educational associations of concerns about present practices in pre-first grade reading instruction and offers recommendations for improvement. (Author/BB)

Argues that structured reading programs, workbook pages, and drills do not alone provide an adequate basis for beginning reading instruction and suggests that experiences, knowledge, and other environmental factors ensure success in reading. (HOD)

Describes how three schools applied "Writing to Read," a computerized writing and reading program, in kindergarten and first grade. (HOD)

Contrasts a child not ready for school with a child who is developmentally prepared to enter school and argues that if all school systems could administer and interpret the results of a developmental examination, the number of unhappy children, special needs children, and grade overplaced children would be greatly reduced. (HOD)

Focuses on two philosophical views of reading, the traditional ("bottom-up") view and an alternative ("interactive") view, along with the implications they hold for shaping reading instructional programs. The differences these two views make in decisions that shape the reading program are illustrated in a kindergarten and…

Provides two lesson plans, one appropriate for kindergarten and one for fifth grade, emphasizing the role of the learner. Both plans include components addressing motivation, content, closure, and application. (RH)

Addresses attitudes toward reading resulting in beginning reading instruction in the kindergarten and preschool curriculum. Argues that previously accepted notions of the necessity of reading readiness are no longer viable and encourages home and classroom support for the acquisition of reading abilities through written and oral language. (DST)

Provides rationales based on current research for extending the length of kindergarten school day and for lowering entrance age to four years. Considers a variety of environmental and educational factors. A holistic view of these educational changes is suggested so that the long-range impact on the child, the school, and the elementary school…

Describes the changes in early childhood education from the 1960s to the 1980s, discussing the current early childhood program.

Briefly reviews the history of the first kindergarten system in the United States on the occasion of the transformation of the Des Peres School in St. Louis, Missouri, into a museum and library. The transformed facility contains a restored kindergarten classroom, the Susan E. Blow museum, local historical and educational archives, and meeting…

Discusses the question of whether reading should be formally taught at the kindergarten level, arguing that reading skills should not be introduced at this age because children need formal time to experiment without the risk of failure. (RH)

Reports trends and issues in kindergarten education, describing the positive change effected by one metropolitan area to bridge the gap between preschool and public school. (Author/MP)

Suggests that kindergarten teachers should once a week bring to class a news photograph which they can discuss with the children. Such an exercise can be used to create among the children a wider awareness of the world and to counter their tendency to focus exclusively on the self. (Author/RH)