A teacher's experiences in introducing concepts of democracy and voting to her kindergarten students. (BD)

Reviews and critiques research on full- and extended-day, everyday kindergarten programs. Describes methodological limitations and general weaknesses of the research. Identifies areas for future research. Review indicates that the effect of both full- and extended-day kindergarten on basic academic skills is positive. (RWB)

Argues that since 17 percent of a child's growth occurs between four and six, kindergarten programs should stress all aspects of child development; cognitive, social, affective and psychomotor, rather than being school readiness programs. (MS)

Results are reported from a study designed to determine whether children's use of literature during free-play time could be increased by implementing changes in the kindergarten classroom's program and physical design. (MP)

Used multiple case-study design in year-long study to assess literacy teaching and learning in two half-day kindergartens at an at-risk school. Found that literacy teaching most often centered on letter recognition and sound/symbol relationships, with few opportunities for children to engage in meaningful dialogue centered on books. Four of 11…

Discusses the way in which children's experience in the world can be the material of social studies in the classroom. Describes a kindergartner's creation of an exclusive classroom club that led to a two-month period of reactions, discussion, search for compromises, and a solution that satisfied everyone. (RJC)

This consideration of effective ways to educate low-income, educationally at-risk students in kindergarten documents an approach that has been effective in accelerating academic growth. Results of a longitudinal study of children who received Direct Instruction in primary school indicated benefits when participants were in the ninth grade. (RH)

Twenty kindergarten classrooms were observed during two full days of integrated language instruction. Over 300 observed literacy tasks were analyzed by activity format, duration, cognitive complexity, organization, and participation structures. Results indicated that, although most of the activities were meaning based, over half of the observed…

Describes 2 qualitative action research studies that examined 16 kindergartners' attitudes and beliefs concerning gender-appropriate roles and career aspirations. Results indicated that, even as kindergartners, girls selected traditional female careers. Suggests activities and ideas for classroom teachers who want to create gender-equitable…

Used national sample of 3,595 public and 176 private kindergarten teachers to obtain information regarding teachers' practices related to the transition of children into first grade. Found that over half used some form of transition practice, with more private school teachers using transition practices than public school teachers. Teacher- or…

Observed 223 public school kindergarten classrooms to describe classroom activities and child-teacher interactions. Also observed global classroom quality. Found, among other observations, that the most frequently observed forms of activity were structured, teacher-directed activities and whole-group instruction. Findings pose implications for…

Examined the effects of a dyadic peer-mediated treatment on kindergarten children's mathematics development. Found that treatment implementation was strong for most teachers; teachers judged the treatment to be effective and feasible for implementation on their own; and students with and without disabilities, at all points along the achievement…