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Article
Best Practices for Beginners: Developmental Appropriateness in Kindergarten
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 28, no. 4
Date: 1991
Pages: 783-803
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Abstract/Notes: National concerns about kindergarten focus on the developmental appropriateness of what is being taught and how it is being taught as well as on the increasing use of transition kindergarten classes and retention. One hundred and three randomly selected kindergarten classrooms across one state were observed to document the extent of developmentally appropriate practices, and the teachers and principals of those classes were surveyed to determine predictors of classroom quality. Two observational measures and two questionnaires were used. Only 20% of the classes met or exceeded the criterion of developmental appropriateness. Quality of the classes was predicted by teachers' and principals' scores on a measure of knowledge and belief in developmentally appropriate practices. Quality was not related to geographic location, school size, per pupil expenditure, or teacher or principal education or experience.
Language: English
DOI: 10.3102/00028312028004783
ISSN: 0002-8312, 1935-1011
Article
Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness
Available from: American Public Health Association
Publication: American Journal of Public Health, vol. 105, no. 11
Date: Nov 2015
Pages: 2283-2290
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Abstract/Notes: We examined whether kindergarten teachers' ratings of children’s prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics.Methods. Data came from the Fast Track study of low–socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991–2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors.Results. We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health.Conclusions. A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes.
Language: English
ISSN: 0090-0036, 1541-0048
Article
Trends in Personal Belief Exemption Rates Among Alternative Private Schools: Waldorf, Montessori, and Holistic Kindergartens in California, 2000–2014
Available from: American Public Health Association
Publication: American Journal of Public Health, vol. 107, no. 1
Date: Jan 2017
Pages: 108-112
Americas, Holistic schools, Montessori schools, North America, Private schools, United States of America, Waldorf schools
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Abstract/Notes: Objectives. To evaluate trends in rates of personal belief exemptions (PBEs) to immunization requirements for private kindergartens in California that practice alternative educational methods. Methods. We used California Department of Public Health data on kindergarten PBE rates from 2000 to 2014 to compare annual average increases in PBE rates between schools. Results. Alternative schools had an average PBE rate of 8.7%, compared with 2.1% among public schools. Waldorf schools had the highest average PBE rate of 45.1%, which was 19 times higher than in public schools (incidence rate ratio = 19.1; 95% confidence interval = 16.4, 22.2). Montessori and holistic schools had the highest average annual increases in PBE rates, slightly higher than Waldorf schools (Montessori: 8.8%; holistic: 7.1%; Waldorf: 3.6%). Conclusions. Waldorf schools had exceptionally high average PBE rates, and Montessori and holistic schools had higher annual increases in PBE rates. Children in these schools may be at higher risk for spreading vaccine-preventable diseases if trends are not reversed.
Language: English
ISSN: 0090-0036, 1541-0048
Article
Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children's Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland
Available from: Taylor and Francis Online
Publication: Australian Journal of Learning Difficulties, vol. 22, no. 2
Date: 2017
Pages: 95-108
Europe, Switzerland, Western Europe
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Abstract/Notes: The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient.
Language: English
DOI: 10.1080/19404158.2017.1399913
ISSN: 1940-4158, 1940-4166
Article
Peer Effects on Children's Language Achievement During Pre-Kindergarten
Available from: JSTOR
Publication: Child Development, vol. 80, no. 3
Date: 2009
Pages: 686-702
Article
Culture and the Korean Kindergarten Curriculum
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 123, no. 1
Date: 1996
Pages: 167-182
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Abstract/Notes: Korean culture has been changing rapidly in recent years, yet traditional elements of the culture are still valued. Korean culture is still concerned with ethics, filial piety and loyalty, propriety, and different gender roles. Its culture has also been influenced by the rapid industrialization and urbanization of Korea and the changing family and social structure. Both of these cultural trends are reflected in the Korean kindergarten curriculum.
Language: English
ISSN: 0300-4430, 1476-8275
Article
Montessori or Traditional Kindergarten?
Publication: Tomorrow's Child, vol. 10, no. 2
Date: 2001
Pages: 31–32
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Language: English
ISSN: 1071-6246
Article
Gedanken zu einer Kindergartenreform
Available from: HathiTrust
Publication: Die Neue Erziehung, vol. 7, no. 4
Date: Apr 1925
Pages: 249-253
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Language: German
Article
Kindergarten and Beyond – or Why My Children Spent Ten Years in Montessori When All I Thought I Wanted Was a Preschool!!!!
Publication: Tomorrow's Child, vol. 11, no. 2
Date: 2002
Pages: 12–14
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Language: English
ISSN: 1071-6246
Article
The Montessori Method and the Kindergarten
Available from: HathiTrust
Publication: Kindergarten-Primary Magazine, vol. 28, no. 2
Date: Oct 1915
Pages: 67-68
Americas, Friedrich Fröbel - Philosophy, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This appears to be a reprint of an article from the Washington Times (unspecified date).
Language: English