Developmentally appropriate kindergarten programs produce excellent long-term results for children, allowing them to reach their full potential while preserving their self-esteem. This article suggests that principals weigh nursery school teachers' recommendations to help parents decide whether a child is ready for kindergarten. Includes seven…

This response to the articles by Brewer and Uphoff on transitional programs in this issue addresses two questions: (1) Do transition classes protect children? (2) Do transition classes assist in school improvement? (BG)

Discusses the maturationist, behaviorist, and cognitive interactionist views of transitional programs. Research on transitional programs and possible effects of such programs on kindergarten and first grade classes is discussed. (BG)

The curriculum now being taught in many kindergartens is profoundly different from what it was two decades ago. The kindergarten classroom, once conceived of as a play- and group adjustment-oriented setting, may now also be a classroom with an "academic" approach, characterized by direct teaching of discrete skills with specific…

The goal of this conference was to assist early childhood professionals in their efforts to provide training to parents and family-focused, community-based transitions between preschool and school. The conference was also designed to assure children access to a high quality, developmentally appropriate preschool; adequate nutrition; and health…

Noting that the persistence of unacceptable trends in kindergarten entry and placement practices narrows the curriculum in kindergarten and primary education, constricts equal educational opportunity, and curtails the exercise of professional responsibilities of early childhood educators, this position statement of the National Association of…

Discusses the philosophy behind the effects of placing at-risk kindergarten children in transitional first grade classes and suggests alternative practices. (BB)