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Crisis in the Kindergarten: Why Children Need to Play in School
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Miller, Edward; Almon, Joan – Alliance for Childhood (NJ3a), 2009
Kindergarten has changed significantly in the last two decades: children now spend more time being taught and tested on literacy and math skills than they do learning through play and exploration, exercising their bodies, and using their imaginations. Many kindergartens use highly prescriptive curricula geared to new state standards and linked to…
Descriptors: Play, Early Childhood Education, State Standards, Standardized Tests
Learning through "Play" As Well As "Work" in the Primary Grades.
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Perlmutter, Jane C.; Burell, Louise – Young Children, 1995
Examines the role of children's play as part of developmentally appropriate practices for young children. Suggests that schoolchildren's play is creative, and more complex than that of younger children. As work and play intertwine throughout the layers of the classroom, the combination helps them learn to manage time responsibly. (AA)
Descriptors: Child Development, Classroom Environment, Classroom Techniques, Developmentally Appropriate Practices
Education for Young Children Living in Poverty: Child-initiated Learning or Teacher-directed Instruction?
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Schweinhart, Lawrence J.; Weikart, David P. – Elementary School Journal, 1988
Presents evidence that high-quality early childhood programs can partially offset negative effects of childhood poverty and produce modest but definite benefits in children's education and early adult socioeconomic experience. Contrasts different types of early childhood programs and favors those focusing on child-initiated learning. (RH)
Descriptors: Comparative Analysis, Developmentally Appropriate Practices, Disadvantaged Youth, Early Childhood Education
A Sense of Wonder: An Interview with Maria Montessori?
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Montessori Life, 1994
An imaginary interview with Maria Montessori elaborates on three requirements for an effective elementary school. The effective school should match the development and needs of children; be created as a total learning community; and offer an atmosphere and a curriculum that foster children's innate sense of wonder and connection to the natural…
Descriptors: Developmentally Appropriate Practices, Educational Change, Educational Environment, Educational Improvement
A Teaching Philosophy: Rhetoric or Reality?
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Glascott, Kathleen P.; Crews, Nancy N. – Childhood Education, 1998
Argues that eclecticism is not a viable teaching philosophy and examines reasons teachers follow the practice in the belief that students' learning needs are adequately met. Encourages teachers to examine their classroom practices, and to focus on, and listen to, individual students to determine the direction and pace of their learning experience.…
Descriptors: Childhood Interests, Childhood Needs, Class Activities, Classroom Techniques
How Kids Learn.
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Kantrowitz, Barbara; Wingert, Pat – Young Children, 1989
Reprints an April 17, 1989 NEWSWEEK cover story, "How Kids Learn," which maintains that young children learn best in developmentally appropriate programs that promote cognitive, social, and language development; physical activities; feelings of competence and self-esteem; individual rates of growth; parent involvement; and teacher…
Descriptors: Cognitive Development, Competence, Developmentally Appropriate Practices, Early Childhood Education
Why Alternative Education? An Interview with Professor Dayle Bethel.
Bethel, Dayle; Hurley, Maura – SKOLE: The Journal of Alternative Education, 1998
Dean of International University Learning Center (Kyoto, Japan) argues that traditional educational systems disregard developmental needs of children and prevent change by perpetuating societal values. The idea that children need to develop as an integral part of their natural and social systems is discussed in relation to alternative education…
Descriptors: Child Development, Developmentally Appropriate Practices, Elementary Secondary Education, Experiential Learning