Benchmarks for early childhood education must provide sufficient clarity and direction, pertain to both kindergarteners and preschoolers, specify what knowledge students should be learning, be developmentally appropriate, and reflect student progress. Implementing standards requires educators to address two equally important challenges-teaching…

In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the current state of expert opinion and public practice with regard to the assessment of prekindergarten children. The first survey questioned a select group of 25 national leaders in the early childhood field regarding the most important components of a…

In the past decade, testing of young children has been excessive and inappropriate. Leftover IQ tests have been used to track children into ineffective programs or to deny them school entry. Prereading tests held over from the 1930s have encouraged the teaching of decontextualized skills. Assessment advocates must clearly demonstrate testing's…

Maintains that children's museums provide unique opportunities that engage families in intergenerational exploration and learning. Provides criteria for selecting a museum that serves developmental needs of children and adults alike. (BB)

Early childhood educators are increasingly concerned about the trend toward national standards and national testing. This article addresses issues of assessment in the early years of schooling, prekindergarten through third grade--a period when active, engaged, hands-on learning is most appropriate. Documentation of a kindergarten project on a…