Discusses objections opponents of public sponsorship of preschool education might have and points out consequences of failure to apply research findings concerning brain growth periodization. (RH)

States the importance of effective outreach programs. Describes components of outreach that are important to the National Association for the Education of Young Children (NAEYC). Discusses monitoring implementation of outreach at NAEYC and issues such as multiculturalism and vocal extremism. (MOK)

Argues that "redshirting" in kindergarten (or maintaining children in grade) can be a positive intervention if (1) the concept is used to enhance ability rather than underline failure and (2) the time periods children spend in the primary grades are made more flexible (to accommodate children's different rates of mastering skills). (KS)

Author focuses on the need to begin to specify in greater detail what the inputs are for the child, to define his reasonable living space, and to define which of those factors may alter the course of growth in spite of what happens in the nursery school. (Author/MB)

This discussion of the role of structured guidance in facilitating cognitive development presents the author's point of view regarding a current issue in early childhood education. (WY)

Reflects on what is to be done if a child is not ready for the standard first grade after a year in kindergarten. Proposes that elementary schools have developmental curricula that allow children to move through an ungraded system at a pace in keeping with their own development. (NH)

Summarizes major points of NAEYC's revised position, describing how the revision builds on and expands the previous document through the growing knowledge base and the input of practitioners who used the original publication. Discusses the historical context within which the position statement was written, and summarizes the revisions. Discusses…

Well-designed, active group games are more than just fun. They can help young children develop essential life skills that impact their development and contribute to school readiness. This article discusses how playing developmentally appropriate games allows children to build listening skills as well as social and cooperative skills, gain enough…

Reviews research on the academic performance of early entrants, noting that damaging consequences for children who are not developmentally mature may continue throughout their school careers. Suggests possible ways to reduce the magnitude of the "unready" child's problem. (KS)

Presents issues concerning kindergarten, Grade one and Grade two curriculum content, which is now more academically oriented than 30 years ago. Using examples drawn from teaching experience, discusses related issues of school entrance age, the ungraded K-2 classroom, beginning reading instruction, and parent involvement. (NH)

Delineates three distinct but overlapping functions of kindergarten: (1) to minister to the nature and needs of four- to six-year-olds; (2) to look forward to the nature and needs of children as they develop through the sixth year; and (3) to look backward to experiences and learning in the home. (NH)