Governments around the world continue to grapple with issues relating to how preschool services should be delivered, what type of provision is most appropriate, and for what purpose. These issues are particularly pertinent in a fast evolving early years sector such as the United Kingdom and many parts of the world where early years education has…

The focus of this article is on Finnish pre-school curricula from the early pioneering years to the start of the new millennium (1972-2000). Pre-school has been part of the Finnish education system for nearly 40 years. It has been undergoing a challenging reconstruction process and changes influenced significantly by the increasing call for…

Differences between developmentally appropriate and traditional classroom practice include the following: integrated vs. separate curriculum, meaning-driven vs. skill-driven, incidental vs. explicit learning, heterogeneous vs. homogeneous grouping, ready now vs. getting ready, child-centered vs. teacher-directed, autonomy vs. heteronomy, previous…

In revising their kindergarten curriculum, Japanese educators have adapted Western ideas of creativity and expression. Explains that this is especially visible in the goal of "expression" in the current kindergarten curriculum. Provides details on the new curriculum's aims, specifically in relation to the use of Japanese paper and…

Part of the Saturday Review supplement, EDUCATION IN AMERICA sponsored by the Charles F. Kettering Foundation.

Curriculum planning for the future must recognize and accept certain premises: forces at work in society greatly influence the nature and direction of the curriculum; students in our society possess varied backgrounds, capabilities, interests, and aptitudes that must be met; common curriculum designs have many strengths; a curriculum to foster…

While construction of early childhood education curricula requires the use of educational and developmental theories, significant differences between the two domains exist. Whereas educational theories are particularistic and maximalist, developmental theories are universalist and minimalist. Developmental theory views change in individuals as…

This paper discusses the five components of preschool program planning. The first component involves reviewing information about child development, developmental characteristics of young children, and the specific needs of children and families enrolled in the program. The second component involves formulating goals that reflect the philosophy of…

This overview was designed to illustrate how elementary education is a total program based on the natural growth and development of children. Ten humanistic goals are identified as of fundamental importance for a fully educated person, and the responsibilities of the school in achieving these goals are discussed. Three educational objectives are…

This booklet is a compilation of articles written by educators to describe the qualities of a "meaningful" kindergarten experience. The authors present the unique characteristics of 5-year-olds, the importance of kindergarten, and the relationship of kindergarten to other school experiences. Topics discussed range from teacher-pupil ratio and…

The author begins this address to the Association for the Education of Teachers of Science by consideration of the social context of science education. After discussing the effects of the idea of assimilation of individuals and groups into the American mainstream and of the "youth crisis," he focuses on issues of science curricula. Arguing that…

A media education curriculum developed in the Netherlands is designed to increase the media literacy of children aged 4-12 years by helping them to acquire information and insights into the meaning of mass media; teaching them to produce and use audiovisual materials as a method of expression; and using audiovisual equipment in the classroom. (LRW)

Article discusses the benefits of providing children with an educational environment that allows students to develop from their own motivation rather than at the direction of the teacher. (RK)