A historical perspective of kindergarten in the United States

Abstract

The purpose of the study is to examine the kindergarten experience and an emergent academic approach to the kindergarten experience from a historical perspective. Most early education teachers were taught that developmentally appropriate practices for kindergarten were to promote learning through play and socialization. Previously, kindergarten had been allowed to function as a unique learning environment which was different than the elementary grades (Cuban, 1992). Its curriculum was based on child development knowledge (Goffin, 1989), focused on the importance of a partnership with parents and families (Bredekamp & Copple, 1997) and emphasized the whole child using play and toy materials in a nonacademic climate (Cuban, 1992). However attitudes from parents, first grade teachers and political legislation such as the No Child Left Behind Act and it's call for accountability and high stakes testing have resulted in increased academic demands in kindergarten (Goldstein, 2007). Kindergarten is no longer expected to act as a bridge between early educational experiences and the rigors of "real school" (Graue, 2001; Hatch, 2002). Graue (2009) states we now expect kindergartners to learn to read rather than learning to tie their shoes. This study researched the historical literature to determine what the kindergarten experience was like and what it looks like now and how attitudes and beliefs about it have transformed over time in three southeastern Massachusetts public school systems which were renamed to maintain confidentiality. The study was framed by exploring major turning points such as the first kindergarten in the United States (1837), the first public kindergarten in the United States (1873), the Elementary and Secondary Education Act (1965), A Nation at Risk report (1983) and the No Child Left Behind Act (2001).