Abstract
This article identifies and analyzes a number of policy trends in kindergartens in Virginia. Three questions are posed: (1) What is occurring? (2) Why is it occurring? (3) What are the implications for informed and coherent policy? The author analyzes these trends against the larger backdrop of what is occurring across elementary schooling. It is argued that the kindergarten has been absorbed into the elementary school and that contemporary trends are the result of an ongoing and long-lived struggle for control of the elementary curriculum. The positions of two opposing groups, the School Effectiveness Group and the Developmentalists, are examined. It is further argued that present policy lacks a sound empirical and theoretical basis.
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