Three kindergarten programs: Educational experiences in regular and intervention classrooms

This study examined the learning and literacy experiences young children received in a regular kindergarten program, an alternative and a remedial reading program. Recent emphasis on academic curricula and increased achievement expectations have resulted in many educational changes in kindergarten. Such practices often influence the nature of kindergarten curricula and instruction. In Year 1 of this ethnographic study I examined and analyzed the educational activities students experienced in each kindergarten setting. In Year 2, I continued to observe students as a teacher researcher within my own first grade classroom. The findings determine these three kindergarten programs were teacher-directed programs which focused on basic skills and mastery level learning. Classroom instruction adhered strongly to district established curriculum goals and guidelines. Young children received instruction from pencil and paper packaged curriculum activities. Students were expected to spend long periods of time, during the instructional day, sitting at their tables completing workbooks and practice sheets. Other kinds of learning and literacy experiences (exploration with print and language, story reading, etc.) were minimal and not viewed as a regular part of the school day. The study offers the following recommendations: (1) The current trend to implement academic curricula in early education programs needs to be reconsidered. Public schools need to re-examine and evaluate the kinds of educational experiences they provide for young learners. (2) Young learners should be recognized as such and need opportunities to participate in learning and literacy experiences which will enhance their individual development as language learners and users. (3) Relevant theories about child development need to be recognized if schools are to successfully provide early education curricula which are appropriate for young learners. (4) Philosophies and ideas pertinent to emergent literacy theories and whole language practices need to be recognized and included in early education programs. (5) Further research, and particularly research involving classroom teachers, is necessary to provide the field of early childhood education with a greater understanding of early childhood programs