The Kindergarten Lessons We Never Learned. Early Childhood History, Organizing, Ethos, and Strategy Project

Autor/inn/en	Whitebook, Marcy; Alvarenga, Claudia; Zheutlin, Barbara
Institution	University of California, Berkeley. Center for the Study of Child Care Employment
Titel	The Kindergarten Lessons We Never Learned. Early Childhood History, Organizing, Ethos, and Strategy Project
Quelle	(2022), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; Young Children; Preschool Teachers; Educational History; Public Education; Public Schools; War; World History; Student Participation; Private Schools; State Aid; Educational Finance; Enrollment; Barriers; Racism; Educational Legislation; Intervention; Federal Government; Federal Programs; State Legislation; United States + Suchen Sie Ihr Suchwort? Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; History of education; Bildungsgeschichte; Öffentliche Erziehung; Public school; Öffentliche Schule; Krieg; Weltgeschichte; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Private school; Privatschule; Bildungsfonds; Einschulung; Rassismus; Bildungsrecht; Schulgesetz; Bundesregierung; Landesrecht; USA
Abstract	Today, free public kindergarten for five-year-old children is available in every state and community throughout the United States, and public education is routinely referred to as K-12. But kindergarten did not start out this way. Kindergartens in the United States once served children as young as three and four years old. In fact, today's movement for public pre-kindergarten (pre-K) is a consequence of the gradual exclusion of almost all three- and four-year-olds from public kindergarten. A century ago, the U.S. kindergarten landscape looked similar to preschool today. Kindergarten had limited public funding and was predominantly composed of private programs paid for by families and charitable donations. It took more than a hundred years to establish kindergarten as a public good. This report explores the history of Kindergarten in the United States and seeks to answer the following questions: How did kindergarten become a public good?; Why were children under age five excluded from public kindergartens?; How did that impact the evolution of services for younger children?; and How can the kindergarten story inform the establishment of free early care and education for infants, toddlers, and preschoolers today? (ERIC).
Anmerkungen	Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: https://cscce.berkeley.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01