東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A historical perspective of kinderga...

Larner, Denise M.

Linked to FindBook

Google Book

Amazon

博客來

A historical perspective of kindergarten in the United States.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A historical perspective of kindergarten in the United States./
Author:	Larner, Denise M.
Description:	183 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617795
ISBN:	9781303855986

A historical perspective of kindergarten in the United States.
Larner, Denise M.

A historical perspective of kindergarten in the United States. - 183 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2014.

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).

ISBN: 9781303855986Subjects--Topical Terms:

641385
Elementary education.

A historical perspective of kindergarten in the United States.
LDR:02732nmm a2200289 4500 001 2066243
005 20151223084717.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303855986
035 $a (MiAaPQ)AAI3617795
035 $a AAI3617795
040 $a MiAaPQ $c MiAaPQ
100 1 $a Larner, Denise M. $3 3181018
245 1 2 $a A historical perspective of kindergarten in the United States.
300 $a 183 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Carol Young.
502 $a Thesis (Ed.D.)--Northeastern University, 2014.
520 $a 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).
590 $a School code: 0160.
650 4 $a Elementary education. $3 641385
650 4 $a Early childhood education. $3 518817
650 4 $a Education history. $3 3171959
690 $a 0524
690 $a 0518
690 $a 0520
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0160
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617795