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Kindergarten less playful as pressure to achieve grows

October 20, 2002
AssessmentQuality and Curriculum
Karen Brandon
Chicago Tribune

Kindergarten teachers nationwide say the test-driven education reform at state and federal levels is leading to changes in kindergarten that set unrealistically high achievement goals. The instruction techniques that early childhood education experts say are ideal for learning frequently are derided as “just play” by administrators and policymakers pushing what they consider to be more academically oriented curricula, according to some teachers.