Citation

Amos Hatch J, Freeman EB. Early Child Res. Q. 1988; 3(2): 151-166.

Copyright

(Copyright © 1988, Elsevier Publishing)

DOI

10.1016/0885-2006(88)90019-1

PMID

unavailable

Abstract

This article reports findings from an ethnographic interview study which examined kindergarten philosophies and practices from the perspectives of teachers, principals, and supervisors responsible for implementing kindergarten programs. Analysis of interviews with 36 informants led to the identification of two broad generalizations: (1) Kindergarten programs are increasingly academic and skill oriented; and (2) Individuals responsible for implementing these programs may not believe that their kindergartens best serve the needs of young children, with the result that these individuals experience philosophy-reality conflicts. Research procedures are described, data supporting the findings are presented, and implications are discussed in three areas: (1) the gap between what the current literature calls developmentally appropriate practice and actual kindergarten practice; (2) the gap between current knowledge of how literacy is developed and actual instruction in kindergarten classrooms; and (3) the problems inherent in educational settings where philosophy-reality conflicts are created and perpetuated.