A HISTORICAL PERSPECTIVE OF KINDERGARTEN

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A HISTORICAL PERSPECTIVE OF KINDERGARTEN IN THE UNITED STATES

A thesis presented by

Denise M. Larner

To The School of Education

In partial fulfillment of the requirements for the degree of Doctor of Education In the field of Education

College of Professional Studies Northeastern University Boston, Massachusetts January, 2014

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Abstract 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).

Key words: Skill based curriculum, Teacher-directed instruction, Play based curriculum or Developmentally appropriate practice, Child-centered instruction, High-stakes testing.

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Dedication Dedicated with love and appreciation to my beloved grandmother:

Kathryn King Who always believed in me and was confident I could accomplish anything.

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Acknowledgements

First, I would like to thank my advisor, Dr. Carol Young. Her support, guidance, optimism and patience were invaluable throughout the research process. Carol was adept at encouraging me when I doubted myself, prodding me when I procrastinated and reframing the journey in terms of progress when I got discouraged. Carol's expertise in research, hard work, positive attitude and encouragement significantly contributed to the completion of this doctoral thesis. I would also like to thank my second reader, Dr. Karen Reiss-Medwed. Her knowledge about historical research significantly shaped my thinking about the development of the research project, data collection and the writing of the dissertation. Her input was valuable and strengthened my research. A very special thanks goes to Dr. Kerri Whipple for offering to be my outside reader. Kerri is a colleague and cohort member who generously offered needed support and frequent and effective reminders to keep moving towards the goal.

I would also like to express my affection and appreciation to my fellow colleagues and cohort members. Together we faced the daunting task of the doctoral program with humor and encouragement and grew to become a collaborative team. Their willingness to listen, discuss my ideas and encourage me truly contributed to making this journey a more pleasant and successful one.

I am extremely lucky to have a family who consistently believed in me and supported me. My parents, Michael and Marilyn McDonough instilled in me my strong value of education. They always told me work hard enough and you'll achieve your goals. My wonderful children, Erica Larner, Kirsten Larner and Jared Larner and my incredibly advanced granddaughter,

5 Madison Larner always believed in me throughout this process. They encouraged me, discussed my research, offered their expertise on scientific writing, urged me to just sit down and write and never doubted my ability to achieve my goal. Their love, devotion and confidence in me inspired me.

Finally, I would like to express my appreciation to my best friend and significant other Jim Hardeman. He supported me, believed in me and always accepted the time required to work on my research. Jim's faith and trust in me never wavered. I am blessed to have him in my life.

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