This position paper was written to assist teachers and administrators in Oregon in preparing curriculum and setting priorities for kindergarten programs. It begins by asserting that the focus of kindergarten instruction should be on the total development of the child: socioemotional, physical, and intellectual. The need for concrete learning experiences, rather than the use of materials such as workbooks and ditto sheets, is stressed. Play is emphasized as an ideal means of instruction for kindergarten children because it is active and involves the senses. The paper asserts that it is important for children to choose their own activities, and for teachers to limit teacher-directed activities. It then examines the importance of language and literacy development in kindergarten. Guidelines are provided for assessing children's development. Suggestions for fostering children's self-control and autonomy are presented. Finally, the need for teachers to determine developmentally appropriate ways to help children acquire essential learning skills is stressed. (PCB)