The original concept of the kindergarten, developed in the 1800s, involved guiding and structuring children's play rather than attempting formal instruction. The kindergarten served as a transition from the home to the school environment. During the twentieth century kindergartens have been seen increasingly as tools to be used for shaping children and society in a variety of directions. In the process, the concept of preschool education has become accepted as a normal part of the educational process. The question now is whether the scope of preschool education should be broadened. Should young children spend more than the typical half day in school, or is the value of such organized education lower than the value of maintaining and promoting the family experience? Should preschool education be institutionalized as part of public education, or would this destroy a valuable diversity in approaches? This document explores briefly the arguments for and against expanding kindergartens and supplies numerous references to the literature on both sides of the issue. (Author/PGD)