Early Learners: Are Full-Day Academic Kindergartens Too Much, Too Soon?.

Natale, Jo Anna

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ERIC Number: EJ624722

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0003-0953

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Early Learners: Are Full-Day Academic Kindergartens Too Much, Too Soon?

Natale, Jo Anna

American School Board Journal, v188 n3 p22-25 Mar 2001

Although most people believe that schools exist to help children learn and achieve, some wonder why children's instruction must be hurried and why kindergarten is becoming so academic. Full-day programs, which accommodate parents' work schedules, are now commonplace; they may benefit some disadvantaged kids more than their affluent counterparts. (MLH)

Descriptors: Academic Education, Developmentally Appropriate Practices, Disadvantaged Youth, Discovery Learning, Full Day Half Day Schedules, Kindergarten, Middle Class, Public Schools, Skill Development, Young Children

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A