Kindergarten Today: Less Play, More Academics

Researchers compared the experiences of kindergarten teachers in 1998 and 2010, and found dramatic differences in their expectations for students and how they structured their classrooms.

Researchers at the University of Virginia compared the views and experiences of kindergarten teachers in 1998 with those of their counterparts in 2010, and found dramatic differences in what teachers now expect of pupils and how they have structured their classrooms. Generally, teachers now expect children to come in knowing much more, spend more of the day in literacy and math instruction, and devote less time to nonacademic subjects such as music and art. Some excerpts from the findings:

Teacher Beliefs

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Curriculum Focus

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Classroom Organization

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Instructional Approaches

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Source: “Is Kindergarten the New First Grade?,” AERA Open (American Educational Research Association) | Design: Marty Barrick

A version of this article appeared in the February 10, 2016 edition of Education Week as Kindergarten: Less Play, More Academics