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Editor:
In response to the editorial on kindergarten, we would like to present this statement of research for kindergarten.
The purpose of this statement is to outline some of the most significant results of research in the fields of psychology and education and to show how effective kindergarten education enhances the development of children. Although die quality of kindergartens vary as all other grades, in this statement it is assumed that kindergarten is a year of learning uniquely designed for five-year-olds. The curriculum is planned to further each child’s development in all areas of life - physical, mental, social, and emotional.
Learning is an active seeking process. It is a natural process for young children; however, it can be encouraged or thwarted by forces in the environment. After studies of three, four, and fiveyear-old children, Wann reported that children are ready for challenging intellectual experiences. According to Bruner, children are able to learn many concepts and skills formerly reserved for later years if the ideas are presented in a manner which is right for young children.
The kindergarten program develops from die immediate environment and interests of children. All subject areas taught in the elementary school are included in the curriculum. The concepts are taught not as isolated subjects but through everyday experiences carefully planned by the teacher. The classroom is filled with objects to be manipulated and activities to be tried; thus extending ideas, developing important learning skills, and forming basic concepts which will be built upon in later years.
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