Early Learning Standards: Changing the Parlance and Practice of Early Childhood Education?

Perhaps more than any other formulation, the question "What should students know and be able to do?" has shaped both the parlance and practice of education over the past decade. Ushering in an era of standards and accountability, this widely intoned question has precipitated the most massi...

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Bibliographic Details
Published in:Phi Delta Kappan 2004-01, Vol.85 (5), p.388-396
Main Authors: Kagan, Sharon L., Scott-Little, Catherine
Format: Article
Language:English
Subjects:
Accountability
Child development
Childhood
Children
Early Childhood Education
Education
Education policy
Educational Change
Educational standards
Formal education
Knowledge Level
Language Arts
Learning
Preschool education
School age children
Standards for Early Education
Young Children
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Summary:Perhaps more than any other formulation, the question "What should students know and be able to do?" has shaped both the parlance and practice of education over the past decade. Ushering in an era of standards and accountability, this widely intoned question has precipitated the most massive reform American education has experienced, with no part of the education system, including early childhood education, exempt. In this article, the authors examine how this focus has affected young children, addressing the prevalence of standards, their nature, and their use as they relate to children who are just entering the schools. (Contains 1 table and 7 notes.)
ISSN:0031-7217
1940-6487
DOI:10.1177/003172170408500512