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The Administrator Looks at the Kindergarten

Young Children
Vol. 21, No. 4 (March, 1966), pp. 212-221
Stable URL: http://www.jstor.org/stable/42641908
Page Count: 10
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Abstract

Throughout the nation elementary administrators are being confronted with many questions concerning the place and function of the Kindergarten in the total school program. They are being asked what is the purpose of Kindergarten education? How formal or informal should the program be? Should children continue to learn and expand their learning through play activities or should they be introduced to formal arithmetic and reading? Should children be taught in larger groups as opposed to small group situations by using modern electronic devices? Can't we teach children to learn more than they do now and to learn sooner?

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