The curriculum now being taught in many kindergartens is profoundly different from what it was two decades ago. The kindergarten classroom, once conceived of as a play- and group adjustment-oriented setting, may now also be a classroom with an "academic" approach, characterized by direct teaching of discrete skills with specific expectations for achievement. This type of rigid curriculum is less responsive than others to wide ranges in age and ability and many schools have resorted to retention and extra-year programs for children. The "academic" approach to kindergarten is in contrast to a "child-centered" approach in which activities are based on the goal of moving each child as far forward in his or her development as possible. In child-centered kindergartens, linguistic competence is a primary goal and is promoted though appropriate language experiences and through conversations with adults and peers. Activities are child-initiated and children are provided large blocks of time in which to finish projects. Advocates of developmental kindergarten programs should emphasize the effectiveness of an active learning. (PCB)