Discusses implications of the possibility that the state of New York will recommend that compulsory education for children begin at age four and that one year be taken off the top year of high school. Ways early childhood professionals might respond to the issue are indicated. (RH)

Addresses the origins of the American school readiness myth, arguing that Americans are far too preoccupied with readiness. Concludes that early childhood professionals need to address and demystify this myth by defining early childhood education in the content-oriented context of what young children should know and be able to do. (SD)

Explores recurring themes in early childhood education that strengthen professional identity and commitment. Historical issues of continuing relevance are discussed, including school entrance age, kindergarten and early reading, child care services as social change agents, increase of child care services due to the changing role of women, and…

Presents overview of a position statement from the National Association of Early Childhood Specialists in State Departments of Education endorsed by the NAEYC Governing Board regarding entry and placement in kindergarten. Identifies questionable educational practices resulting from trend toward demanding more of kindergarten children. Lists…

Reviews research on the academic performance of early entrants, noting that damaging consequences for children who are not developmentally mature may continue throughout their school careers. Suggests possible ways to reduce the magnitude of the "unready" child's problem. (KS)

Presents issues concerning kindergarten, Grade one and Grade two curriculum content, which is now more academically oriented than 30 years ago. Using examples drawn from teaching experience, discusses related issues of school entrance age, the ungraded K-2 classroom, beginning reading instruction, and parent involvement. (NH)