The changing nature of kindergarten: from Froebel to the Common Core

The purpose of this study is to critically investigate how public school kindergartens have become subject to changing educational policies that are academically oriented and less focused on play. Methodology consisted of interviews with public school teachers and kindergarten classroom observations. This study's findings show: 1) the implementation of educational initiatives; 2) how children's range of developmental capacities influence performance; 3) external factors that cause discrepancies in skills; and 4) the continuing relevance of play and games. Conclusions of the study suggest: 1) educational policy making should become more collaborative; 2) educational policy makers must work with experts in the fields of cognitive sciences, developmental psychology; and experienced educators to make informed multilateral decisions in creating educational initiatives aligned with children's developmental capacities.