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Standardized Tests and Froebel's Original Kindergarten Model

by William H. Jeynes - 2006

The author argues that American educators rely on standardized tests at too early an age when administered in kindergarten, particularly given the original intent of kindergarten as envisioned by its founder, Friedrich Froebel. The author examines the current use of standardized tests in kindergarten and the Froebel model, including his emphasis on moral education, play, and family involvement. This article explains the extent to which research supports the value of Froebel's model. The author asserts how increasingly, over the last four decades, American educators have departed from the Froebel kindergarten rubric supposedly, in part, to compete with Japanese students. Ironically, however, the Japanese still cherish and practice Froebel's original concept. The author contends that American educators should return to the Froebel rubric and provides a vision for doing so.

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Cite This Article as: Teachers College Record Volume 108 Number 10, 2006, p. 1937-1959
https://www.tcrecord.org ID Number: 12717, Date Accessed: 9/21/2021 1:36:02 AM

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About the Author
  • William Jeynes
    California State University at Long Beach
    E-mail Author
    WILLIAM H. JEYNES is a professor of education at California State University in Long Beach. He has written numerous books and articles on educational history, the family and education, and various other topics. His most recent book, American Educational History: School, Society, and the Common Good (Sage Publications) will be published in January 2007. His articles have appeared in Elementary School Journal, Cambridge Journal of Education, Journal of Negro Education, and many other academic journals. Dr. Jeynes is particularly interested in providing a supportive environment for students to learn, and he is a well-known public speaker.
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