Elizabeth Rose
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195395075
- eISBN:
- 9780199775767
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195395075.003.0010
- Subject:
- History, American History: 20th Century
The idea of universal pre‐kindergarten now enjoys nearly universal support. It is important at this juncture to understand what legacies we have inherited from the past, and what lessons we might ...
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The idea of universal pre‐kindergarten now enjoys nearly universal support. It is important at this juncture to understand what legacies we have inherited from the past, and what lessons we might learn from it. We must look beyond the lessons that advocates have already learned—namely that preschool should be framed in terms of education, provided to all children, and attached to K‐12 education—to recognize the complexity of fulfilling the promise of preschool.Less
The idea of universal pre‐kindergarten now enjoys nearly universal support. It is important at this juncture to understand what legacies we have inherited from the past, and what lessons we might learn from it. We must look beyond the lessons that advocates have already learned—namely that preschool should be framed in terms of education, provided to all children, and attached to K‐12 education—to recognize the complexity of fulfilling the promise of preschool.
Elizabeth Rose
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195395075
- eISBN:
- 9780199775767
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195395075.003.0004
- Subject:
- History, American History: 20th Century
The education reform movement of the 1980s drew preschool closer to the world of public education, leading to the spread of public pre‐kindergarten programs. Research on the long‐term benefits of ...
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The education reform movement of the 1980s drew preschool closer to the world of public education, leading to the spread of public pre‐kindergarten programs. Research on the long‐term benefits of quality preschool for disadvantaged children put preschool education on the national agenda of K‐12 education reform and bolstered the fortunes of the Head Start program. At the same time, advocates also pushed child care back onto the federal agenda, prompting unprecedented political debate over children's policy and securing a new federal commitment to supporting child care for low‐income families. Some reformers urged bringing preschool “into the education tent,” seeing the public K‐12 system as a more secure home for early childhood education. Nevertheless, the relationship between private providers and public school educators was often marked by mistrust and competition.Less
The education reform movement of the 1980s drew preschool closer to the world of public education, leading to the spread of public pre‐kindergarten programs. Research on the long‐term benefits of quality preschool for disadvantaged children put preschool education on the national agenda of K‐12 education reform and bolstered the fortunes of the Head Start program. At the same time, advocates also pushed child care back onto the federal agenda, prompting unprecedented political debate over children's policy and securing a new federal commitment to supporting child care for low‐income families. Some reformers urged bringing preschool “into the education tent,” seeing the public K‐12 system as a more secure home for early childhood education. Nevertheless, the relationship between private providers and public school educators was often marked by mistrust and competition.
Elizabeth Rose
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195395075
- eISBN:
- 9780199775767
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195395075.003.0005
- Subject:
- History, American History: 20th Century
Leaders in four states, inspired in different ways by the intersection of economics and education reform, dramatically expanded publicly‐supported pre‐kindergarten in the 1990s. In Georgia, Gov. Zell ...
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Leaders in four states, inspired in different ways by the intersection of economics and education reform, dramatically expanded publicly‐supported pre‐kindergarten in the 1990s. In Georgia, Gov. Zell Miller latched onto the idea of pre‐kindergarten as a means of improving education and boosting his state's economy; he ultimately made the program universal, creating a broad constituency. In Oklahoma, pre‐kindergarten was part of the reform demanded by the state legislature when the K‐12 system faced a fiscal crisis. Here education officials and legislators took the lead, quietly expanding their school‐based program to make it universal. In New York, early childhood advocates mobilized to implement a universal program at a time of economic growth, but were stalled for a number of years by fiscal crises and the opposition of their governor. New Jersey's preschool expansion, on the other hand, was driven by a court's ruling that the state must provide more funding to children in its most disadvantaged school districts. Each of these states helped lay the groundwork for a movement for “preschool for all.”Less
Leaders in four states, inspired in different ways by the intersection of economics and education reform, dramatically expanded publicly‐supported pre‐kindergarten in the 1990s. In Georgia, Gov. Zell Miller latched onto the idea of pre‐kindergarten as a means of improving education and boosting his state's economy; he ultimately made the program universal, creating a broad constituency. In Oklahoma, pre‐kindergarten was part of the reform demanded by the state legislature when the K‐12 system faced a fiscal crisis. Here education officials and legislators took the lead, quietly expanding their school‐based program to make it universal. In New York, early childhood advocates mobilized to implement a universal program at a time of economic growth, but were stalled for a number of years by fiscal crises and the opposition of their governor. New Jersey's preschool expansion, on the other hand, was driven by a court's ruling that the state must provide more funding to children in its most disadvantaged school districts. Each of these states helped lay the groundwork for a movement for “preschool for all.”
Joel Best
- Published in print:
- 2011
- Published Online:
- March 2012
- ISBN:
- 9780520267169
- eISBN:
- 9780520948488
- Item type:
- book
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520267169.001.0001
- Subject:
- Sociology, Social Research and Statistics
Every kindergarten soccer player gets a trophy. Many high schools name dozens of seniors as valedictorians — of the same class. Cars sport bumper stickers that read “USA — Number 1.” Prizes ...
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Every kindergarten soccer player gets a trophy. Many high schools name dozens of seniors as valedictorians — of the same class. Cars sport bumper stickers that read “USA — Number 1.” Prizes proliferate in every corner of American society, and excellence is trumpeted with ratings that range from “Academy Award winner!” to “Best Neighborhood Pizza!” In this book, the author shines a bright light on the increasing abundance of status in our society and considers what it all means. He argues that status affluence fosters social worlds and, in the process, helps give meaning to life in a large society.Less
Every kindergarten soccer player gets a trophy. Many high schools name dozens of seniors as valedictorians — of the same class. Cars sport bumper stickers that read “USA — Number 1.” Prizes proliferate in every corner of American society, and excellence is trumpeted with ratings that range from “Academy Award winner!” to “Best Neighborhood Pizza!” In this book, the author shines a bright light on the increasing abundance of status in our society and considers what it all means. He argues that status affluence fosters social worlds and, in the process, helps give meaning to life in a large society.
Merle Froschl and Barbara Sprung
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199755011
- eISBN:
- 9780199918867
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199755011.003.0012
- Subject:
- Psychology, Developmental Psychology
In many countries around the world, boys are not faring as well as girls academically. The lack of success that young boys are experiencing is a gender equity issue, and calls for the intentional ...
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In many countries around the world, boys are not faring as well as girls academically. The lack of success that young boys are experiencing is a gender equity issue, and calls for the intentional focus and concerted effort that has worked so well over the past several decades to address inequities in girls’ education. This chapter synthesizes research from the United States and from countries around the world that documents the difficulties that boys are experiencing in school and the strategies that are being employed to remedy the situation. It focuses in particular on how boys are faring in the increasingly academic, teacher-directed approach to early childhood education. Drawing on evidence from programs from nations and states around the world, it goes on to propose strategies to reduce the negative educational outcomes that disproportionately affect boys during the early years and beyond.Less
In many countries around the world, boys are not faring as well as girls academically. The lack of success that young boys are experiencing is a gender equity issue, and calls for the intentional focus and concerted effort that has worked so well over the past several decades to address inequities in girls’ education. This chapter synthesizes research from the United States and from countries around the world that documents the difficulties that boys are experiencing in school and the strategies that are being employed to remedy the situation. It focuses in particular on how boys are faring in the increasingly academic, teacher-directed approach to early childhood education. Drawing on evidence from programs from nations and states around the world, it goes on to propose strategies to reduce the negative educational outcomes that disproportionately affect boys during the early years and beyond.
Elizabeth Hayes Turner
- Published in print:
- 1997
- Published Online:
- October 2011
- ISBN:
- 9780195086881
- eISBN:
- 9780199854578
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195086881.003.0006
- Subject:
- History, Cultural History
This chapter focuses on the women's benevolent institutions. They were in place in 1880 dispensing aid on a regular basis. By ministering the poor, benevolent ladies understood the degree of ...
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This chapter focuses on the women's benevolent institutions. They were in place in 1880 dispensing aid on a regular basis. By ministering the poor, benevolent ladies understood the degree of dependency that was created through increased industrialization and growth. Catholic women's religious orders were the first to build benevolent institutions in Galveston. Ursuline nuns accompanied Bishop John Mary Odin to Galveston and formed the Ursuline Academy and convent. They acted as nurses. They converted their convent to a military hospital during the Civil War. Galveston's middle- and upper-class women sought to capitalize on the wave of pride and donation to build institutions of their own — for children and old women. Lasker Home for Homeless Children and the Johanna Runge Free Kindergarten pulled women toward a greater sense of civic and community responsibility. These institutions were temporary shelters for children whose family was unable to offer an education.Less
This chapter focuses on the women's benevolent institutions. They were in place in 1880 dispensing aid on a regular basis. By ministering the poor, benevolent ladies understood the degree of dependency that was created through increased industrialization and growth. Catholic women's religious orders were the first to build benevolent institutions in Galveston. Ursuline nuns accompanied Bishop John Mary Odin to Galveston and formed the Ursuline Academy and convent. They acted as nurses. They converted their convent to a military hospital during the Civil War. Galveston's middle- and upper-class women sought to capitalize on the wave of pride and donation to build institutions of their own — for children and old women. Lasker Home for Homeless Children and the Johanna Runge Free Kindergarten pulled women toward a greater sense of civic and community responsibility. These institutions were temporary shelters for children whose family was unable to offer an education.
Ira W. Lit
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300105797
- eISBN:
- 9780300153279
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300105797.001.0001
- Subject:
- Sociology, Education
This book offers a compelling and uniquely detailed examination of the experiences of kindergarten students in California participating in a voluntary school desegregation program. It focuses on the ...
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This book offers a compelling and uniquely detailed examination of the experiences of kindergarten students in California participating in a voluntary school desegregation program. It focuses on the day-to-day school life of a group of minority children bussed from their poor-performing home school district to an affluent neighboring district with high-performing schools. Through these kindergarteners' experiences, the book sensitively illuminates the processes of school transition, socialization, and adaptation, and addresses an array of important issues relating to American education. The book acutely observes these 'bus kids' and the quality of their social, emotional, cultural and academic experiences. It presents a moving picture of the complexity of challenges, often unrecognized by teachers and parents, each young student confronted every day.Less
This book offers a compelling and uniquely detailed examination of the experiences of kindergarten students in California participating in a voluntary school desegregation program. It focuses on the day-to-day school life of a group of minority children bussed from their poor-performing home school district to an affluent neighboring district with high-performing schools. Through these kindergarteners' experiences, the book sensitively illuminates the processes of school transition, socialization, and adaptation, and addresses an array of important issues relating to American education. The book acutely observes these 'bus kids' and the quality of their social, emotional, cultural and academic experiences. It presents a moving picture of the complexity of challenges, often unrecognized by teachers and parents, each young student confronted every day.
Deborah Lavin
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198126164
- eISBN:
- 9780191671623
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198126164.003.0006
- Subject:
- History, British and Irish Modern History
Curtis played a major part in creating and sustaining the Round Table, one of the most influential of the many Edwardian study and pressure groups devoted to the future of the Empire. It was based on ...
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Curtis played a major part in creating and sustaining the Round Table, one of the most influential of the many Edwardian study and pressure groups devoted to the future of the Empire. It was based on the nucleus of the Kindergarten. Curtis drew attention to the Round Table's version of the Imperial Problem. Their solution was a ‘Commonwealth’ — an organic union of Britain with the Dominions which would underwrite and sustain the defence and tutelary functions of the old Empire while standing forth on the world stage as a new force for peace. The principle of equality between Britain and the Dominions was an article of Round Table faith which Curtis's Dominion journeys had been designed to demonstrate in practice. After his return from his first journeys, Curtis revised and amplified his Round Table Studies, drummed up support for the movement in Britain, and fostered his Dominion contacts.Less
Curtis played a major part in creating and sustaining the Round Table, one of the most influential of the many Edwardian study and pressure groups devoted to the future of the Empire. It was based on the nucleus of the Kindergarten. Curtis drew attention to the Round Table's version of the Imperial Problem. Their solution was a ‘Commonwealth’ — an organic union of Britain with the Dominions which would underwrite and sustain the defence and tutelary functions of the old Empire while standing forth on the world stage as a new force for peace. The principle of equality between Britain and the Dominions was an article of Round Table faith which Curtis's Dominion journeys had been designed to demonstrate in practice. After his return from his first journeys, Curtis revised and amplified his Round Table Studies, drummed up support for the movement in Britain, and fostered his Dominion contacts.
Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek (eds)
- Published in print:
- 2006
- Published Online:
- April 2010
- ISBN:
- 9780195304381
- eISBN:
- 9780199894321
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195304381.001.0001
- Subject:
- Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology
Why is it that the best and brightest of our children are arriving at college too burned out to profit from the smorgasbord of intellectual delights that they are offered? Why is it that some ...
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Why is it that the best and brightest of our children are arriving at college too burned out to profit from the smorgasbord of intellectual delights that they are offered? Why is it that some preschools and kindergartens have a majority of children struggling to master cognitive tasks that are inappropriate for their age? Why is playtime often considered to be time unproductively spent? This book contends that the answers to these questions stem from a single source: in the rush to create a generation of Einsteins, our culture has forgotten about the importance of play for children's development. Presenting a powerful argument about the pervasive and long-term effects of play, this book urges us to reconsider the ways play facilitates development across domains. Over forty years of developmental research indicates that play has enormous benefits to offer children, not the least of which is physical activity in this era of obesity and hypertension. Play provides children with the opportunity to maximize their attention spans, learn to get along with peers, cultivate their creativity, improve their emotional health, and gain the academic skills that are the foundation for later learning. Using a variety of methods and studying a wide range of populations, this book demonstrates the powerful effects of play in the intellectual, social, and emotional spheres.Less
Why is it that the best and brightest of our children are arriving at college too burned out to profit from the smorgasbord of intellectual delights that they are offered? Why is it that some preschools and kindergartens have a majority of children struggling to master cognitive tasks that are inappropriate for their age? Why is playtime often considered to be time unproductively spent? This book contends that the answers to these questions stem from a single source: in the rush to create a generation of Einsteins, our culture has forgotten about the importance of play for children's development. Presenting a powerful argument about the pervasive and long-term effects of play, this book urges us to reconsider the ways play facilitates development across domains. Over forty years of developmental research indicates that play has enormous benefits to offer children, not the least of which is physical activity in this era of obesity and hypertension. Play provides children with the opportunity to maximize their attention spans, learn to get along with peers, cultivate their creativity, improve their emotional health, and gain the academic skills that are the foundation for later learning. Using a variety of methods and studying a wide range of populations, this book demonstrates the powerful effects of play in the intellectual, social, and emotional spheres.
Maya Plisetskaya
- Published in print:
- 2001
- Published Online:
- October 2013
- ISBN:
- 9780300088571
- eISBN:
- 9780300130713
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300088571.003.0002
- Subject:
- Music, Dance
In this chapter, Maya Plisetskaya describes what she was like at five years old. She describes her physical features and recounts how she would run on tiptoe, making holes in her shoes. She naively ...
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In this chapter, Maya Plisetskaya describes what she was like at five years old. She describes her physical features and recounts how she would run on tiptoe, making holes in her shoes. She naively loved Delibes's waltz from Coppélia and watched a cadet band played it on Sretensky Boulevard during holidays. She attended kindergarten located in the present Moscow City Council building. She had her first trip to the theater when she was five to watch the play entitled Don't Joke with Love.Less
In this chapter, Maya Plisetskaya describes what she was like at five years old. She describes her physical features and recounts how she would run on tiptoe, making holes in her shoes. She naively loved Delibes's waltz from Coppélia and watched a cadet band played it on Sretensky Boulevard during holidays. She attended kindergarten located in the present Moscow City Council building. She had her first trip to the theater when she was five to watch the play entitled Don't Joke with Love.
Geoffrey Charles Emerson
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9789622098800
- eISBN:
- 9789882206977
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622098800.003.0003
- Subject:
- History, Asian History
This chapter discusses the Stanley internees' activities during internment at the camp. It describes how kindergarten and transition classes were set up in St Stephen's College Hall for children five ...
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This chapter discusses the Stanley internees' activities during internment at the camp. It describes how kindergarten and transition classes were set up in St Stephen's College Hall for children five to eight years old, as well as junior school classes for eight to twelve year-olds and senior school for those up to eighteen. It notes that for the first few weeks the American children received separate instruction, but beginning in April 1942, the schools were combined. It observes that with more than two hundred children in the Camp as well as teachers and administrators from the Education Department, the University of Hong Kong and a number of primary, middle, and other schools, it is not surprising that very early on internment plans were made for education. It reports that Lancelot Forster was the chairman of the Education Committee which was subsequently formed and held weekly meetings throughout internment.Less
This chapter discusses the Stanley internees' activities during internment at the camp. It describes how kindergarten and transition classes were set up in St Stephen's College Hall for children five to eight years old, as well as junior school classes for eight to twelve year-olds and senior school for those up to eighteen. It notes that for the first few weeks the American children received separate instruction, but beginning in April 1942, the schools were combined. It observes that with more than two hundred children in the Camp as well as teachers and administrators from the Education Department, the University of Hong Kong and a number of primary, middle, and other schools, it is not surprising that very early on internment plans were made for education. It reports that Lancelot Forster was the chairman of the Education Committee which was subsequently formed and held weekly meetings throughout internment.
Tim Allender
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780719085796
- eISBN:
- 9781526104298
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719085796.003.0007
- Subject:
- History, Imperialism and Colonialism
Unlike colonial medical care, colonial classroom teaching continued to be restricted mostly to Eurasian females with teacher training as the focus. A new European Code was introduced in 1883 in north ...
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Unlike colonial medical care, colonial classroom teaching continued to be restricted mostly to Eurasian females with teacher training as the focus. A new European Code was introduced in 1883 in north India that created official legal boundaries that formalised the racialization of colonial female teaching aimed principally at producing Eurasian teachers. A new influx of European women professionals to India began after the opening of the Suez canal in 1869. They deployed new networks of limited interaction. Now identified by name by the raj, these women professional teachers set about capturing an emerging middle class female student market, transferring accomplishments education more directly from Europe. The transference forced them to negotiate new feminine cultural terrain in India and, in this competitive market, compete with each other in ways that showed strong variability in their willingness to accommodate new teacher training approaches, particularly Froebel kindergarten philosophy. This chapter also identifies luminaries from this European cohort who were able to indigenize European pedagogy for the benefit of young learners who were Indian girls.Less
Unlike colonial medical care, colonial classroom teaching continued to be restricted mostly to Eurasian females with teacher training as the focus. A new European Code was introduced in 1883 in north India that created official legal boundaries that formalised the racialization of colonial female teaching aimed principally at producing Eurasian teachers. A new influx of European women professionals to India began after the opening of the Suez canal in 1869. They deployed new networks of limited interaction. Now identified by name by the raj, these women professional teachers set about capturing an emerging middle class female student market, transferring accomplishments education more directly from Europe. The transference forced them to negotiate new feminine cultural terrain in India and, in this competitive market, compete with each other in ways that showed strong variability in their willingness to accommodate new teacher training approaches, particularly Froebel kindergarten philosophy. This chapter also identifies luminaries from this European cohort who were able to indigenize European pedagogy for the benefit of young learners who were Indian girls.
Marta Gutman
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780226311289
- eISBN:
- 9780226156156
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226156156.003.0005
- Subject:
- History, American History: 19th Century
Asserting the right to childhood, women in California added free kindergartens to the charitable landscape, starting in the late 1870s. They followed Friedrich Frobel, Elizabeth Peabody, and Caroline ...
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Asserting the right to childhood, women in California added free kindergartens to the charitable landscape, starting in the late 1870s. They followed Friedrich Frobel, Elizabeth Peabody, and Caroline Severance to argue children learned through play; they also wanted to socialize working class children. After locating the kindergarten movement in global culture, the story returns to San Francisco where Kate Wiggin opened a free kindergarten in Tar Flat, the first on the West Coast. The charitable public eagerly supported it, and other women followed in Oakland, including Elizabeth Betts, Wiggin’s student at the California Kindergarten Training School. As the Women’s Christian Temperance Union escalated its campaign in California, Betts repurposed a saloon, turning a disreputable male preserve into a woman’s space, the West Oakland Free Kindergarten. During the devastating 1890s depression, as a new mood flowered in California politics and the Women’s Congress convened, Elizabeth Watt decided to expand the school.Less
Asserting the right to childhood, women in California added free kindergartens to the charitable landscape, starting in the late 1870s. They followed Friedrich Frobel, Elizabeth Peabody, and Caroline Severance to argue children learned through play; they also wanted to socialize working class children. After locating the kindergarten movement in global culture, the story returns to San Francisco where Kate Wiggin opened a free kindergarten in Tar Flat, the first on the West Coast. The charitable public eagerly supported it, and other women followed in Oakland, including Elizabeth Betts, Wiggin’s student at the California Kindergarten Training School. As the Women’s Christian Temperance Union escalated its campaign in California, Betts repurposed a saloon, turning a disreputable male preserve into a woman’s space, the West Oakland Free Kindergarten. During the devastating 1890s depression, as a new mood flowered in California politics and the Women’s Congress convened, Elizabeth Watt decided to expand the school.
William Seraile
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780823234196
- eISBN:
- 9780823240838
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823234196.003.0009
- Subject:
- History, Social History
The educational report for 1937 was a mixed one. The declining population at Riverdale led to the termination of the kindergarten class. The continued emphasis on vocational training made little ...
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The educational report for 1937 was a mixed one. The declining population at Riverdale led to the termination of the kindergarten class. The continued emphasis on vocational training made little sense in an era when activists had taken to the streets to open up Harlem's workforce to all professions. One question was why they insisted on offering vocational classes when these skills offered limited marketable opportunities. The skimpy record indicates that despite the institution's aloofness from Harlem, community leaders sought to make the children happy. The Colored Orphan Asylum's challenge was to provide adequate resources for children still at Riverdale and for those who were boarded out with families. The boarding home committee faced difficulty in finding adequate foster care homes, both because most blacks had low incomes and because the Negro sections in the greater New York City area offered “poor and inadequate housing condition.”Less
The educational report for 1937 was a mixed one. The declining population at Riverdale led to the termination of the kindergarten class. The continued emphasis on vocational training made little sense in an era when activists had taken to the streets to open up Harlem's workforce to all professions. One question was why they insisted on offering vocational classes when these skills offered limited marketable opportunities. The skimpy record indicates that despite the institution's aloofness from Harlem, community leaders sought to make the children happy. The Colored Orphan Asylum's challenge was to provide adequate resources for children still at Riverdale and for those who were boarded out with families. The boarding home committee faced difficulty in finding adequate foster care homes, both because most blacks had low incomes and because the Negro sections in the greater New York City area offered “poor and inadequate housing condition.”
Ann Taylor Allen
- Published in print:
- 2017
- Published Online:
- January 2017
- ISBN:
- 9780190274412
- eISBN:
- 9780190274443
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190274412.001.0001
- Subject:
- History, American History: 19th Century, European Modern History
The kindergarten—as institution, as educational philosophy, and as social reform movement—is among the most important contributions of Germany to the world. At first, however, Germany proved an ...
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The kindergarten—as institution, as educational philosophy, and as social reform movement—is among the most important contributions of Germany to the world. At first, however, Germany proved an inhospitable environment for this new institution, founded by the educator and philosopher Friedrich Fröbel around 1840. After the failure of the 1848 Revolutions several German governments banned the kindergarten, alleging that it was a hotbed of subversion, largely because of its links to the era’s movements for women’s rights. German revolutionaries who were forced into exile introduced the kindergarten to America. In an era when convention limited middle-class women to the domestic sphere, the kindergarten provided them with a rare opportunity, not only for professional work, but also for involvement in the social issues of education, child welfare, and urban reform. Through three generations, American and German women established personal friendships, institutional affiliations, and international organizations, many of which are still little known. This is a transnational history of the kindergarten as it developed in both Germany and America between 1840 and 1919. It shows how transnational contacts shaped national cultures. This is also a comparative history in which a common body of ideas and practices is shown adapting over time to two very different national environments. The issues raised in the nineteenth century are still important today. The provision of public preschool education—an aim first developed by nineteenth-century kindergartners—is still an unfinished and much discussed project in both the United States and Germany.Less
The kindergarten—as institution, as educational philosophy, and as social reform movement—is among the most important contributions of Germany to the world. At first, however, Germany proved an inhospitable environment for this new institution, founded by the educator and philosopher Friedrich Fröbel around 1840. After the failure of the 1848 Revolutions several German governments banned the kindergarten, alleging that it was a hotbed of subversion, largely because of its links to the era’s movements for women’s rights. German revolutionaries who were forced into exile introduced the kindergarten to America. In an era when convention limited middle-class women to the domestic sphere, the kindergarten provided them with a rare opportunity, not only for professional work, but also for involvement in the social issues of education, child welfare, and urban reform. Through three generations, American and German women established personal friendships, institutional affiliations, and international organizations, many of which are still little known. This is a transnational history of the kindergarten as it developed in both Germany and America between 1840 and 1919. It shows how transnational contacts shaped national cultures. This is also a comparative history in which a common body of ideas and practices is shown adapting over time to two very different national environments. The issues raised in the nineteenth century are still important today. The provision of public preschool education—an aim first developed by nineteenth-century kindergartners—is still an unfinished and much discussed project in both the United States and Germany.
Willliam Elliott and Melinda Lewis
- Published in print:
- 2018
- Published Online:
- November 2020
- ISBN:
- 9780190621568
- eISBN:
- 9780197559697
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190621568.003.0008
- Subject:
- Education, Educational Policy and Politics
With the creation of the first federal student loans as part of the National Defense Education Act of 1958, the US postsecondary financial aid system was set on a path ...
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With the creation of the first federal student loans as part of the National Defense Education Act of 1958, the US postsecondary financial aid system was set on a path from which it has not fundamentally deviated in the intervening decades. While college financing has trended almost inexorably toward greater reliance on student borrowing as costs have outpaced families’ incomes, the major components of the financing “mix” have remained unchanged. Financial aid policy is sometimes tweaked around the edges to lighten the burden of student debt, give colleges a competitive edge, or address undesirable disincentives. For the most part, however, these reforms bear more resemblance to the classic “shell game” than to authentic innovations. What American students need are more powerful tools with which to approach their futures—tools that help them prepare for higher education, persist to completion, and then leverage returns on their degrees. What they get, however, are repackaged versions of the same blunt instruments. While everyone wants improved outcomes from our financial aid investments, the nation’s apparent inability or unwillingness to innovate truly novel approaches to paying for higher education stands in the way of progress. The goal of financial aid policy has been narrowly framed as only helping young adults pay for college, a low bar that completely ignores the role financial aid could play in influencing early education, postsecondary completion, and post-college financial health. As a result, instead of receiving support at critical junctures along the opportunity pipeline to a prosperous adulthood, students are largely left to their own devices except at the moment when the tuition bill becomes due. To capitalize on the resulting missed opportunities, the United States needs more than different loan repayment schedules or loosened rules on grant disbursement. What we need is a fundamental shift in how we think about financing higher education and what we believe about why it matters.
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With the creation of the first federal student loans as part of the National Defense Education Act of 1958, the US postsecondary financial aid system was set on a path from which it has not fundamentally deviated in the intervening decades. While college financing has trended almost inexorably toward greater reliance on student borrowing as costs have outpaced families’ incomes, the major components of the financing “mix” have remained unchanged. Financial aid policy is sometimes tweaked around the edges to lighten the burden of student debt, give colleges a competitive edge, or address undesirable disincentives. For the most part, however, these reforms bear more resemblance to the classic “shell game” than to authentic innovations. What American students need are more powerful tools with which to approach their futures—tools that help them prepare for higher education, persist to completion, and then leverage returns on their degrees. What they get, however, are repackaged versions of the same blunt instruments. While everyone wants improved outcomes from our financial aid investments, the nation’s apparent inability or unwillingness to innovate truly novel approaches to paying for higher education stands in the way of progress. The goal of financial aid policy has been narrowly framed as only helping young adults pay for college, a low bar that completely ignores the role financial aid could play in influencing early education, postsecondary completion, and post-college financial health. As a result, instead of receiving support at critical junctures along the opportunity pipeline to a prosperous adulthood, students are largely left to their own devices except at the moment when the tuition bill becomes due. To capitalize on the resulting missed opportunities, the United States needs more than different loan repayment schedules or loosened rules on grant disbursement. What we need is a fundamental shift in how we think about financing higher education and what we believe about why it matters.
Susan D. Carle
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780199945740
- eISBN:
- 9780199369843
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199945740.003.0011
- Subject:
- History, American History: 19th Century, Social History
This chapter examines the relationship between local conditions and national organization building at the turn of the twentieth century in two major cities: Atlanta and New York City. It examines how ...
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This chapter examines the relationship between local conditions and national organization building at the turn of the twentieth century in two major cities: Atlanta and New York City. It examines how different local conditions produced various organizing strategies and emphases and traces how these dissimilar local features of racial justice organizing fostered contrasts in the organizing models of national organizations. Continuing with this theme, the chapter analyzes the early organizational model of the National Urban League and assesses the contours of its agreement with the NAACP to "divide jurisdiction" by each specializing in distinct sets of issues and strategies.Less
This chapter examines the relationship between local conditions and national organization building at the turn of the twentieth century in two major cities: Atlanta and New York City. It examines how different local conditions produced various organizing strategies and emphases and traces how these dissimilar local features of racial justice organizing fostered contrasts in the organizing models of national organizations. Continuing with this theme, the chapter analyzes the early organizational model of the National Urban League and assesses the contours of its agreement with the NAACP to "divide jurisdiction" by each specializing in distinct sets of issues and strategies.
Susan D. Carle
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780199945740
- eISBN:
- 9780199369843
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199945740.003.0008
- Subject:
- History, American History: 19th Century, Social History
This chapter argues that the role of the National Association of Colored Women in early law-related civil rights activism should be reconceptualized to emphasize the importance of African American ...
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This chapter argues that the role of the National Association of Colored Women in early law-related civil rights activism should be reconceptualized to emphasize the importance of African American club women's work in pushing the boundaries of the public/private divide. These activists built private social welfare institutions to serve African Americans' communities excluded from the benefits of the emerging social welfare state—as a first step that utilized the avenues for agency presented by the political conditions of the times—and then often followed up these efforts with requests that the public institutions of the state take over or fund institutions built through private, voluntarist efforts.Less
This chapter argues that the role of the National Association of Colored Women in early law-related civil rights activism should be reconceptualized to emphasize the importance of African American club women's work in pushing the boundaries of the public/private divide. These activists built private social welfare institutions to serve African Americans' communities excluded from the benefits of the emerging social welfare state—as a first step that utilized the avenues for agency presented by the political conditions of the times—and then often followed up these efforts with requests that the public institutions of the state take over or fund institutions built through private, voluntarist efforts.
Marta Gutman
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780226311289
- eISBN:
- 9780226156156
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226156156.001.0001
- Subject:
- History, American History: 19th Century
This book tells how women repurposed buildings to make California a better place for children. It starts during the Gold Rush in San Francisco and moves to Oakland, after the transcontinental ...
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This book tells how women repurposed buildings to make California a better place for children. It starts during the Gold Rush in San Francisco and moves to Oakland, after the transcontinental railroad arrived in 1869. In the gendered mixed economy of social welfare that prevailed in the United States during the nineteenth century, government counted on women to care for needy children and women were eager to oblige. They formed voluntary associations to organize services and acquire property, set up nodes in the charitable landscape, and deliver the interests of children first to the charitable public, then to the heart of government. Charitable institutions for children—often housed in repurposed buildings and run by female volunteers—played a key role in addressing the social ills brought about by industrialization and urbanization, in bringing order to the urban landscape, and creating reserves of public places, freed from speculative development. Affluent, white, Protestant women, joined by Irish Catholics, white working class ethnics, and middle class women of color, opened orphanages, free kindergartens, settlement houses, playgrounds, and day nurseries for an equally diverse group of children. Especial attention is given to politics—of gender and childhood, race and religion, immigration and migration—that informed the creation of the charitable landscape in the nineteenth century, expansion in the Progressive Era and the New Deal, and ruthless destruction after World War II. The magnitude of what was lost in slum clearance is addressed, as the extent to which earlier decisions informed postwar developments.Less
This book tells how women repurposed buildings to make California a better place for children. It starts during the Gold Rush in San Francisco and moves to Oakland, after the transcontinental railroad arrived in 1869. In the gendered mixed economy of social welfare that prevailed in the United States during the nineteenth century, government counted on women to care for needy children and women were eager to oblige. They formed voluntary associations to organize services and acquire property, set up nodes in the charitable landscape, and deliver the interests of children first to the charitable public, then to the heart of government. Charitable institutions for children—often housed in repurposed buildings and run by female volunteers—played a key role in addressing the social ills brought about by industrialization and urbanization, in bringing order to the urban landscape, and creating reserves of public places, freed from speculative development. Affluent, white, Protestant women, joined by Irish Catholics, white working class ethnics, and middle class women of color, opened orphanages, free kindergartens, settlement houses, playgrounds, and day nurseries for an equally diverse group of children. Especial attention is given to politics—of gender and childhood, race and religion, immigration and migration—that informed the creation of the charitable landscape in the nineteenth century, expansion in the Progressive Era and the New Deal, and ruthless destruction after World War II. The magnitude of what was lost in slum clearance is addressed, as the extent to which earlier decisions informed postwar developments.
Rosemary Ashton
- Published in print:
- 2012
- Published Online:
- October 2013
- ISBN:
- 9780300154474
- eISBN:
- 9780300154481
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300154474.003.0011
- Subject:
- History, Cultural History
This chapter examines the history of kindergarten education in Great Britain. It explains that Friedrich Froebel's system of teaching very young children through play, song, dance, and outdoor ...
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This chapter examines the history of kindergarten education in Great Britain. It explains that Friedrich Froebel's system of teaching very young children through play, song, dance, and outdoor pursuits was introduced in Britain in the kindergarten for children opened by Johannes and Bertha Ronge in Tavistock Place in Bloomsbury in the 1850s. The chapter discusses Bertha's training under Froebel and how the Ronge came to acquire a location for their school in Bloomsbury.Less
This chapter examines the history of kindergarten education in Great Britain. It explains that Friedrich Froebel's system of teaching very young children through play, song, dance, and outdoor pursuits was introduced in Britain in the kindergarten for children opened by Johannes and Bertha Ronge in Tavistock Place in Bloomsbury in the 1850s. The chapter discusses Bertha's training under Froebel and how the Ronge came to acquire a location for their school in Bloomsbury.
