Advanced Content at Kindergarten: What Instruction Gets Left Behind?

• In Event: 67.024 - Teaching Practices and Developmental Outcomes

Abstract

The increased focus on academic skills development at kindergarten has been a source of debate. Proponents suggests instruction focusing on advanced content can enhance student achievement, while critics argue that it will crowd out important learning activities, such as fewer play opportunities and less time spent on the arts. Surprisingly, there are few empirical studies that address this issue. Using data from the ECLS-K:2011, we find that advanced content was associated with lower levels of free play and higher levels of didactic instruction in both math and ELA. However, advanced content was also associated with higher levels of dance, music, and theater instruction. Policy implications are discussed.

Authors

• Vi-Nhuan Le, NORC at the University of Chicago

• Michael A. Gottfried, University of California - Santa Barbara