Annotated bibliographies
Bibliography #1:
Source/ Bibliography:
Hung, Chang-Tai. "Turning a Chinese Kid Red: Kindergartens in the Early People's Republic." Journal of Contemporary China, vol. 23, no. 89, Sept. 2014, pp. 841-863. EBSCOhost, doi:10.1080/10670564.2014.882544.
Summary:
This article is about how people in China are putting communist ideas into the minds of kindergarten children. The teachers are very strict and the children are treated as adults instead of as kids. The rules are very finite and the children have little freedom to express themselves. The children do not play games because the government feels they are not useful. They put an emphasis on higher education at the age of six. China is trying to prune their children into communist robots.
Potential Quotes:
“From the beginning, the government predictably put heavy emphasis on higher education, as the new nation required a large number of experts in the critical fields of industry, economy and the military for the pressing need of nation building.”
“The second popular method used in the classroom was singing, which was inseparable from games, as they were often done together to achieve the best results.”
“Mao thus served as more than a national leader and wise teacher but also as a family elder who cared about his family members, with China in essence one big socialist family.”
Assessment:
The URL has a .org which indicates a credible organization. The source is from 2014, which is fairly current for the state the educational system is in now. This appears to be credible because it is from Galileo,
Reflection:
I can potentially use this to criticize their education system and put an emphasis on creativity being a huge part of kindergarten education.
Bibliography #2:
Source/Bibliography: “Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left Behind.” Global Education Repko-Erwin, Melia E. Review, Mercy College, 1 Sept. 2017
Summary: This journal details how the No Child Left Behind Act of 2001 has affected kindergarten classes since. Kindergarten is such an important time for growth and development, and with the implication of these policies kindergarten has been deeply affected. This act requires lengthy testing to make sure every child reaches standards, however, sometimes certain children simply are not ready for school and do not meet those standards. Although these policies had good intentions, they have severely affected the kindergarten curriculum. This “one size fits all” mentality does not fit all students.
Potential Quotes: “Connecting NCLB’s increased emphasis on standards and accountability to issues of kindergarten readiness, the role of academics, play, and developmental appropriateness in kindergarten, and changes in kindergarten literacy instruction, the author examines the complicated nature of teaching and learning in kindergarten in the wake of NCLB, with implications for research, policy, and practice.”
“1. What links can be made between the increased federal emphasis on standards and accountability ignited by No Child Left Behind and changes in the nature and role of US kindergarten?
2. How has kindergarten literacy instruction in particular been impacted post-NCLB?”
“Many early childhood educators and researchers have argued that the majority of early education academic standards written in recent years have not been created with the developmental needs of young children in mind (Bomer&Maloch, 2011; Goldstein, 2008; Hatch, 2002; McLaughlin et al., 2014). Hatch (2002) referred to the adoption and implementation of early childhood academic standards as academic shovedown, noting that, “Standards-based approaches represent backward movement, designed to force early childhood programs into molds that don't work with older students and are downright harmful for young children.”
Assessment/Evaluation of Source: This source is credible because it is from the Director of Open Access Journals, which is an organization that has a .org making it a credible non-profit source. A lot of other academic journals from credible sources are also found on this website boosting its credibility.
Reflection: I will use the quotes and information found in this journal to discuss how the federal government treats the school systems. I will use this as a source to question if the government is even thinking about kindergarteners when enacting policies such as this one. This source helps shed some light on a policy that is good on the outside, but has many internal flaws.
Bibliography #3:
Source/Bibliography: Galuski, Tracy. “Ready or Not Kindergarten, Here We Come.” Ready or Not Kindergarten, Here We Come! | NAEYC, NAEYC, 25 Jan. 2017, www.naeyc.org/our-work/families/kindergarten-here-we-come.
Summary: This article is about Kindergarten readiness and determining whether or not a child is ready to begin schooling. Many parents do not know if their child is ready for Kindergarten or not, and this author gives some tips to make sure children are properly prepared for the school year they will face. She says developing independence, focusing on self-help, teaching responsibility, following routines, reading aloud, engaging in literacy activities, and acknowledging the child's feelings will help make sure a child is ready to attend school. Many kids come in very immature and not developed enough to follow along with the other students and require extra help, and may fall behind in their schooling. Making sure children are ready to attend school is a key way to prepare them for future success.
Potential Quotes:
1. "Rather than worry about whether your child is ready to read and write, think about his or her skills as a whole. What can they do well that will help them succeed? The quiet child who has reading abilities will find her way to the social butterfly that needs help writing his name."
2. "Encourage your child to dress himself, take his coat on and off and hang it up, use the bathroom without assistance and wash his hands without constant reminders, and put on his own shoes."
3. "Set up morning routines that will transfer into a school setting. Getting up around the same time every day, getting dressed, and having an early breakfast together is a great way to transition to school."
Assessment/Evaluation of Source: This is a credible source because it is a ".org" which means it is a trustworthy organization. The author, Tracy Galuski, is also an associate professor and mentor at Empire State College where she shares her experiences as a mother, teacher, and child care administrator with her early childhood students.
Reflection: This source is helpful in order to assess the performance of some Kindergarten students because behavior and progress in class can be linked back to readiness. If a child is not ready for school, it might be just because they are young or it might be because their parents did not properly prepare them. This article will be helpful in assessing my essential question as well.
Source/ Bibliography:
Hung, Chang-Tai. "Turning a Chinese Kid Red: Kindergartens in the Early People's Republic." Journal of Contemporary China, vol. 23, no. 89, Sept. 2014, pp. 841-863. EBSCOhost, doi:10.1080/10670564.2014.882544.
Summary:
This article is about how people in China are putting communist ideas into the minds of kindergarten children. The teachers are very strict and the children are treated as adults instead of as kids. The rules are very finite and the children have little freedom to express themselves. The children do not play games because the government feels they are not useful. They put an emphasis on higher education at the age of six. China is trying to prune their children into communist robots.
Potential Quotes:
“From the beginning, the government predictably put heavy emphasis on higher education, as the new nation required a large number of experts in the critical fields of industry, economy and the military for the pressing need of nation building.”
“The second popular method used in the classroom was singing, which was inseparable from games, as they were often done together to achieve the best results.”
“Mao thus served as more than a national leader and wise teacher but also as a family elder who cared about his family members, with China in essence one big socialist family.”
Assessment:
The URL has a .org which indicates a credible organization. The source is from 2014, which is fairly current for the state the educational system is in now. This appears to be credible because it is from Galileo,
Reflection:
I can potentially use this to criticize their education system and put an emphasis on creativity being a huge part of kindergarten education.
Bibliography #2:
Source/Bibliography: “Was Kindergarten Left Behind? Examining US Kindergarten as the New First Grade in the Wake of No Child Left Behind.” Global Education Repko-Erwin, Melia E. Review, Mercy College, 1 Sept. 2017
Summary: This journal details how the No Child Left Behind Act of 2001 has affected kindergarten classes since. Kindergarten is such an important time for growth and development, and with the implication of these policies kindergarten has been deeply affected. This act requires lengthy testing to make sure every child reaches standards, however, sometimes certain children simply are not ready for school and do not meet those standards. Although these policies had good intentions, they have severely affected the kindergarten curriculum. This “one size fits all” mentality does not fit all students.
Potential Quotes: “Connecting NCLB’s increased emphasis on standards and accountability to issues of kindergarten readiness, the role of academics, play, and developmental appropriateness in kindergarten, and changes in kindergarten literacy instruction, the author examines the complicated nature of teaching and learning in kindergarten in the wake of NCLB, with implications for research, policy, and practice.”
“1. What links can be made between the increased federal emphasis on standards and accountability ignited by No Child Left Behind and changes in the nature and role of US kindergarten?
2. How has kindergarten literacy instruction in particular been impacted post-NCLB?”
“Many early childhood educators and researchers have argued that the majority of early education academic standards written in recent years have not been created with the developmental needs of young children in mind (Bomer&Maloch, 2011; Goldstein, 2008; Hatch, 2002; McLaughlin et al., 2014). Hatch (2002) referred to the adoption and implementation of early childhood academic standards as academic shovedown, noting that, “Standards-based approaches represent backward movement, designed to force early childhood programs into molds that don't work with older students and are downright harmful for young children.”
Assessment/Evaluation of Source: This source is credible because it is from the Director of Open Access Journals, which is an organization that has a .org making it a credible non-profit source. A lot of other academic journals from credible sources are also found on this website boosting its credibility.
Reflection: I will use the quotes and information found in this journal to discuss how the federal government treats the school systems. I will use this as a source to question if the government is even thinking about kindergarteners when enacting policies such as this one. This source helps shed some light on a policy that is good on the outside, but has many internal flaws.
Bibliography #3:
Source/Bibliography: Galuski, Tracy. “Ready or Not Kindergarten, Here We Come.” Ready or Not Kindergarten, Here We Come! | NAEYC, NAEYC, 25 Jan. 2017, www.naeyc.org/our-work/families/kindergarten-here-we-come.
Summary: This article is about Kindergarten readiness and determining whether or not a child is ready to begin schooling. Many parents do not know if their child is ready for Kindergarten or not, and this author gives some tips to make sure children are properly prepared for the school year they will face. She says developing independence, focusing on self-help, teaching responsibility, following routines, reading aloud, engaging in literacy activities, and acknowledging the child's feelings will help make sure a child is ready to attend school. Many kids come in very immature and not developed enough to follow along with the other students and require extra help, and may fall behind in their schooling. Making sure children are ready to attend school is a key way to prepare them for future success.
Potential Quotes:
1. "Rather than worry about whether your child is ready to read and write, think about his or her skills as a whole. What can they do well that will help them succeed? The quiet child who has reading abilities will find her way to the social butterfly that needs help writing his name."
2. "Encourage your child to dress himself, take his coat on and off and hang it up, use the bathroom without assistance and wash his hands without constant reminders, and put on his own shoes."
3. "Set up morning routines that will transfer into a school setting. Getting up around the same time every day, getting dressed, and having an early breakfast together is a great way to transition to school."
Assessment/Evaluation of Source: This is a credible source because it is a ".org" which means it is a trustworthy organization. The author, Tracy Galuski, is also an associate professor and mentor at Empire State College where she shares her experiences as a mother, teacher, and child care administrator with her early childhood students.
Reflection: This source is helpful in order to assess the performance of some Kindergarten students because behavior and progress in class can be linked back to readiness. If a child is not ready for school, it might be just because they are young or it might be because their parents did not properly prepare them. This article will be helpful in assessing my essential question as well.