Abstract
The purpose of this paper is to discuss the integrated curriculum of kindergarten and primary grades developed by Lilian G. Katz and others with comparing this curriculum to the Play School established by Caroline Pratt in 1914. The National Association for the Education of Young Children started the reform in early childhood education in the middle of the 1980s. The movement involves two major activities. The first reviews progressive kindergarten-primary curricula in the 1920s, especially Play School and other experimental schools. This activity is represented by Polly Greenberg. The second is shown by Katz and others who have developed 'Project Work'. This integrated curriculum of kindergarten and primary grades involves great problems. There are great differences among the children's achievement, because the children do not always work to the limits of their ability. Some are free-wheeling, while others are working at a level far beyond their customary performance. By Comparing the effects in 'Project Work' with the effects produced through plays in the Play School, we could recognize great differences of levels that the children do their best to achieve their own activities. The major components of the differences are three: meaningful activities for children, bringing up the class through interacting with each other, and sympathetic teacher's questionings to guide discovery and inquiry.
