Teacher Training Reform Focusing on the Kindergarten Primary Period in the United States in the 1920s

An Analysis of the International Kindergarten Union’s Discussions and Teacher Training Curriculum Models

Abstract

This study aims to explore the professionality of teachers, focusing on the kindergarten primary period, by clarifying the characteristics of kindergarten primary teacher training reform in the United States in the 1920s. For this purpose, this study analyzed the discussions and teacher training curriculum models of the International Kindergarten Union （IKU). 　　 In the U.S., conventional kindergarten and elementary school teacher training programs were reorganized in the 1920s at various state normal schools, and kindergarten primary teacher training was established and expanded. Regarding the curriculum structure, the issue lied in how to improve academic standards while positioning the three subject groups: Froebelian subjects, subjects of psychology and child studies, and elementary education and pedagogy subjects. 　　 Hence, the curriculum model analysis for kindergarten primary teacher training created by IKU revealed the following. First, the training period was extended, the number of hours in practical training courses was reduced, and new general education courses were established to raise academic standards. Second, Froebelian content became a part of the separate courses’ content and was reconsidered from the perspective of elementary education and pedagogy. Third, the theoretical subjects were specialized in kindergarten primary education. Fourth, since no specialized subject matter courses were offered, the emphasis was placed on organizing the subject matter to be presented formally. 　　 In conclusion, the IKU’s kindergarten primary teacher training reform was an attempt at repositioning the contents of kindergarten and elementary teacher training to focus on the kindergarten primary period, while improving academic standards to strengthen its character as a higher education institution. The driving idea was not to connect kindergarten learning to elementary school subject learning, but rather that learning in the kindergarten primary period would form the basis for more differentiated subject learning in later years. This has implications for Japan, which distinguishes between the professionality of kindergarten teachers and that of elementary school teachers.