Colliding Worlds: Practical and Political Tensions of Prekindergarten Implementation in Public Schools

Abstract

This chapter examines how the previously distinct worlds of early childhood education (ECE) and K-12 public school education are being drawn together through the recent and rapid advances of prekindergarten programming in the United States. Tensions around teaching philosophies, teacher qualifications, and financing are presented to illustrate the complexities involved in bridging the ECE and K-12 worlds. Common theories from the Politics of Education, including Policy Innovation Diffusion Theory, Institutional Theory, and Micropolitics are used to further understand current trends and issues around prekindergarten implementation, as well as to identify areas for future investigation. Despite the inherent tensions, prekindergarten has the potential to serve as a bridge between these two historically distinct systems, resulting in a better overall education system for young children.