The author argues that American educators rely on standardized tests at too early an age when administered in kindergarten, particularly given the original intent of kindergarten as envisioned by its founder, Friedrich Froebel. The author examines the current use of standardized tests in kindergarten and the Froebel model, including his emphasis on moral education, play, and family involvement. This article explains the extent to which research supports the value of Froebel's model. The author asserts how increasingly, over the last four decades, American educators have departed from the Froebel kindergarten rubric supposedly, in part, to compete with Japanese students. Ironically, however, the Japanese still cherish and practice Froebel's original concept. The author contends that American educators should return to the Froebel rubric and provides a vision for doing so.
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