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The Transatlantic KindergartenEducation and Women's Movements in Germany and the United States$
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Ann Taylor Allen

Print publication date: 2017

Print ISBN-13: 9780190274412

Published to Oxford Scholarship Online: January 2017

DOI: 10.1093/acprof:oso/9780190274412.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 18 September 2019

School or Day-Nursery? Patterns of Institutionalization

School or Day-Nursery? Patterns of Institutionalization

Chapter:
(p.118) 5 School or Day-Nursery? Patterns of Institutionalization
Source:
The Transatlantic Kindergarten
Author(s):

Ann Taylor Allen

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190274412.003.0006

By the 1890s, German and American educators pressured local school authorities to adopt kindergarten classes into public-school systems.The very different outcomes of these campaigns were influenced by the gender composition of the teaching profession in each country. In Germany, most teachers, even at the elementary level, were men who resisted the feminization of their profession and therefore mostly refused to incorporate the kindergarten and its female teachers into public schools. In response, many German kindergartens integrated their institutions into public welfare systems. Public kindergartens became day nurseries for chiefly poor children. In the United States, the teaching profession at the elementary level was mostly female, and these teachers favored the addition of kindergarten classes. Public kindergartens also furthered the mission of assimilating the children of immigrants. However, the public-school classes met for four hours a day—a schedule that did not serve the needs of working mothers.

Keywords:   kindergarten, public schools, immigrants, female teachers, day nurseries, public welfare

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