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Discusses the need to determine what children should learn when they enter school in the 21st century. National Governors' Association's goals for education; Understanding of how the roots of representative government and political rights were defined during the colonization period; Knowledge of how to become a citizen of the United States; Understanding of the consequences of the absence of government.

The article focuses on children's attitudes toward the elderly in Korea and the U.S. People the world over share the reality of growing old. Nevertheless, the experience of aging and being old is believed different in each country for societies create their own meaning of age. Through its institutions, values and culture, each society defines for itself the exact meaning of age and the elderly. The institution of the school is paramount in the formation of children's attitudes, including those toward the elderly. In school, the attitudes of the general culture are transmitted to children. Attitudes toward age and the elderly are openly taught as well as modeled by significant others. It is presumed that the overall negative attitudes toward the old in the U.S. will be those transmitted in the school. Children in the culture of the U.S. have been found to view the old with overall negative feelings. Some believe that this general negative view of age and the elderly is unique to the modernized Western culture of the U.S. The assumption is that age and the elderly are valued in eastern cultures, or in stable, primitive societies, and only in western cultures are children exposed to negative attitudes toward age.

The article focuses on the negative attitude towards the elderly people which is prevalent in United States. Literature suggests a somewhat central, overall personal rejection or prejudice towards old people. Generally, the results of studies exploring attitudes towards the old and the aging process support the idea that being old in the United States is perceived of as less desirable than being young. Studies have attempted to clarify the types of attitudes American children hold towards the elderly people. American children, even those as young as three, seem to reject aging and the elderly. In these studies children gave few positive responses about growing old themselves and did not perceive being old as positive. When asked what they could do with an older person, the children tended to give similar responses and expressed their preference for with and doing things with younger people. Some believe that the demographics in current American culture have led to the development of negative attitudes towards the elderly.

The article presents a study on the qualifications of persons involve in teaching young children in the U.S. As child development programs are being established and day care programs experiencing rapid expansion, the desirable qualifications or qualities of a preschool teacher are not clearly evident. Harold Howe, former Commissioner of Education called for teachers of young children to be highly trained. According to the studies, the older teachers, who had completed the most training and education and had the most experience, were found to be the most effective.

Discusses key aspects of developmental continuity education in the U.S. from preschool through primary grades. Provision of instruction that permits children to progress according to their rate and style of learning; Development of a curriculum on developmental continuity; Organization and integration of a developmental continuity curriculum in the classroom.