Although change has become a byword in our society, most kindergarten programs are little different from programs of thirty-or even fiftyyears ago. We firmly believe that there are legitimate reasons for revising traditional programs in kindergarten as well as at other levels. While joining with others to decry the arbitrary pushing down of content in the grades, we do see an important philosophical distinction between a sputnik-inspired pushing down of content and the changing of programs out of consideration for children's needs and experi-