In the early 1800’s, social reformers, educators and religious believers had strong interest in young people’s social, moral, emotional and intellectual development so they were in search of an alternative education program. In 1830’s, alternative educators emphasized the organic, natural and spiritual development of a child. Later, Francis Parker and John Dewey originated the progressive education movement, with the belief that education should serve the needs of children and conform to their styles of thinking and learning. During 1960’s alternative education became a widespread social movement in the United States. Kindle Farm Children Services (KFCS) was established in 1996 as an alternative form of education to enhance the social, moral, emotional and intellectual development of behaviorally challenged young people. Many students have graduated from the High School and Vocational School program during the past ten years of its working period. This study explores what was the long-term impact of Kindle Farm program on social, economical and behavioral aspects of its students, their families and communities.
The research concludes that there was a significant improvement in student’s performance after the intervention of Kindle Farm for several years. Both behaviors and academic performance of most of the students had improved and they were able to communicate their needs better compared to before. Students who were graduated from Kindle Farm during 1998-2005 were found full time employed. They were working one of the trades they had studied at Kindle Farm. They were financially independent and perceived as a lawful and productive citizen of the society. Some of the graduates were even decided to go to college.
Education | Educational Psychology | Social and Philosophical Foundations of Education
Timsina, Prem P., "Kindle Farm Children’s Services: An Examination of Its Impact on the Children" (2008). Capstone Collection. 687.