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Full-Day Kindergarten Programs (page 3)

By — Educational Resource Information Center (U.S. Department of Education)
Updated on Nov 12, 2009

Conclusion

Recent research supports the effectiveness of full-day kindergarten programs that are developmentally appropriate, indicating that they have academic and behavioral benefits for young children. In full-day programs, less hectic instruction geared to student needs and appropriate assessment of student progress contribute to the effectiveness of the program. While these can also be characteristics of high-quality half-day programs, many children seem to benefit, academically and behaviorally, from all-day kindergarten. Of course, the length of the school day is only one dimension of the kindergarten experience. Other important issues include the nature of the kindergarten curriculum and the quality of teaching.

References

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Drew, M., and C. Law. (1990). Making Early Childhood Education Work. PRINCIPAL 69(5, May): 10-12. EJ 410 163.

Fromberg, D.P. (1992). Implementing the Full-Day Kindergarten. PRINCIPAL 71(5, May): 26-28. EJ 444 288.

Gullo, D. (1990). The Changing Family Context: Implications for the Development of All-Day Kindergartens. YOUNG CHILDREN 45(4, May): 35-39. EJ 409 110. Heaviside, S., E. Farris, and J. Carpenter. (1993).

PUBLIC SCHOOL KINDERGARTEN TEACHERS' VIEWS ON CHILDREN'S READINESS FOR SCHOOL. CONTRACTOR REPORT. Washington, DC: National Center for Education Statistics. ED 364 332.

Holmes, C.T., and B.M. McConnell. (1990). Full-day versus Half-day Kindergarten: An Experimental Study. Unpublished paper. ED 369 540.

Housden, T., and R. Kam. (1992). FULL-DAY KINDERGARTEN: A SUMMARY OF THE RESEARCH. Carmichael, CA: San Juan Unified School District. ED 345 868.

Johnson, J. (1993). LANGUAGE DEVELOPMENT COMPONENT: ALL DAY KINDERGARTEN PROGRAM 1991-1992. FINAL EVALUATION REPORT. ELEMENTARY AND SECONDARY EDUCATION ACT CHAPTER 1. Columbus, OH: Columbus Public Schools, Department of Program Evaluation. ED 363 406.

Karweit, N. (1992). The Kindergarten Experience. EDUCATIONAL LEADERSHIP 49(6, Mar): 82-86. EJ 441 182.

Katz, L.G. (1995). TALKS WITH TEACHERS OF YOUNG CHILDREN. Norwood, NJ: Ablex. ED 380 232.

Lofthouse, R.W. (1994). Developing a Tuition-Based, Full-Day Kindergarten. PRINCIPAL 73(5, May): 24,26. EJ 483 346.

Smith, T., G. Rogers, N. Alsalam, M. Perie, R. Mahoney, and V. Martin. (1994). THE CONDITION OF EDUCATION, 1994. Washington, DC: National Center for Educational Statistics. ED 371 491.

Stipek, D., R. Feiler, D. Daniels, and S. Milburn. (1995). Effects of Different Instructional Approaches on Young Children's Achievement and Motivation. CHILD DEVELOPMENT, 66(1, Feb): 209-223. EJ 501 879.

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