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Recent Research on All-Day Kindergarten (page 3)

By — Educational Resource Information Center (U.S. Department of Education)
Updated on Apr 21, 2014

Summary

There seem to be many positive learning and social/behavioral benefits for children in all-day kindergarten programs. At the same time, it is important to remember that what children are doing during the kindergarten day is more important than the length of the school day. Gullo (1990) and Olsen and Zigler (1989) warn educators and parents to resist the pressure to include more didactic academic instruction in all-day kindergarten programs. They contend that this type of instruction is inappropriate for young children. 

An all-day kindergarten program can provide children the opportunity to spend more time engaged in active, child-initiated, small-group activities. Teachers in all-day kindergarten classrooms often feel less stressed by time constraints and may have more time to get to know children and meet their needs. 

For More Information

Cryan, J. R., Sheehan, R., Wiechel, J., & Bandy-Hedden, I. G. (1992). Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after. EARLY CHILDHOOD RESEARCH QUARTERLY, 7(2),187-203. EJ 450 525. 

Elicker, J., & Mathur, S. (1997). What do they do all day? Comprehensive evaluation of a full-day kindergarten. Early CHILDHOOD RESEARCH QUARTERLY, 12(4), 459-480. EJ 563 073. 

Fusaro, J. A. (1997). The effect of full-day kindergarten on student achievement: A meta-analysis. CHILD STUDY JOURNAL, 27(4), 269-277. EJ 561 697. 

Greer-Smith, S. (1990). THE EFFECT OF A FULL-DAY KINDERGARTEN ON THE STUDENT'S ACADEMIC PERFORMANCE. Unpublished master's thesis, Dominican University, San Rafael, CA. ED 318 570. 

Gullo, D. F. (1990). The changing family context: Implications for the development of all-day kindergarten. YOUNG CHILDREN, 45(4), 35-39. EJ 409 110. 

Hough, D., & Bryde, S. (1996, April). THE EFFECTS OF FULL-DAY KINDERGARTEN ON STUDENT ACHIEVEMENT AND AFFECT. Paper presented at the annual conference of the American Educational Research Association, New York. ED 395 691. 

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

Karweit, N. (1992). The kindergarten experience. EDUCATIONAL LEADERSHIP, 49(6), 82-86. EJ 441 182. 

Koopmans, M. (1991). A STUDY OF THE LONGITUDINAL EFFECTS OF ALL-DAY KINDERGARTEN ATTENDANCE ON ACHIEVEMENT. Newark, NJ: Newark Board of Education. ED 336 494. 

Morrow, L. M., Strickland, D. S., & Woo, D. G. (1998). LITERACY INSTRUCTION IN HALF- AND WHOLE-DAY KINDERGARTEN. Newark, DE: International Reading Association. ED 436 756. 

Olsen, D., & Zigler, E. (1989). An assessment of the all-day kindergarten movement. EARLY CHILDHOOD RESEARCH QUARTERLY, 4(2), 167-186. EJ 394 085. 

Puleo, V. T. (1988). A review and critique of research on full-day kindergarten. ELEMENTARY SCHOOL JOURNAL, 88(4), 427-439. EJ 367 934. 

Towers, J. M. (1991). Attitudes toward the all-day, everyday kindergarten. CHILDREN TODAY, 20(1), 25-28. EJ 431 720. 

West, J., Denton, K., & Germino-Hausken, E. (2000). AMERICA'S KINDERGARTNERS [Online]. Washington, DC: National Center for Educational Statistics. Available: http://nces.ed.gov/pubs2000/2000070.pdf.

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