Recent Research on All-Day Kindergarten (continued)

Some studies (Hough & Bryde, 1996; Morrow et al., 1998) found that all-day kindergarten teachers utilized small-group instruction and provided for small-group activities more frequently than half-day teachers. Hough and Bryde also found more individualized instruction in all-day programs, when compared with half-day programs. 

An interesting pattern occurred when Elicker and Mathur (1997) compared data collected from the first and second years of their study. They noted that many of the differences in kindergarten programming became stronger during the second year of implementation. They found that children in the all-day classrooms in the second year of implementation were "initiating more learning activity and receiving more one-to-one instruction from their teachers" (p. 477). Further research in this area is needed to determine whether, over time, all-day kindergarten teachers restructure the curriculum to accommodate the increased amount of time available to them and the children in more developmentally appropriate ways. 

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.