ERIC Number: ED242407
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
Kindergarten Scheduling: What Will Children Forget?
Thirty-five kindergarten and 28 prekindergarten children were studied to determine the amount of forgetting that children experience in different learning situations. Two types of attendance scheduling patterns were used: (1) a full-day, alternate-day schedule; and (2) a half-day, every-day schedule. A relative balance existed between children's age and sex in both schedules. Randomly grouped, the children were presented a lesson and interviewed either 1, 2, or 5 days later. Four standardized tests were also administered. Results demonstrated a drop in recall between the 1-day and the 2-day groups in all aspects investigated. The 5-day group performed better than the 2-day group on initial recall of lesson components, but not on recall of lesson component details (with the exception of recall of a story). Three of the four standardized tests were found to correlate with children's recall ability. Implications of the study were seen to concern appropriateness of alternate-day scheduling for all children and the need to identify accommodations teachers must make in curriculum content and teaching methods. (Author/BJD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Alternate Day Scheduling; Forgetting; Full Day Programs; Half Day Programs
Note: Paper presented at the Annual Conference of the National Association for the Education of Young Children (Washington, DC, November 11-14, 1982).