ERIC Number: ED070529
Record Type: Non-Journal
Publication Date: 1972-Jul
Reference Count: N/A
Kindergarten Evaluation Study: Full-Day Alternate Day Programs.
Minnesota State Dept. of Education, St. Paul.
In this evaluation study, two groups of children who attended kindergarten either one-half day every day or full-day on alternate days were compared. An opinion survey was conducted to obtain the observations of parents, kindergarten teachers, and elementary principals in relation to the all-day alternate day schedule in 55 school districts. Data were collected on 96 kindergarten children during the last two weeks of the 1971-72 school year. Of these children, 48 had been attending the full-day alternate-day kindergartens and 48 had been attending the half-day daily kindergartens. The children ranged in age from 5 years 9 months to 7 years 9 months for the full-day group and 5 years 9 months to 6 years 9 months for the half-day group. No fewer than 8 and not more than 10 children were taken from each of 10 classrooms. Two examiners from the State Department of Education asked questions of a single child for about 25 minutes. A test of pre-academic skills was developed for this study, and the Caldwell Preschool Inventory was used. Results of the study showed that the two groups were similar on the measure of broad readiness experiences, and they were dissimilar on two of the pre-academic skill measures. Children who attended kindergarten daily had significantly higher scores on tests of ability to name numerals 1 to 10 and on knowledge of the sounds of letters of the alphabet. There were no significant differences on the Caldwell Preschool Inventory. On all measures, the children in the full-day alternate-Day programs had lower scores and greater group variability. An appendix provides survey forms and test forms. (DB)
Descriptors: Cognitive Development, Comparative Analysis, Data Analysis, Educational Research, Evaluation Methods, Kindergarten Children, Nontraditional Education, Parent Attitudes, Preschool Education, Principals, Program Evaluation, Research Reports, School Schedules, Surveys, Teacher Attitudes, Test Results, Tests
Publication Type: N/A
Education Level: N/A
Authoring Institution: Minnesota State Dept. of Education, St. Paul.
Identifiers - Assessments and Surveys: Preschool Inventory