ERIC Number: ED105998
Record Type: RIE
Publication Date: 1975-Mar
Preschool Plus All-Day-Kindergarten: The Cumulative Effects of Early Childhood Programs on the Cognitive Growth of Four and Five Year Old Children.
Nieman, Ronald H.; Gastright, Joseph F.
Empirical longitudinal evidence is presented regarding the positive relationship between test scores and the amount of time students participate in preschool and kindergarten classes. This positive relationship exists independent of a wide range of teaching styles, materials, and methodologies. Findings are based on four years of observations with five different standardized tests. Results show significant differences in I.Q., readiness, and achievement at the end of preschool, kindergarten, first, and second grade. Three treatment groups are identified: children who have had preschool and all-day-kindergarten, those who have had preschool and half-day-kindergarten, and those who have had half-day-kindergarten alone. (Author/CS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., March 30 - April 3, 1975)