ERIC Number: ED256474
Record Type: Non-Journal
Publication Date: 1984
Pages: 3
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Full-Day or Half-Day Kindergarten? ERIC Digest.
Rothenberg, Dianne
This ERIC Digest examines how changing family patterns have affected the full-day/half-day kindergarten issue, discussing why schools are currently considering alternative scheduling and describing the advantages and disadvantages of each type of program. The following changing family patterns affecting the choice of full-day kindergarten programs are discussed briefly: (1) an increase in the number of working parents; (2) an increase in the number of children who have had preschool or day care experience; (3) an increase in the influence of television and family mobility on children; and (4) renewed interest in academic preparation for later school success. Some of the reasons affecting alternative scheduling for kindergarten are stated as state school funding formulas, busing and transportation costs, and availability of classroom space and teachers. It is concluded that while both full-day and half-day programs have advantages and disadvantages, the length of the school day is only one dimension of the kindergarten experience. As long as the curriculum is developmentally appropriate and intellectually stimulating, either type of scheduling can provide an adequate introduction to school. (RH)
Descriptors: Comparative Analysis, Elementary Education, Family Characteristics, Kindergarten, Social Change
ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 805 West Pennsylvania Avenue, Urbana, IL 61801 (no charge).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Grant or Contract Numbers: N/A