ERIC Number: ED309842
Record Type: Non-Journal
Publication Date: 1988-Apr
Reference Count: N/A
Interim Report of Full-Day Kindergarten, 1987-1988. Report No. 8834.
This 1987-1988 study was conducted to determine how full-day kindergarten was received in the school district of Philadelphia and to identify strengths and weaknesses of the program. Assessed were principals' and teachers' perceptions of the full-day program, the demand for it, and available space. Principals and teachers viewed full-day kindergarten as one of the most positive initiatives the school district had undertaken. They indicated that, with full-day kindergarten: (1) children were exposed to a more comprehensive program, with a greater richness of experience; (2) teachers had more time to identify the needs of each child and reinforce concepts taught; and (3) children appeared more self-confident and better able to work at grade level. Problems included inadequate aide service, scheduling difficulties, children's restlessness in the afternoon, shortage of supplies and equipment, space problems, the need to revise report cards, and difficulties in generating parent involvement. Districts differed in the percentage of staff who were experienced teachers. About 11 percent of the children who applied for the program could not be accommodated, and were put on waiting lists. (Author/RH)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Philadelphia School District, PA. Office of Research and Evaluation.
Identifiers - Location: Pennsylvania (Philadelphia)