ERIC Number: ED345868
Record Type: Non-Journal
Publication Date: 1992-Feb
Full-Day Kindergarten: A Summary of the Research.
Housden, Theresa; Kam, Rose
This document summarizes the research on full-day kindergarten. The question of whether full-day scheduling is good for children is addressed. The majority of the research justifies the following conclusions: (1) A developmentally appropriate program focuses on activities that are appropriate for the child's age and involve interaction with objects, other children, and adults; (2) A developmentally appropriate full-day schedule benefits children academically and socially, especially children from low socioeconomic or educationally disadvantaged backgrounds; (3) Teachers prefer full-day to half-day scheduling; (4) Parents react favorably to the full-day schedule; (5) Start-up costs can be offset by increased state aid for all-day students, reduced transportation costs, and increases in enrollment; and (6) Full-day kindergarten may reduce long-term costs for special and remedial education. A list of eight annotated references is appended. (GLR)
Descriptors: Academic Achievement, Cost Effectiveness, Developmentally Appropriate Practices, Economically Disadvantaged, Educationally Disadvantaged, Full Day Half Day Schedules, Kindergarten, Kindergarten Children, Parent Attitudes, Primary Education, Readiness, Self Concept, Social Development, Socioeconomic Background, Teacher Attitudes
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: San Juan Unified School District, Carmichael, CA.