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ERIC Number: ED440751
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Full Day Kindergarten at an Inner City Elementary School: Perceived and Actual Effects.
da Costa, Jose L.; Bell, Susan
This study examined the actual and perceived effects of full-day kindergarten on students' growth in play and problem solving, language and literacy, and socioemotional development. Participating in the study were two kindergarten teachers and their classrooms serving similar diverse inner city populations in western Canada, one a half-day program and the other a full-day program. Data sources included semi-structured interviews with kindergarten staff, anecdotal comments generated by the teacher throughout the year for student report cards, quantitative data on student progress, and quantitative data on a comparison group of students in a half-day kindergarten. The findings indicated that both programs were generally in keeping with principles exhibited by exemplary programs. Instruction in both programs was focused on the whole child and emphasized the role of the learner in social context. All students in the full-day program experienced substantial growth over the course of the year in play and problem solving, language and literacy, and socioemotional development. The majority of the full-day students were either already reading or on the verge of reading independently. Full-day students experienced significantly greater growth in reading prerequisite skills than half-day students. Play-based instruction was highly effective for kindergartners. Full-day kindergarten may be especially beneficial for students of low socioeconomic backgrounds. The full-day program was only possible due to the donation of an anonymous benefactor. Based on findings, it was concluded that the sensitivity to detect differences between the two types of programs needs to be increased. (Contains 13 references.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A