ERIC Number: ED458990
Record Type: Non-Journal
Publication Date: 2001-Dec
Nueva investigacion sobre kindergarten de dia completo (Recent Research on All-Day Kindergarten). ERIC Digest.
Noting that much of the early research on the effects of all-day kindergarten had serious problems with internal and external validity due to inadequate methodological standards, this Spanish-language digest reviews research conducted in the 1990s. The digest discusses the academic, social, and behavioral effects of all-day kindergarten, as well as parents' and teachers' attitudes and the curriculum in all-day kindergarten classes. The digest notes research from the 1990s showing more consistent positive academic outcomes for all children in all-day kindergarten than did earlier research. Three studies are highlighted which found social and behavioral benefits of all-day kindergarten attendance. Attitudes of parents and teachers of children enrolled in all-day kindergarten are also noted; both groups were generally satisfied with the programs and believed that all-day kindergarten better prepared children for first grade. The digest concludes by noting that all-day kindergarten seems to have many positive benefits for children and can provide them the opportunity to spend more time in active, child-initiated small-group activities. (Contains 14 references.) (KB)
Descriptors: Academic Achievement, Educational Research, Full Day Half Day Schedules, Kindergarten, Kindergarten Children, Parent Attitudes, Preschool Curriculum, Primary Education, School Schedules, Social Development, Student Adjustment, Student Behavior, Teacher Attitudes
ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; Web site: http://ericeece.org; e-mail: email@example.com. For full text: http://ericeece.org/pubs/digests.html.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.