ERIC Number: ED459906
Record Type: RIE
Publication Date: 1997
Effects of All-Day, and Half-Day Kindergarten Programming on Reading, Writing, Math, and Classroom Social Behaviors.
This study compared the relative effects of three kindergarten schedules on children's achievement in reading, writing, and mathematics, and on children's prosocial classroom behaviors. Participating were 47 children attending all-day kindergarten, 56 attending alternate-day kindergarten, and 44 attending half-day kindergarten. Individual achievement tests were administered in a pretest-posttest procedure. Analysis of covariance showed that the all-day kindergarten group scored significantly higher in reading, with no significant differences in mathematics or writing. Multivariate analysis of covariance for the 14 subscales of classroom social behaviors on the Hahnemann Elementary Behavior Rating Scale showed significant differences between groups, with the half-day children exhibiting higher scores on classroom behaviors that facilitate learning and lower scores on negative behaviors. Possible reasons for these differences and implications of developmentally appropriate practices, teachers' theoretical orientation to reading instruction, and parent survey information were explored. (Contains 29 references.) (Author/KB)
Descriptors: Academic Achievement, Alternate Day Schedules, Comparative Analysis, Full Day Half Day Schedules, Kindergarten, Kindergarten Children, Mathematics Achievement, Peer Relationship, Primary Education, Prosocial Behavior, Reading Achievement, Scheduling, Social Behavior, Social Development, Student Behavior, Writing Skills
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
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