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ERIC Number: ED571530
Record Type: Non-Journal
Publication Date: 2017
Pages: 31
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: N/A
All Day Kindergarten Programs and Their Anticipated Benefit to Early Literacy Development--Real or Imagined
Soiferman, L. Karen
Online Submission
There has been increasing interest in both Canada and the United States in implementing all-day Kindergarten programs. Education policy makers stress the need for countries to take initiative in educating children so they are more successful once they begin their formal schooling process. But is a longer school day the only solution to the problem of why some children struggle once they enter the school system, or are there other factors that can affect children's ability to successfully navigate learning how to read, write, and do mathematical calculations? The intent of many all-day programs is to socialize the child into the world of academia. As a result, many of the programs are focused on students from socially disadvantaged backgrounds that need a "Head Start" in learning how to learn. This paper discusses some of the problems with just lengthening the school day and provides recommendations for what constitutes an effective preschool program.
Publication Type: Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A