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ERIC Number: EJ794850
Record Type: Journal
Publication Date: 2004
Pages: 18
Abstractor: Author
Reference Count: 63
ISSN: ISSN-1476-718X
Literacy Activities in Half- and Whole-Day Greek Kindergarten Classrooms
Tafa, Eufimia
Journal of Early Childhood Research, v2 n1 p85-102 2004
The purpose of the study discussed in this article was: to record the types of literacy activities in whole-day and half-day kindergarten classrooms, initiated either by teachers during the instructional time or by children during the free-choice center time; to examine the amount of time spent on teacher-initiated literacy activities; and to determine the effect of whole-day and half-day kindergarten programs on children's literacy achievement. To record the types of literacy activities, two whole-day and two half-day kindergarten classrooms were observed for five continuous days (a week). Accordingly, five children from each classroom (a total of 20) were selected randomly as subjects for the examination of literacy activities that engaged them during the free-choice center time activities and for the analysis of their literacy achievement. The results showed that: (a) teachers in both programs initiated literacy activities related to: knowledge about print; phonological awareness; writing and storybook reading; (b) the percentage of instructional time per day on teachers' initiated literacy activities in half-day kindergarten classrooms was higher than in whole-day classrooms; (c) children in both programs did not engage in several literacy activities during the free-choice center time; and (d) children in half-day kindergarten classrooms made better progress in literacy development than children in whole-day classrooms. (Contains 6 tables and 2 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece