ED318570 PS018755

 

Title: The Effect of a Full-Day Kindergarten on the Student's Academic Performance.
Author(s): Greer-Smith, Sandra
Pages: 25
Publication Date: May 1990
Notes: Master of Science Thesis, Dominican College.
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Dissertations/Theses--Masters Dissertations (042); Reports--Research (143)
Geographic Source: U.S.; California
Journal Announcement: RIESEP1990

The purpose of this study was to determine whether the length of the school day has an effect on kindergarten students' academic performance. Ten full-day and ten half-
day kindergarten teachers were asked to complete a questionnaire regarding the effects of full-day kindergarten on students. A majority of the half-day teachers were concerned that: (1) children in full-day kindergarten programs leave school tired; (2) there is more academic pressure on children in full-day kindergarten programs; (3) too much school at an early age can have a negative effect; and (4) children need half-day programs as a transition time between home and school. The majority of full-day teachers surveyed thought that full-day programs: (1) meet the needs of working parents; (2) have more enrichment activities; and (3) provide more opportunities for teachers to work with students. (PCB)

Descriptors: Adjustment (to Environment); Employed Parents; Enrichment Activities; *Full Day Half Day Schedules; *Kindergarten; Primary Education; Questionnaires;
*Teacher Attitudes; Teacher Student Relationship
Identifiers: Academic Stress