ED345868 PS020580

 

Title: Full-Day Kindergarten: A Summary of the Research.
Author(s): Housden, Theresa; Kam, Rose
Author Affiliation: San Juan Unified School District, Carmichael, CA.(CIQ78525)
Pages: 5
Publication Date: February 1992
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Information Analysis (070)
Geographic Source: U.S.; California
Journal Announcement: RIEOCT1992

This document summarizes the research on full-day kindergarten. The question of whether full-day scheduling is good for children is addressed. The majority of the research justifies the following conclusions: (1) A developmentally appropriate program focuses on activities that are appropriate for the child's age and involve interaction with objects, other children, and adults; (2) A developmentally appropriate full-day schedule benefits children academically and socially, especially children from low socioeconomic or educationally disadvantaged backgrounds; (3) Teachers prefer full-day to half-day scheduling; (4) Parents react favorably to the full-day schedule; (5) Start-up costs can be offset by increased state aid for all-day students, reduced transportation costs, and increases in enrollment; and (6) Full-day kindergarten may reduce long-term costs for special and remedial education. A list of eight annotated references is appended. (GLR)

Descriptors: Academic Achievement; *Cost Effectiveness; Economically Disadvantaged; Educationally Disadvantaged; *Full Day Half Day Schedules; *Kindergarten; Kindergarten Children; *Parent Attitudes; Primary Education; Readiness; Self Concept; Social Development; Socioeconomic Background; *Teacher Attitudes
Identifiers: *Age Appropriateness; *Developmentally Appropriate Programs