Full Day Kindergarten
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Full Day Kindergarten



This is a powerpoint about half/full day kindergarten.

This is a powerpoint about half/full day kindergarten.



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    Full Day Kindergarten Full Day Kindergarten Presentation Transcript

    • Full-day Kindergarten
      Abby Schmitt
      Erin Hampton
    • Recently, some kindergarteners have been attending a full day instead of an A.M or P.M schedule.
      They believe that full day kindergarten prepares children for the future in education.
    • Background
      - Full-day kindergarten appeared first in the 1960’s as an intervention designed to help disadvantaged children catch up with additional schooling.
      - Gained popularity with wealthier parents.
      • Number of students in full day kindergarten in U.S rose from 30% in 1980’s to 55% in 1998.
      - Full-day leads to increased academic achievement, lower grade retention rates, improved attendance, and improved social skills.
    • School administrations see problems in funding full-day kindergarten in the future.
    • University of Southern Maine
      • parents have difficulties in managing half-day kindergarten schedules because of employment.
      • kindergarten teachers can’t teach the curriculum in the allotted time.
    • Full-day
      Advanced achievement
      Better schedule for working parents
      Fit more standards into the day
      Activities aren’t rushed
      Less funding
      Students have to focus for longer periods of time.
    • Article by Diana Brannon
      “Many of the parents of full-day
      kindergarten students expressed a need for full-day kindergarten due to their children's prior experiences with school in preschool.”
      States that parents have the right to choose. Some parents might want their kid to stay young and careless for as much as possible.
      Doesn’t give a definite negative, but rather a middle ground.
    • Half-day
      Children are at same level of full-day by the end of the first grade. (Quick to catch up)
      Less funding involved
      Stay at home moms prefer this.
      Less time for teacher’s lessons
      Students feel rushed
      Less academic achievement
    • Reflection
      We knew nothing about our topic before we started. We actually favored half-day until our research showed us otherwise. Neither of us have attended a full-day kindergarten class. We enjoyed half-day due to our lack of focus.
      We have learned that in order to succeed, the learning has to start earlier. The children seem more capable of advancement to first grade if they attend for a full day.
      This will affect teachers in the fact that they will have more time to do activities with their students. This system seems less hectic for everyone involved.
    • If you have children in the future, would you prefer them to attend full-day or half-day kindergarten?
    • References
      Baskett, R., Bryant, K., White, W., & Rhoads, K. (n.d.). EBSCOhost: Half-Day to Full-Day Kindergarten: An Analysis of Educational Change Scores.... Retrieved April 9, 2009, from http://web.ebscohost.com/ehost/detail?vid=29&hid=114&sid=5bc2e4a1-ba71-4968-9fe7- 1ca9576b4918%40sessionmgr109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ691518
      Brannon, D. (n.d.). EBSCOhost: Full- or Half-Day Kindergarten: What Parents Pick- and Why. Retrieved April 9, 2009, from http://web.ebscohost.com/ehost/detail?vid=35&hid=114&sid=5bc2e4a1-ba71-4968-9fe7- 1ca9576b4918%40sessionmgr109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ741322
      Philip, D. (n.d.). EBSCOhost: Does Full-Day Kindergarten Matter? Evidence from the First Two Years of Sch.... Retrieved April 8, 2009, from http://web.ebscohost.com/ehost/detail?vid=12&hid=114&sid=e87d58d6-a419-4ae3-8d42- 752f62060e50%40sessionmgr109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ749462
      Plucker, J., & Zapf, J. (n.d.). EBSCOhost: Short-Lived Gains or Enduring Benefits? The Long-Term Impact of Full-Day Ki.... Retrieved April 8, 2009, from http://web.ebscohost.com/ehost/detail?vid=19&hid=114&sid=e87d58d6-a419- 4ae3-f62060e50%40sessionmgr109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=ED48891
      Wolgemuth, J., R., B. C., Winokur, M., Leech, N., & Ellerby, D. (n.d.). EBSCOhost: Comparing Longitudinal Academic Achievement of Full-Day and Half-Day Kinder.... Retrieved April 8, 2009, from http://web.ebscohost.com/ehost/pdf?vid=10&hid=114&sid=5bc2e4a1-ba71-4968-9fe7- 1ca9576b4918%40sessionmgr109