Full Day Kindergarten

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  • 1. Full-day Kindergarten
    Abby Schmitt
    Erin Hampton
  • 2. 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.
  • 3. 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.
  • 4.
    • 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.
    Current
    Status
  • 5. School administrations see problems in funding full-day kindergarten in the future.
  • 6. University of Southern Maine
    • parents have difficulties in managing half-day kindergarten schedules because of employment.
    • 7. kindergarten teachers can’t teach the curriculum in the allotted time.
    http://web.ebscohost.com/detail?vid=29&hid=11
  • 8. Full-day
    Pros
    Advanced achievement
    Better schedule for working parents
    Fit more standards into the day
    Activities aren’t rushed
    Cons
    Less funding
    Students have to focus for longer periods of time.
  • 9. 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.
    http://web.ebscohost.com/ehost/pdf?vid=25&hid=103
  • 10. Half-day
    Pros
    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.
    Cons
    Less time for teacher’s lessons
    Students feel rushed
    Less academic achievement
  • 11. 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.
  • 12. If you have children in the future, would you prefer them to attend full-day or half-day kindergarten?
  • 13. 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