Research Proven Impacts of Full/Half-Day Kindergarten at Age 5

Based on the findings of 8 studies, attending full-day kindergarten has a number of benefits as well as a couple of concerns regarding children's development compared to half-day programs. 

As for the benefits to children's development, it has been shown that children who attend full-day kindergarten perform better in subsequent school performance in Language and Math. The estimated gains can last till 1st grade but disappear by 3rd grade. Children also benefit from attending full-time programs by being more confident about themselves, and work and play better with peers. In addition, parents also express higher levels of satisfaction with full-day programs because of the more child-initiated activities and more in-depth exploration of learning topics.

The concerns are that children in full-day programs may not have a positive attitude towards school and may also display more behavioral problems. 

Created on November 21 2015 at 08: 00 AM


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Details of Scientific Answers: Click on each bullet to Read References

References:

1: "Success Outcomes Of Full-Day Kindergarten: More Positive Behavior And Increased Achievement In The Years After," Early Childhood Research Quarterly, 1992, by JR Cryan, R Sheehan, J Wiechel. (Citations: 154).

This statewide longitudinal study was designed to investigate the effects of kindergarten schedule (half day, alternate day, and full day) and prior preschool attendance on elementary children's success (achievement, incidence of grade retention, provision of special educational services, and classroom behavior). Academic data are summarized from two phases of the study: a retrospective analysis of children's outcomes related to kindergarten attendance in 27 school districts in the years 1982, 1983, and 1984; and a prospective analysis of two cohorts of children, one entering kindergarten in fall 1986 in 27 school districts and one in fall 1987 in 32 school districts. Behavioral outcome data are reported in detail. Existing data found in cumulative folders, representing scores from 13 different standardized tests, and various outcome data were analyzed for the retrospective study. Outcome data for the ongoing study were gathered from the Metropolitan Readiness Tests (administered in kindergarten), the Metropolitan Achievement Tests (administered in first grade), and the Hahnemann Elementary School Behavior Rating Scale (administered in kindergarten). Results from the longitudinal study indicate that children who attend preschool prior to kindergarten experience greater subsequent success in elementary school than those who do not. Results from both phases of the study indicate that participation in full-day kindergarten is positively related to subsequent school performance, at least through first grade. Additional analyses demonstrate the significant impact of age at entrance to kindergarten and of gender.


2: "The Effects Of Full-Day Kindergarten On Student Achievement And Affect.," ERIC Digest, 1996, by D Hough, S Bryde. (Citations: 67).

ABSTRACT MF01/PC01 Plus Postage.* Academic Achievement;* Achievement Tests; Attendance Patterns; Classroom Research; Comparative Analysis;* Extended School Day; Fatigue (Biology);* Full Day Half Day Schedules;* Kindergarten Children;* Parent ...


3: "Does Full-Day Kindergarten Matter? Evidence From The First Two Years Of Schooling," Economics Of Education Review, 2007, by P DeCicca. (Citations: 66).

Over the past three decades, enrollment in full-day kindergarten has grown considerablyfrom roughly one-tenth to just over half of US kindergartners today. Full-day kindergarten reappeared first in the 1960s as an intervention designed to help disadvantaged children ...


4: "The Long Term Educational Effects Of Halfday Vs Fullday Kindergarten," Early Child Development and Care, 2000, by DF Gullo. (Citations: 58).

This study examined the effects of fullday and halfday kindergarten on children's second grade academic outcomes. The subjects for the study were 974 second grade children from a large Midwestern school district. Of these secondgraders, 730 of them had been in full ...


5: "Effects Of Full-Day Kindergarten On Academic Achievement And Social Development," Review of Educational Research, 2010, by H Cooper, AB Allen, EA Patall. (Citations: 53).

Abstract A meta-analysis found that attending full-day (or all-day) kindergarten had a positive association with academic achievement (compared to half-day kindergarten) equal to about one quarter standard deviation at the end of the kindergarten year. But the ...


References:

1: "Effects Of Full-Day Kindergarten On Academic Achievement And Social Development," Review of Educational Research, 2010, by H Cooper, AB Allen, EA Patall. (Citations: 53).

Abstract A meta-analysis found that attending full-day (or all-day) kindergarten had a positive association with academic achievement (compared to half-day kindergarten) equal to about one quarter standard deviation at the end of the kindergarten year. But the ...


References:

1: "What Do They Do All Day? Comprehensive Evaluation Of A Full-Day Kindergarten," Early Childhood Research Quarterly, 1997, by J Elicker, S Mathur. (Citations: 168).

A comprehensive evaluation of a newly-implemented full-day kindergarten program was carried out over a 2-year period. The evaluation included documentation of program processes and outcomes, viewed from multiple perspectives, using both quantitative and ...


2: "Halfday To Fullday Kindergarten: An Analysis Of Educational Change Scores And Demonstration Of An Educational Research Collaboration," Early Child Development and Care, 2005, by R Baskett, K Bryant, W White. (Citations: 27).

The benefits of allday kindergarten are increasingly supported by educational policy groups. Rigorous, prospective empirical research is impractical for schools of limited fiscal means where education must take priority over institutional research. However, posthoc ...



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Research Proven Impacts of Full/Half-Day Kindergarten at Age 5

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