The Effect of a Full-Day Kindergarten on the Student's Academic Performance [microform] / Sandra Greer-Smith.
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...
Saved in:
| Online Access: |
Request ERIC Document |
|---|---|
| Main Author: | |
| Format: | Microfilm Book |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
|
| Subjects: |
| Summary: | 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) |
|---|---|
| Item Description: | ERIC Note: Master of Science Thesis, Dominican College. ERIC Document Number: ED318570. |
| Physical Description: | 25 p. |
| Reproduction Note: | Microfiche. |
| Action Note: | committed to retain |