An Overview of Full-Day Kindergarten [electronic resource]
This document provides an overview of full-day kindergarten, identifying the states requiring local school districts to offer full-day kindergarten; summarizing some of the national research on the effects of full-day kindergarten classes; describing current kindergarten practices in Ohio; and expla...
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Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1997.
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| Summary: | This document provides an overview of full-day kindergarten, identifying the states requiring local school districts to offer full-day kindergarten; summarizing some of the national research on the effects of full-day kindergarten classes; describing current kindergarten practices in Ohio; and explaining proposed state budget appropriations relating to full-day kindergarten. Nationally, 12 states and the District of Columbia require full-day kindergarten availability. The most positive impact of full-day kindergarten is on children at risk of retention or academic failure. In most studies, full-day students show somewhat higher academic or social achievement than half-day students, with the effects diminishing after second grade. The percentage of Ohio kindergartens which are full-day is less than the national average. A larger percentage of kindergarten classrooms are full-day in poor urban or rural areas. Interviews with administrators from 26 districts revealed that full-day classes were offered when they believed that it would provide an academic advantage to all students, as a response to parents, or as a strategy to prevent retention and school failure. Instructional strategies in the full-day kindergartens included a more relaxed pace than the half-day schedule, repetition of the same experiences, or the addition of remedial instruction to the usual kindergarten curriculum. Superintendents attributed increased academic performance and first-grade adjustment to full-day kindergarten and indicated that many parents desired full-day classes. Proposed state budgeting would phase in additional funding in 21 large urban districts. (Appendices contain budgetary information for extended day or full-day kindergartens in Ohio and 19 references.) (KDFB) |
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| Item Description: | ERIC Document Number: ED408046. |
| Physical Description: | 17 p. |