Full Day Kindergarten Programs
Full Day Kindergarten programs
The reason children attend kindergarten today is so they can be taught a meaningful and balanced curriculum filled with skills and information. Teachers do this through age-appropriate activities that encourage the children to learn more (Marzollo, 1987). In order for children to develop the necessary skills for success in life, they need to attend kindergarten. In full day kindergarten programs more time is available to develop the necessary social and academic skills children need for success later on (“Full-day and half-day kindergarten in the United States”, 2004). Full day programs have become more and more popular in the past few decades. In the 1970s fewer than 15% of all five-year-olds in the US attended full day programs; in the 1980s it rose to 30% of kindergarten children attending these programs (Votruba-Drzal, Li-Grinning, & Maldonado-Carreno, 2008). In the 1990s it rose to nearly 50%, and by 1993, 54% of kindergarten teachers were teaching at least one full day class (Paciorek, 2002). In 2001, 57% of kindergarten age children were attending a full day program (“Full-day Kindergarten Pays Off”, 2003).
Review of the Literature
Arguments for full day Kindergarten programs
Full day kindergarten programs that are taught in a good learning environment tend to offer a better learning foundation for children, and many important characteristics only found in full day programs are not able to fit into a half day program. The extended time full day kindergarten often boosts the opportunities for implementing these unique characteristics of kindergarten in a way not possible in the half day programs (National Education Association, 2006). There is an extreme need for full day programs in some parts of the country. Today in the US, there are an increased number of single-parent homes or homes where both parents work. This makes it necessary for children to be in school all day, instead of just half the day (“Full…Half”,
The reason children attend kindergarten today is so they can be taught a meaningful and balanced curriculum filled with skills and information. Teachers do this through age-appropriate activities that encourage the children to learn more (Marzollo, 1987). In order for children to develop the necessary skills for success in life, they need to attend kindergarten. In full day kindergarten programs more time is available to develop the necessary social and academic skills children need for success later on (“Full-day and half-day kindergarten in the United States”, 2004). Full day programs have become more and more popular in the past few decades. In the 1970s fewer than 15% of all five-year-olds in the US attended full day programs; in the 1980s it rose to 30% of kindergarten children attending these programs (Votruba-Drzal, Li-Grinning, & Maldonado-Carreno, 2008). In the 1990s it rose to nearly 50%, and by 1993, 54% of kindergarten teachers were teaching at least one full day class (Paciorek, 2002). In 2001, 57% of kindergarten age children were attending a full day program (“Full-day Kindergarten Pays Off”, 2003).
Review of the Literature
Arguments for full day Kindergarten programs
Full day kindergarten programs that are taught in a good learning environment tend to offer a better learning foundation for children, and many important characteristics only found in full day programs are not able to fit into a half day program. The extended time full day kindergarten often boosts the opportunities for implementing these unique characteristics of kindergarten in a way not possible in the half day programs (National Education Association, 2006). There is an extreme need for full day programs in some parts of the country. Today in the US, there are an increased number of single-parent homes or homes where both parents work. This makes it necessary for children to be in school all day, instead of just half the day (“Full…Half”,
References: DeCicca, Philip. (2007). Does full-day kindergarten matter? Evidence from the first two years of schooling. Economic of Education Review, 26, 67-82. Retrieved from EBSCOhost: Academic Search Premier. Full-day kindergarten growing. (2008). American School Board Journal 195.3, 10. Retrieved from EBSCOhost: Academic Search Premier. Full-day and half-day kindergarten in the United States. (2004). US Department of Education. Retrieved from EBSCOhost: Academic Search Premier. Full-day kindergarten pays off. (2003). District Administration, 39.8, 18. Retreieved from EBSCOhost: Academic Search Premier. Leading the pack, continuing to move forward. (2008). Maryland State Department of Education. Retrieved from EBSCOhost: ERIC. Marzollo, J. (1987). The new kindergarten: Full day, child centered, academic. New York, NY: Harper & Row Publishers. National Education Association. (2006). Quality full-day kindergarten: Making the most of it. Washington, D.C.: NEA. Paciorek, K. M. (2002). Taking sides: Clashing views on controversial issues in early childhood education. Guilford, CT: McGraw-Hill Company. Readings and reports from parents involvement to wellness policies. (2007). American School Board Journal, 194, 55-57. Retrieved from ESCOhost: Academic Search Premier. Thomas, K. (2002, September 19). See Johnny read-by kindergarten. USA Today, p. 8. West, J., Denton, K., & Reaney, L. M. (2000). The kindergarten year: Findings from the early childhood longitudinal study. Washington, D. C.: NCES.