All Day Kindergarten…. What is the Point?
March 2, 2009
After critically analyzing the current kindergarten scheduling trends, there is a shift in many schools from half-day kindergarten programs towards full day kindergarten programs. A full day kindergarten or all day kindergarten program is a program in which pupils attend school each weekday for approximately six hours. The growing number of all day kindergarten programs can be attributed to a change in the American society and education in general. To be specific the growing number can be attributed to the increase in single parents and dual employment households and finally a general belief that all day programs better prepare children for school. There has been a looming legislation, which is going to give powers to the local, state and federal governments to control standards of education. Kindergarten education is targeted by this piece of legislation because it promotes all day kindergarten programs at the expense of half-day programs.
I fully support this piece of legislation that promotes all day kindergarten programs because of the benefits that are inherent with the program. It’s my prayers that the legislation is approved so that our schools can start churning out very competitive graduates. I believe all day kindergarten programs are the best because of the following: • A research conducted in 1990s reported a consistent positive academic outcome for all children enrolled in all day kindergarten programs. A subsequent research also showed that children who attended all day kindergarten programs scored higher points on standardized tests than their half day counter parts. Hough and Bryde found out that there is more individualized instruction in all day programs when compared to half-day programs. Individualized training makes it possible for the teacher to understand each and every need of the pupil and therefore attend to them accordingly. A research...
References: Cryan, J. R., Sheehan, R., Wiechel, J., & Bandy-Hedden, I. G. (1992). Success outcomes of full- day kindergarten: More positive behavior and increased achievement in the years after. Early childhood research quarterly, 7(2), 187-203. EJ 450 525
Elicker, J., & Mathur, S. (1997). What do they do all day? Comprehensive evaluation of a full- day kindergarten. Early childhood research quarterly, 12(4), 459-480. EJ 563 073.
Hough, D., & Bryde, S. (1996, April). THE EFFECTS OF FULL-DAY KINDERGARTEN ON STUDENT ACHIEVEMENT AND AFFECT. Paper presented at the annual conference of the American Educational Research Association, New York: ED 395 691.
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