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Research on Full Day Kindergarten

A 1980 study of the effectiveness of full day, everyday kindergarten was conducted in Evansville, Indiana to compare the full day kindergarten program with the half day kindergarten program. The results are as follows:

• Children did better on the readiness tests.

• Children had higher than anticipated scores in basic concepts.

• Children continued to do better in reading at the end of the first grade.

• Parents rated the program very high and preferred a full day program when given a choice.

A report compared the results of eight such studies. The students composing the eight studies came from varied geographic locations, races, and socioeconomic status. Of the thirty-three comparisons from the eight studies, eighty-five percent statistically favored full day every day, none favored half day or extended day, and fifteen percent indicated no significant difference. The follow up testing was done at the end of first grade. (Stinard, 1982.)

One of the earliest studies reported, comparing academic achievement, includes a study by Winter and Klein (1970). An extended day and full day kindergarten program, offering individualized activities according to the needs of the children resulted in significantly better performances on the Metropolitan Readiness Test. The students attending the extended and full day also excelled the control group on the Lee-Clark and Stanford Achievement Tests. (Naron 1981.)

Research done by Humphrey in Evansville, Indiana indicates that:

• Children who attend full day kindergarten, their parents, and their primary teachers have positive attitudes about the full day kindergarten program.

• Children attending full day kindergarten, when compared to children attending half day or modified kindergartens, tend to have higher academic and conduct marks on their report cards, a lower rate of being retained in a grade, and higher standardized test achievement scores.

• Self concepts and attitudes about school are not negatively affected by participation in the full day kindergarten program.

Because the findings for this study are either two and three years or three and four years after the kindergarten experience, one may conclude that there are lasting effects for children who attend full day kindergarten. As shown in the earlier Evansville study, there were differences at the end of kindergarten and first grade between children who attended full day and half day kindergarten, and those differences, in favor of the full day kindergarten children, continued into the third and fourth grades.

A 1984 New Jersey survey of parents of all day kindergarten students conducted by Cedar Grove Public Schools shows that:

75% of parents felt that children handled the all day program easily.

20% of parents felt that children handled the program adequately.

5% had some problems.

The assessment also reported that parents felt:

100% of all kindergarten students gained confidence.

92% of all kindergarten students gained confidence.

88% showed improved ability to work with others.

95% of the children learned more or as much as expected.

In a study conducted by the Maryland Department of Education, an all day kindergarten program provides children with additional time for skill development. Moreover, the same study concluded that there is a stability of gains and thus has the potential to reduce rates of retention and special placements.

A now historic study conducted by T.L., Beckner undertook a review of the literature of what elements comprise a good kindergarten program, such as class size, length of day, and teaching self concepts in reaction to effects. It is noted that there is a frustration among kindergarten teachers in trying to work with two classes of children and their parents. Diminished self confidence and esteem of teachers were hypothesized, with possible detrimental effects on children’s self esteem. From the review of the literature, it was concluded that smaller class sizes can be associated with several beneficial classroom instructional practices, as well as higher achievement. Lastly, teachers of all day classes reported more satisfaction and less frustration.

A most interesting paper was presented by R.T. Salzer to the National Association for the Education of young children, entitled Middle Class Parents’ Attitudes Toward All Day Kindergarten. The paper was concerned with the attitudes of parents in western New York toward all day kindergarten. It was found that those in favor believed that all day kindergarten could build upon children’s preschool experiences, provide more education for those who need it, and assist parents in meeting the responsibilities of day-long arrangements for children. Those opposed believed that children were not “ready” for such programs and that an all day kindergarten was not the best use of children’s time.

Another study (Stinard 1982) concluded that evidence regarding cognitive and academic outcomes strongly favored the pupils in the daily full day schedules, significantly. Also, in a study undertaken by the Wisconsin State Department of Education in Wisconsin and in neighboring states, the authors reached these conclusions – the all day program offers educational advantages, although it is more expensive; the half day, every day programs are the next best alternative.

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