Full- and half-day kindergarten programmes: examining impacts on second language learners

Bingham, Gary E.; Hall‐Kenyon, Kendra M.

doi:10.1080/03004430.2012.662227

Cited by 4 publications

(7 citation statements)

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“…Research suggests that FDK benefits children both academically and socially in the short term, and there is increasing evidence that FDK is especially beneficial for children of low socioeconomic status (SES) or educationally disadvantaged backgrounds (Bingham & Hall-Kenton, 2012 ; Chang, 2012 ; Chang & Singh, 2008 ; Preston et al, 2012 ; Puleo, 1988 ; Schroeder, 2007 ). Studies have reported that FDK increases literacy skills compared to half-day kindergarten (HDK) (Elicker & Mathur, 1997 ; Walston & West, 2004).…”

mentioning

confidence: 99%

Long-term benefits of full-day kindergarten: a longitudinal population-based study

Brownell

Nickel

Château

et al. 2014

Early Child Development and Care

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In the first longitudinal, population-based study of full-day kindergarten (FDK) outcomes beyond primary school in Canada, we used linked administrative data to follow 15 kindergarten cohorts (n ranging from 112 to 736) up to grade 9. Provincial assessments conducted in grades 3, 7, and 8 and course marks and credits earned in grade 9 were compared between FDK and half-day kindergarten (HDK) students in both targeted and universal FDK programmes. Propensity score matched cohort and stepped-wedge designs allowed for stronger causal inferences than previous research on FDK. We found limited long-term benefits of FDK, specific to the type of programme, outcomes examined, and subpopulations. FDK programmes targeted at low-income areas showed long-term improvements in numeracy for lower income girls. Our results suggest that expectations for wide-ranging long-term academic benefits of FDK are unwarranted.

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confidence: 99%

Long-term benefits of full-day kindergarten: a longitudinal population-based study

Brownell

Nickel

Château

et al. 2014

Early Child Development and Care

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“…Some research suggests that they do; benefits for ELL children are as great as or greater than they are for children learning in English as a first language (EL1). There is increasing evidence that FDK is particularly beneficial for children from diverse language backgrounds (Bingham & Hall-Kenyon, 2012;Chang, 2012;Chang & Singh, 2008;Preston, Cottrell, Pelletier & Pearce, 2012;Puleo, 1998). For example, Bingham & Hall-Kenyon (2012) showed that that both ELL and non-ELL children in FDK settings performed significantly better in literacy and mathematics when compared to children in half-day kindergarten (HDK).…”

mentioning

confidence: 99%

The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education

Pelletier

Fesseha

2019

eei

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Two-year, play-based, full-day kindergarten (FDK) has been shown to have long-term academic and self-regulation benefits for young children. This article addresses the question of whether FDK has particular benefits for children who may be at risk for placement in special education. Participants included 592 kindergarten children in their second year of kindergarten, with an average age of 5 years, 9 months. Parent reports indicated that 56% of the children spoke a language other than English at home. The research design exploited a natural experiment that occurred due to the phasing-in of FDK, creating two groups of children who attended either FDK or half-day kindergarten (HDK). Kindergarten children’s outcomes in vocabulary, reading, writing, mathematics, and self-regulation were used to create two achievement groups based on data cut-points: below average and average to above average. Following a series of binary logistic regression analyses, results showed that HDK children were significantly more likely than FDK children to be in the below average group in the areas of reading, vocabulary, and self- regulation. In fact, results for self-regulation showed that HDK children were three times more likely to fall into the below average group. These results are consistent with our larger study on the longitudinal impact of FDK to Grade 3. The article discusses the importance of play-based learning in fostering self-regulation and providing opportunities for small- group learning in the FDK program. For children who struggle academically, full-day learning through play with the guidance of an educator team may present additional benefits.

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“…The authors concluded that the all-day kindergarten ELL students may have narrowed the performance gap with their FEP peers. Finally, for both groups of students in both types of settings, academic performance was better when school attendance was higher (Bingham & Hall-Kenyon, 2013).…”

Section: Classroom and School Factorsmentioning

confidence: 86%

“…In addition to classroom variables, factors at the school level may also impact ELL students' mathematics performance. In particular, researchers have examined the impact of kindergarten setting (Bingham & Hall-Kenyon, 2013;Chang, 2012) and overall school programs and resources (Ganesh & Middleton, 2006;Han & Bridglall, 2009).…”

Section: Classroom and School Factorsmentioning

confidence: 99%

“…Hispanic ELL students have also been shown to perform better after attending high-quality pre-kindergarten settings that provide bilingual instruction (Burchinal et al, 2012), as well as in schools that have more resources and services designed for ELL students (Han & Bridglall, 2009). Finally, low-income and Hispanic ELL students also seem to benefit from all-day kindergarten settings as opposed to half-day settings (Bingham & Hall-Kenyon, 2013;Chang, 2012).…”

Section: Summary Many Recommendations Have Been Made Regarding Best mentioning

confidence: 99%

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Mathematics development in Spanish-speaking English language learners

Wilkinson¹

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Schools are required by law to identify and support English Language Learner (ELL) students. However, ELL students across grade levels consistently score well below their English-proficient peers in math. Because of this, it is imperative that the literature on effective instruction for these students remain current. Research that is available in this area has demonstrated positive relations between early ELL math performance and several demographic and school factors, including: socioeconomic status (SES), primary language proficiency, English proficiency, high-quality computer instruction, heterogeneous achievement grouping, bilingual instruction, use of cooperative learning activities, all-day kindergarten programs (as opposed to half-day), and school settings that have access to greater resources. However, this research is both limited and dated. The current study updated this literature using a recent large-scale dataset. The results indicated that a significant gap in math performance continues to exist between ELL and English-proficient students. This gap is present at kindergarten entry and persists through the spring of kindergarten. In addition, math performance at kindergarten entry was significantly accounted for by students' Spanish proficiency and SES. Models predicting math growth over kindergarten from the instructional strategy of playing math-related games and a classroom emphasis on recognizing ordinal numbers were also significant. Contrary to previous research, the adequacy of instructional materials and student program type were not significant predictors of kindergarten math growth in this study. This research provides preliminary evidence of effective strategies for instructing ELL students, although several limitations to these findings are discussed, as are implications and future directions.

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Full- and half-day kindergarten programmes: examining impacts on second language learners

Cited by 4 publications

References 45 publications

Long-term benefits of full-day kindergarten: a longitudinal population-based study

Long-term benefits of full-day kindergarten: a longitudinal population-based study

The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education

Mathematics development in Spanish-speaking English language learners

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