Review of Research: All-Day Kindergarten

Clark, Patricia; Kirk, Elizabeth W.; Burriss, Kathleen G.

doi:10.1080/00094056.2000.10521169

Cited by 39 publications

(12 citation statements)

References 5 publications

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“…Consistent with the argument of proponents of all-day kindergarten, the previous studies on the effects of all-day kindergarten have shown overall positive advantages on student's academic achievements in such domains as mathematical reasoning and concepts, oral-language development, literacy skills, and problem-solving (Clark, 2001; Cryan, Sheehan, Wiechel, & Bandy- Hedden, 1992; da Costa & Bell, 2001; Elicker& Mathur, 1997; Fusaro, 1997;Hough & Bryde, 1996;Johnson, 1993;Nelson, 2000) st and are better prepared for 1 grade (Clark & Kirk, 2000;Elicker & Mathur, 1997;Feldman, 2001;Johnson, 1993; Ohio State Legislative Office of Education Oversight, 1997) when compared to half-day kindergarten.…”

supporting

confidence: 65%

All-Day Kindergarten And Cognitive Outcomes Of Racial Minority Students In The US

Chang¹,

Devgan²,

Filer³

et al. 2009

JPSY

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ALL-DAY KINDERGARTEN AND COGNITIVE OUTCOMES OF RACIAL MINORITY STUDENTS IN THE US INTRODUCTION Ever since Margarete Schurz introduced the Froebel kindergarten in the United State in 1856, American k i n d e r g a r t e n s h a v e c o n t i n u a l l y a d a p t e d t o accommodate the changing perspectives on children's developmental needs and the parental economic demands. In early traditional kindergartens, the most beneficial program was identified as the one easing the transition from home to school smoothly. The only tasks that children need to do in traditional kindergartens is to spend 2 1/2 to 3 hours playing and adjusting themselves to a new social setting (Nelson, 2000). Nowadays kindergarten emphasizes academic achievement and school readiness which had been a goal of the first grade's curriculum in the past. Kindergarten children are expected to pay attention to regular academic instructions which cover reading, writing, mathematics, and science structured lessons. The highly-structured, segmented academic daily routines have spread to allday kindergarten in the United States. In all-day kindergarten, students typically stay 5 to 6 hours per day and attend 5 days per week (Rudolph & Cohen, 1984).

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supporting

confidence: 65%

All-Day Kindergarten And Cognitive Outcomes Of Racial Minority Students In The US

Chang¹,

Devgan²,

Filer³

et al. 2009

JPSY

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“…In addition, research on full-day school that showed full-day school practice can help students to improve academic, social, moral, emotional and even parental satisfaction (Cannon, Jacknowitz, & Painter, 2006;Kauerz, 2005;Cooper, Allen, Patall, & Dent, 2010;Ray & Smith, 2010;Clark & Kirk, 2000;Fusaro & Royce, 1995;Gullo, 2000) also factors to strengthen the development of schools that implementing a full-day system.…”

Section: Discussionmentioning

confidence: 99%

“…Other findings revealed that students who attend schools that apply full-day system are better prepared both academically and socially as they enter the next level of education compared to students from half-day school system (Cooper, Allen, Patall, & Dent, 2010;Ray & Smith, 2010). The results of Clark and Kirk's (2000) research concluded that full day school program can improve academic achievement, socialization and behavioural control, as well as parents and teachers attitudes. The researches of Fusaro and Royce (1995) and Gullo (2000) found that children in schools with full-day system have more academic readiness than children in schools with half-day system.…”

Section: Praxis Of Full Day School System In Indonesiamentioning

confidence: 95%

Humanizing the Classroom: Praxis of Full Day School System in Indonesia

Suyatno¹,

Wantini²

2018

IES

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The full day school program is a new model in the education management system in Indonesia. This phenomenon is interesting because there is a paradox in it. Education in Indonesia is often criticized for the learning which is too heavy, but the full day school program gets a positive response from the community although it has longer school hours. This research aims to answer the questions; 1) How is a full day school praxis program in Indonesia? Second, how is the implementation of humanizing the classroom learning program in schools that implement the full day school program? This research is a qualitative research with locus at Islam Terpadu Salsabila Elementary School (SDIT Salsabila), Yogyakarta. Research subject is determined by purposive sampling. Method of data collections are: 1) participant observation, 2) in-depth interview, 3) questionnaire, and 4) document analysis. Data analysis technique is inductive-qualitative. The results are; First, the full day school program in Indonesia is growing as a result of the increasing number of busy working parents. They do not have the opportunity to accompany their children at home because they are busy working from morning to evening. The full day school program is an educative solution for them. Secondly, humanizing the classroom is implemented through students’ active involvement in the classroom and the learning process is democratic and fun. This approach is a solution so that students do not feel boredom in learning although they spent their time throughout the day at school.

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“…First, childcare centres provide whole-day programs whereas kindergartens mostly operate halfday programs for young children. Second, even though both kindergartens and childcare centres have a strong focus on pre-academic activities and appear to follow the same type of curriculum and program (Opper, 1989), it is generally believed that the half-day kindergartens focus more on children's academic development and the full-day childcare centres provide more opportunities to engage children in academic activities as well as social skill activities (Clark & Kirk, 2000). Starting from 2005, the Education Bureau has become the sole supervisor of all services for children aged between 3 and 6 years.…”

Section: Inclusive Education In Hong Kongmentioning

confidence: 99%

Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong

Lee

Yeung

Barker

et al. 2015

Australas. j. spec. educ.

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In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders' attitudes. Teachers from half-day kindergarten and full-day childcare centre settings in Hong Kong with varying teaching experience were surveyed (N = 461). Confirmatory factor analysis defined the 5 distinct factors, all of which displayed high scores (Ms > 4 on a 5-point scale). A 2 (experience: low; high) x 2 (school type: half-day kindergarten; full-day childcare centre settings) multivariate analysis of variance (MANOVA) found some subtle group differences. Less experienced teachers found stakeholders' attitudes to be important, and more so than more experienced teachers, whereas full-day childcare centre teachers found teamwork, curriculum, and stakeholders' attitudes more important than did half-day kindergarten teachers. The findings imply that whereas all 5 factors are perceived by teachers as important for the success of inclusive education, some factors are of greater concern to teachers working in full-day childcare centres than teachers working in half-day kindergartens. The findings provide advice on how best to allocate limited resources across settings with the intention of promoting inclusive education.

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Review of Research: All-Day Kindergarten

Cited by 39 publications

References 5 publications

All-Day Kindergarten And Cognitive Outcomes Of Racial Minority Students In The US

All-Day Kindergarten And Cognitive Outcomes Of Racial Minority Students In The US

Humanizing the Classroom: Praxis of Full Day School System in Indonesia

Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong

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