Advantages
Herman (1984) describes in detail the advantages of full-day kindergarten.
He and others believe full-day programs provide a relaxed, unhurried
school day with more time for a variety of experiences, greater
opportunity for screening and assessment to detect and deal with
potential learning problems, and more occasions for good quality
interaction between adults and students.
While the long term effects of full-day kindergarten are yet to
be determined, Thomas Stinard's (1982) review of 10 research studies
comparing half-day and full-day kindergarten indicates that students
taking part in full-day programs demonstrate strong academic advantages
as much as a year after the kindergarten experience. Stinard found
that full-day students performed at least as well as half-day students
in every study (and better in many studies) with no significant
adverse effects.
A recent longitudinal study of full-day kindergarten in the EvansvilleVanderburgh,
Ohio, School District indicates that fourth graders maintained the academic advantage gained during full-day kindergarten (Humphrey 1983).
Despite often expressed fears that full-day kindergartners would
experience fatigue and stress, school districts that have taken
care to plan a developmentally appropriate, nonacademic curriculum
with carefully paced activities have reported few problems (Evans
and Marken 1983; Stinard 1982).
What are the Disadvantages of Full-Day Programs?
Critics of full-day kindergarten point out that such programs are
expensive because they require additional teaching staff and aides
to maintain an acceptable childadult ratio. These costs may or
may not be offset by transportation savings and, in some cases,
additional state aid.
Other requirements of full-day kindergarten, including more classroom
space, may be difficult to satisfy in districts where kindergarten
or primary grade enrollment is increasing and/or where school
buildings have been sold.
In addition to citing added expense and space requirements as
problems, those in disagreement claim that full-day programs may
become too academic, concentrating on basic skills before children
are ready for them. In addition, they are concerned that half
of the day's programming in an all-day kindergarten setting may
become merely child care.
For questions about this information, contact Jill A. Haglund (608) 267-9625
Last updated on 2/25/2008 9:07:46 AM
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