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Half- and Full-Day Kindergarten Conclusions and Additional Information



While both full-day and half-day programs have advantages and disadvantages, it is worth noting that length of the school day is only one dimension of the kindergarten experience. Other important issues include the nature of the kindergarten curriculum and the quality of teaching. In general, research suggests that, as long as the curriculum is developmentally appropriate and intellectually stimulating, either type of scheduling can provide an adequate introduction to school.



For Additional Information

Evans, Ellis D., and Dan Marken. Longitudinal Followup Comparison of Conventional and ExtendedDay Public School Kindergarten Programs, 1983. PS 014 383; ED number to be assigned.

Finkelstein, Judith M. Results of Midwestern University Professors Study: Kindergarten Scheduling. ED 248 979.

Herman, Barry E. The Case for theAI/Day Kindergarten. Fastback205. Bloomington, IN: Phi Delta Kappa Educational Foundation, 1984. ED 243 592.

Humphrey, Jack W. A Longitudinal Study of the Effectiveness of FullDay Kindergarten, 1983. ED 247 014.

Stinard, Thomas A. Synopsis of Research on Kindergarten Scheduling: HalfDay, Everyday; FullDay, Alternate Day; and FullDay, Everyday, 1982. ED 219 151.


For questions about this information, contact Sherry Kimball (608) 267-9625