Nueva investigacion sobre kindergarten de dia completo (Recent Research on All-Day Kindergarten). ERIC Digest.

ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; Web site: http://ericeece.org; e-mail: [email protected]. For full text: http://ericeece.org/pubs/digests.html.

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4

Office of Educational Research and Improvement (ED), Washington, DC.

Academic Achievement; Educational Research; Full Day Half Day Schedules; Kindergarten; Kindergarten Children; Parent Attitudes; Preschool Curriculum; Primary Education; School Schedules; Social Development; Student Adjustment; Student Behavior; Teacher Attitudes

Noting that much of the early research on the effects of all-day kindergarten had serious problems with internal and external validity due to inadequate methodological standards, this Spanish-language digest reviews research conducted in the 1990s. The digest discusses the academic, social, and behavioral effects of all-day kindergarten, as well as parents' and teachers' attitudes and the curriculum in all-day kindergarten classes. The digest notes research from the 1990s showing more consistent positive academic outcomes for all children in all-day kindergarten than did earlier research. Three studies are highlighted which found social and behavioral benefits of all-day kindergarten attendance. Attitudes of parents and teachers of children enrolled in all-day kindergarten are also noted; both groups were generally satisfied with the programs and believed that all-day kindergarten better prepared children for first grade. The digest concludes by noting that all-day kindergarten seems to have many positive benefits for children and can provide them the opportunity to spend more time in active, child-initiated small-group activities. (Contains 14 references.) (KB)

2002

ED458990