A comparison of full-day and half-day early childhood programs: Classroom processes and outcomes

Abstract

The purpose of this study was to examine whether there were differences in outcomes between full-day and half-day programs in saemaul nursery schools in Korea related to academic achievement and self-concept at the end of school year. The study also investigated the relationships among the length of program day, classroom process variables and children's outcomes. The data were collected through testing and classroom observation. A multivariate analysis of covariance, and an analysis of variance, and a path analysis were used for analyzing the data.

The results indicated that: (a) there was no significant difference in academic achievement as measured by the Learning Readiness Test for Preschoolers between children who attended half-day and those who attended full-day programs, (b) there was a significant difference in self-concept as measured by the Measures of Self-Concept, Primary Level, (c) the length of the program day had a positive influence on change in classroom process variables, and (d) the length of program day and the classroom process variables had different effects, both positive and negative, on children's outcomes.

The results suggested that these different effects are useful in identifying key aspects of classroom processes that shape the program and influence achievement. Implications for future practice and research were suggested for educators of young children.