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oai:www.ideals.illinois.edu:2142/20578 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

McGreal, Thomas L. Fields, David Leonard 2011-05-07T12:43:14Z 2011-05-07T12:43:14Z 10000-01-01 1989 The trend to expand the traditional half-day kindergarten program into full-day programs has been the focus of debate and controversy. This controversy has focused on the following: (1) What is an appropriate length of a program day for the kindergarten child? (2) What are the academic and psychosocial effects of a full-day kindergarten program on five-year-old children? The primary purpose of this study was to measure the effects of a full-day everyday pilot kindergarten program on the academic achievement and self-esteem of five-year-old kindergarten children. Data were obtained from a sample of 106 kindergarten children, who were identified through a locally developed kindergarten screening assessment, and randomly selected by the principal at each project site. The experimental group consisted of 57 children from 3 full-day everyday classes. The comparison group was comprised of 49 children who attended 3 traditional half-day everyday classes. Information was gathered from classroom schedules, teacher daily lesson plans, classroom observations, standardized tests, student attendance records and parent questionnaires. Conclusion. The significantly higher achievement gain on the Pre-Reading Composite, as measured by the Metropolitan Readiness Tests (Nurss & McGauvran, 1986) suggest that full-day kindergarten yields more than half-day kindergarten yields in improving student academic achievement. Although the findings showed no significant differences between the full-day and half-day kindergarten groups in the areas of General Competence or Social Acceptance, the half-day students showed virtually no progress from pretest to posttest, whereas full-day students showed a pattern of pretest to posttest gain. The higher mean gain score for full-day students represented a stronger trend in the proper direction, suggesting a probable positive effect of full-day kindergarten on self-concept. Made available in DSpace on 2011-05-07T12:43:14Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 8924814.pdf: 3742145 bytes, checksum: 0271d65b7b14da7c8d30e5883c46b993 (MD5) Previous issue date: 1989 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:44:50Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:19:47-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only AAI8924814 (UMI)AAI8924814 http://hdl.handle.net/2142/20578 eng Copyright 1989 Fields, David Leonard Education, Early Childhood Education, Elementary Education, Educational Psychology The effects of full-day everyday kindergarten on academic achievement and self-esteem text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.