Full Day Kindergarten Observation

Review of Literature
Parent and Teacher Observations. However one chooses to look at the situation, both parents and teachers report greater satisfaction with full-day programs. The various reasons as to why this is could be are numerous, but the general consensus is that it is easier to accommodate for work and child care schedules to coincide with one another. Yet, another strong supporting reason for this is the social benefits that these children receive from being socially interactive with their peers. Even another supporting reason is that greater percentages of full-day versus half-day kindergartners’ parents express satisfaction with their child’s curriculum, and more report that their children experienced a great deal of growth in

Studies indicate that children who attend full-day kindergarten receive better report card grades in literacy, math, general learning skills, and behavior. They also have found statistically significant differences in full-day kindergarten students’ literacy development as compared to those who only participated in half-day programs.
Full-day kindergartners also outscore children in half-day programs on standardized achievement tests both while they are in kindergarten and for up to two years after that. The percentile point advantage on cognitive achievement tests of math and reading can be as much as 17 percentile points while children are in kindergarten and as much as 15 points while children are in Grade 1 and 2. Further, an early review of studies examining the effects of kindergarten scheduling on children’s outcomes—as well as additional analyses of the ECLS-K data—find that while full-day kindergarten is beneficial for all children, it may be particularly beneficial for children from disadvantaged

The lack of professional training for these teachers can also lead to having mixed results when compared to teachers that already have the experience and the ability to handle the extra time afford to educate these children. As further explained by many educational leaders as they conclude that teachers need professional development and growth to enhance and upgrade their classroom practices in order to implement new curriculum or teaching strategies. Without this professional development and growth for those teachers that are transitioning between a half day kindergarten work load to a full day work load; less than positive results could easily be