Full Day Kindergarten Summary

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Carnes, G., & Albrecht, N. (2007). Academic and social-emotional effects of full-day kindergarten: The benefits of time. Retrieved from http://academic.emporia.edu/esrs/vol43/carnes.pdf
Carnes was on the Executive Board at The Professional Association in Education (PDK) from 2009-2010. Carnes is a University instructor, who participated as a Master Teacher in Residence in Oklahoma, a master’s degree in secondary education, as well as a doctoral degree in Curriculum Instruction. Albreicht is on the faculty of ESU, she also teaches graduate students school leadership and curriculum instruction. In 2011, Albrecht was Vice President of the Association of Teacher Educators of Kansas, along with president- elect. The United States Department of Education …show more content…

It is full of information regarding why the United States should focus on full-day kindergarten and why it should be a main focus by each state. It also points out that there is a lack of clarity as to what full-day kindergarten should be, that not every child has the opportunity to attend full-day kindergarten, that there is the lack of funding for the programs, and there is a lack of quality standards that each state should be held to. Full-day kindergarten is important to the children- the majority which already attended full-day preschool, families- who need a safe and reliable place for their children to be that isn’t full of transitions from here to there, and for teachers- whom long for a day full of opportunities to teach and encourage their …show more content…

The organization was created on July 1, 1998 when the Federation of Women Teachers’ Association of Ontario and the Ontario Public School Teacher’s Federation combined into one organization. The organization stresses the benefits of full-day kindergarten, the importance of a play-based program, and the importance of support personnel. With the help of support staff, the students have the opportunity to become athletes, musicians, readers and artists. It has been found that full-day kindergarten has a positive correlation with better attendance. Teachers feel that having more class time leads to better instruction, with more hands on experiences. ETFO has looked at teacher qualifications as well, and those wanting to teach K-6 must have 3-4 years at a university, plus a year student teaching. Students in full-day kindergarten have more access to specialist classes like library, music, art and P.E. This source supports my thesis because it supports the idea that full-day kindergarten students are better prepared for the curriculum in first grade and do better in the transition with the social skills they have

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