Citation

Elicker J, Mathur S. Early Child Res. Q. 1997; 12(4): 459-480.

Copyright

(Copyright © 1997, Elsevier Publishing)

DOI

10.1016/S0885-2006(97)90022-3

PMID

unavailable

Abstract

A comprehensive evaluation of a newly-implemented full-day kindergarten program was carried out over a 2-year period. The evaluation included documentation of program processes and outcomes, viewed from multiple perspectives, using both quantitative and qualitative methods. When compared with children in half-day kindergarten classrooms, children in full-day classrooms spent more time (in absolute and relative terms) engaged in child-initiated activities (especially learning centers), more time in teacher-directed individual work, and relatively less time in teacher-directed large groups. Parents of full-day children expressed higher levels of satisfaction with program schedule and curriculum, citing benefits similar to those expressed by teachers: more flexibility; more time for child-initiated, in-depth, and creative activities; and less stress and frustration. Kindergarten report card progress and readiness for first grade were rated significantly higher for full-day children. This study illustrates the converging validity and richness of evaluation results which are possible when a comprehensive, ecological approach is used.