@article{ref1,
title="What do they do all day? Comprehensive evaluation of a full-day kindergarten",
journal="Early childhood research quarterly",
year="1997",
author="Elicker, James and Mathur, Sangeeta",
volume="12",
number="4",
pages="459-480",
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.<p />",
language="",
issn="0885-2006",
doi="10.1016/S0885-2006(97)90022-3",
url="http://dx.doi.org/10.1016/S0885-2006(97)90022-3"
}