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FullDay Kindergarten Curriculum Comparison

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Full-Day Kindergarten is NOT half day kindergarten with an extra half day of play time. ... concepts taught earlier in the day, and allow students more free play time. ... – PowerPoint PPT presentation

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Title: FullDay Kindergarten Curriculum Comparison


1
Full-Day KindergartenCurriculum Comparison
Gretchen Guitard, Director of Curriculum and
Staff Development September 2006
2
Full-Day Kindergarten Programs Should Include
  • Developmentally appropriate programs that provide
    cognitive, social, physical, and emotional
    benefits for children.

3
Full-Day Kindergarten
  • Full-Day Kindergarten is NOT half day
    kindergarten with an extra half day of play time.

4
Full-Day Kindergarten Programs Should Include
  • Developmentally appropriate programs that provide
    cognitive, social, physical, and emotional
    benefits for children.

5
How is Time Used in Full-Day Programs?
  • Peer tutoring
  • Mixed-ability grouping
  • Reading aloud
  • Teaching social skills
  • Reinforcing concepts taught earlier in the day
  • Completing challenging tasks
  • Developing friendships
  • Understanding other points of view
  • Child-initiated activities

6
Results of Research based on Full-Day
Kindergarten
  • Academic Achievement
  • Grade Level Retention
  • Special Education Referrals
  • Social and Behavior Effects

7
Academic Findings
  • Eight different research documents found that
    full day kindergarten students performed
    statistically significantly higher than half day
    students on nationally standardized tests.
  • These tests measured skills in reading, spelling,
    handwriting, in addition to individual skills
    (e.g., color, shape, numbers, letters,
    quantities).

8
Academic Findings
  • Additional findings indicated gains on the
    English, mathematics, and handwriting subtests.
  • Similar results were found in prerequisite
    reading skills and oral language assessments.

9
Continuing Benefits
  • There also was evidence that students have higher
    academic gains in third and eighth grades.

10
Additional Findings
  • Additional class time was used to teach social
    skills, reinforce concepts taught earlier in the
    day, and allow students more free play time.

11
Grade Level Retention
  • The impact of full versus half-day programs
    uncovered evidence that full day programs
    resulted in fewer grade retentions.
  • This finding is an indirect indicator of student
    achievement.

12
Special Education Referrals
  • Special Education referrals also decreased for
    students participating in a full-day kindergarten
    program.
  • Variables to be consider in this finding include
    more individual instruction and small group
    activities.

13
Social and Behavior Effects
  • Research investigated facets such as
  • Originality
  • Individual learning
  • Involvement in classroom activities
  • Productivity with peers
  • Intellectual dependency
  • Failure
  • Anxiety
  • Withdrawal
  • Blaming
  • Approach to teacher

14
Research Findings
  • Research favored the development of these
    pro-social and behavior attributes, with the
    exception of blaming.
  • Research generally supports the conclusion that
    kindergarten students adjust to the longer days
    without major difficulties.

15
Additional Findings
  • Smaller percent of time was spent in transitions.
  • Teachers spend more time helping children
    complete challenging tasks, develop friendships,
    resolve conflicts, and understand other points of
    view.

16
Disadvantaged Students
  • Several studies indicate that full- day
    kindergarten has the greatest effect on at-risk
    children and children from educationally
    disadvantaged homes.
  • Studies also support the finding that students at
    or below poverty level enrolled in a full- day
    kindergarten scored statistically significantly
    higher in math and reading.

17
What does this mean to Jefferson City Public
Schools?
Diane VanZandt, Thorpe Gordon Elementary
Kindergarten Teacher
18
Increase in Expectations
Kindergarten Curriculum Objectives
19
What does this mean to Jefferson City Public
Schools?
Mary Thorne, North Elementary Kindergarten Teacher
20
Research Summary
  • Sources in the presentation reflect information
    from national research, including an extensive
    study of eight data sets. The criteria used
    included full-day kindergarten students and a
    control group. The programs had to be every day
    programs (not alternating), and had to include
    substantive instruction (not afternoon childcare).

21
Full-Day KindergartenCurriculum Comparison
Gretchen Guitard, Director of Curriculum and
Staff Development September 2006
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