All-day early childhood programs are considered more beneficial than half-day programs. We are quite aware that sometimes there is a hesitancy to immerse first timers to a whole day program or it is a matter of convenience to expose preschoolers to half-day programs but we may need to give it a second thought.
Cryan, Sheehan, Wiechel, & Bandy-Hedden (1992) conducted a two phase study that examined the effects of half-day and all-day kindergarten programs on children's academic and behavioral success in school in the 1990s. In the first place, data were collected on 8,290 children from 27 school districts; the second phase included nearly 6,000 children. The researchers found that participation in all-day kindergarten was related positively to subsequent school performance. Children who attended all-day kindergarten scored higher on standardized tests, had fewer grade retention's, and had fewer Chapter 1 placements. Hough and Bryde (1996) looked at student achievement data for 511 children enrolled in half-day and all-day kindergarten programs in 25 classrooms. Children in the all-day programs scored higher on the achievement test than those in half-day programs on every item tested.
Cryan et al. (1992) asked teachers to rate both programs on 14 dimensions of classroom behaviors. According to the researcher a clear relationship emerged between the kindergarten schedule and children’s behavior. Children in all day programs were rated higher on 9 of the 14 dimensions. No significant differences exist on the other 5 dimension.
Teachers and parents whose children were enrolled in all-day programs believed that these programs adequately prepare children for first grade ( Hough & Bryde, 1996; Elicker & Mathur, 1997; Housden & Kam, 1992; Towers, 1991). Preference also exist for all day programs because they are more relaxed, more time is available for children to engage in creative activities and more opportunities for children to develop their passion (Elicker & Mathur, 1997).
Researchers also found that all-day kindergarten teachers utilized small group instruction more frequently than teachers employed in half-day programs. Hough & Bryde also found more individualized instruction in all-day programs when compared to half day programs.
This is vital information to parents who are considering enrolling their children into an early childhood program as well as parents who have already enrolled their children and may need to reconsider the benefits of the program in which their children are enrolled. It is also useful for all persons desirous of providing early childhood services. The research allows persons to assess the programs from the basis of research data and make the best option based on the data presented. It also allowed me to reflect on what existed in our country when our Government in its effort to ensure that as many children as possible attend secondary school utilized a half day shift system in the Junior Secondary Schools. The children who attended these schools were negatively labeled. They were associated with serious discipline problems and poor performance. After years of appeal by citizens for attention to be paid to these children successive governments have phased out that system so all children are now attending whole day schools.
Reference Clark, P. (2001). Recent Research on All-Day Kindergarten . Eric Digest
