Effects of a Full-Day Preschool Program on 4-Year-Old Children

Autor/inn/en	Herry, Yves; Maltais, Claire; Thompson, Katherine
Titel	Effects of a Full-Day Preschool Program on 4-Year-Old Children
Quelle	In: Early Childhood Research & Practice, 9 (2007) 2, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	Foreign Countries; Preschool Children; Preschool Education; Preschool Teachers; School Schedules; Child Development; Correlation; Measures (Individuals); Language Acquisition; Academic Achievement; Prosocial Behavior; Behavior Problems; Psychomotor Skills; Parents; Parent Attitudes; Satisfaction; Language of Instruction; Cognitive Development; Social Development; Emotional Development; Quasiexperimental Design; Comparative Analysis; Participant Characteristics; Statistical Analysis; Control Groups; Experimental Groups; Canada + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Schulzeiteinteilung; Kindesentwicklung; Korrelation; Messdaten; Sprachaneignung; Spracherwerb; Schulleistung; Psychomotorische Aktivität; Eltern; Elternverhalten; Zufriedenheit; Teaching language; Unterrichtssprache; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Statistische Analyse; Kanada
Abstract	This study explored the effects of a full-day preschool program on 4-year-old children. The study compared the development of a group of children (N = 403) who attended the preschool program on a half-day basis during the 1999-2000 school year (the last year the half-day program was in place) with the development of a group of children (N = 418) who attended the program on a full-day basis during the 2000-2001 school year (the inaugural year of the full-day program). The instruments used in this study assessed language, academic learning, prosocial behavior, conduct problems, and motor skills, as well as the degree to which parents were satisfied with their children's preschool programs. The results suggest that the full-day preschool program had a positive effect on children's language and academic learning as well as on parental satisfaction with the programming but that the full-day program did not affect prosocial behavior and conduct problems. (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01