Literaturnachweis - Detailanzeige
Autor/inn/en | Patricia Pelletier, Janette; Corter, James E. |
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Titel | A Longitudinal Comparison of Learning Outcomes in Full-Day and Half-Day Kindergarten |
Quelle | In: Journal of Educational Research, 112 (2019) 2, S.192-210 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Patricia Pelletier, Janette) ORCID (Corter, James E.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0671 |
DOI | 10.1080/00220671.2018.1486280 |
Schlagwörter | Longitudinal Studies; Foreign Countries; School Schedules; Play; Grade 2; Comparative Analysis; Neighborhoods; Educational Benefits; Self Control; Literacy; Numeracy; Vocabulary Development; Grade 3; Reading Skills; Educational Change; Program Descriptions; Outcomes of Education; Disadvantaged; Reading Tests; Intelligence Tests; Verbal Ability; Standardized Tests; Freehand Drawing; Kindergarten; Canada; Peabody Picture Vocabulary Test Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Schulzeiteinteilung; Spiel; School year 02; 2. Schuljahr; Schuljahr 02; Neighbourhoods; Nachbarschaft; Bildungsertrag; Selbstbeherrschung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Wortschatzarbeit; School year 03; 3. Schuljahr; Schuljahr 03; Reading skill; Lesefertigkeit; Bildungsreform; Lernleistung; Schulerfolg; Lesetest; Intelligence test; Intelligenztest; Mündliche Leistung; Standadised tests; Standardisierter Test; Drawing; Zeichnen; Kanada |
Abstract | In 2010, the province of Ontario introduced a new universal two-year play-based full-day kindergarten program. The authors exploited the phasing-in of this program over five years, allowing a natural experiment in which children from full-day kindergarten could be compared with those from half-day kindergarten in matched neighborhoods. Children (N = 592) were followed from kindergarten to Grade 2 with direct learning and self-regulation measures. Grade 3 wide-scale achievement test scores were available for 269 of the children. Results showed lasting benefits of full-day kindergarten on children's self-regulation, reading, writing, and number knowledge to the end of Grade 2, including some benefits for vocabulary. Full-day kindergarten children were significantly more likely to meet provincial expectations for reading in Grade 3. The study points to the benefits of a play-based full-day kindergarten program and brings evidence to bear on the mixed findings in the research literature about the fade-out effects of full-day kindergarten. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |