A Longitudinal Comparison of Learning Outcomes in Full-Day and Half-Day Kindergarten

Autor/inn/en	Patricia Pelletier, Janette; Corter, James E.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01