Literaturnachweis - Detailanzeige
| Autor/inn/en | Votruba-Drzal, Elizabeth; Li-Grining, Christine P.; Maldonado-Carreno, Carolina |
|---|---|
| Titel | A Developmental Perspective on Full- versus Part-Day Kindergarten and Children's Academic Trajectories through Fifth Grade |
| Quelle | In: Child Development, 79 (2008) 4, S.957-978 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/j.1467-8624.2008.01170.x |
| Schlagwörter | Kindergarten; Mathematics Skills; Grade 5; Child Development; Developmental Stages; School Schedules; Reading Skills; Age Differences; Part Time Students; Program Effectiveness; Institutional Characteristics |
| Abstract | Children's kindergarten experiences are increasingly taking place in full- versus part-day programs, yet important questions remain about whether there are significant and meaningful benefits to full-day kindergarten. Using the Early Childhood Longitudinal Study's Kindergarten Cohort (N= 13,776), this study takes a developmental approach to examining associations between kindergarten program type and academic trajectories from kindergarten (ages 4-6 years) through 5th grade (ages 9-12 years). Full-day kindergarten was associated with greater growth of reading and math skills from fall until spring of kindergarten. Initial academic benefits diminished soon after kindergarten. The fade-out of the full-day advantage is in part explained by differences in the children who attend part- and full-day kindergarten as well as school characteristics. (As Provided). |
| Anmerkungen | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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