All Day Kindergarten Essay

After critic completelyy analyzing the current kindergarten scheduling trends, there is a elusion in many schools from fractional- sidereal daylight kindergarten programs towards full day kindergarten programs. A full day kindergarten or exclusively day kindergarten program is a program in which pupils attend school each weekday for approximately six hours. The growth chassis of each day kindergarten programs can be attributed to a change in the American society and education in general.To be specific the growing number can be attributed to the increase in single p arnts and two-fold employment households and fin bothy a general belief that all day programs better prepargon children for school. There has been a looming economy, which is going to give powers to the local, distinguish and federal governments to control standards of education. Kindergarten education is targeted by this minute of legislation because it promotes all day kindergarten programs at the expense of h alf-day programs.I fully support this piece of legislation that promotes all day kindergarten programs because of the benefits that are inherent with the program. Its my prayers that the legislation is approved so that our schools can start churning out rattling competitive graduates. I believe all day kindergarten programs are the beaver because of the following A look conducted in 1990s reported a consistent positive academic outcome for all children enrolled in all day kindergarten programs.A subsequent research also showed that children who attended all day kindergarten programs scored higher points on standardized tests than their half day prognosticate parts. Hough and Bryde anchor out that there is more individualized instruction in all day programs when compared to half-day programs. Individualized training makes it possible for the teacher to bring in each and every need of the pupil and therefore attend to them accordingly. A research carried out by Cryan and his fr iends found out that there was a positive relationship between participation in full day kindergarten program and later academic success.After comparing similar half day and full day programs in a nationwide study, Cryan found out that full day kindergarteners exhibited more independent learning, classroom involvement, and productivity in work with peers and reflectivity than half-day kindergarteners. Other researches pointed out that there is a clear relationship between the kind of kindergarten program and the childrens carriage. Teachers rated children in all day kindergarten higher. (Cryan et al, 1992).Other researchers who have studied loving and behavioral outcomes found out those children in all day kindergarten programs were engaged in child-to-child interactions and this had a positive effect in building their learning, communication and social skills. (Elicker & Mathur, 1997). The full day kindergarteners were more likely to approach the teacher they expressed less anger, shyness, withdrawal and blaming behavior than half-day kindergarteners. Both teachers and parents whose children were enrolled in all day kindergarten proved that all day programs better prepared children for their outgrowth grade.They also indicated preference for all day kindergarten because of the more relaxed atmosphere, more sentence for creative activities and more opportunity for students to develop their own interests. The teachers also think they had more time to know the children and their families thus enabling them to better support the childrens specific needs. (Elicker & Mathur, 1997) Its definite that there are more positives in all day kindergarten programs but its key to remember that what the children are doing during the day is more important than the length of the day.Experts are warning administrators and parents against full day kindergarten programs that are academically rather than intellectually engaging in tone. Some of the intellectually e ngaging activities that should be collective in all day kindergarten programs include the following 1. Programs that emphasize actors line development. 2. Programs that offer balance of small group, big group and individual activities. 3. Programs that asses pupils happen through close teacher observation and examination of pupils work. 4.Programs that develop childrens social and interpersonal skills including conflict resolution strategies. 5. Programs that involve children in prototypical hand experience and informal interaction with objects, other children and adults. (Rothenberg, 1995) To successfully fulfil this project, the government should commence creating space and teacher capacity. It should also set apart enough funds to make sure the schools can afford equipment necessity for all day kindergarten programs. References Cryan, J. R. , Sheehan, R. , Wiechel, J. , & Bandy-Hedden, I. G. (1992).Success outcomes of full-day kindergarten More positive behavior and inc reased achievement in the years after. Early childhood research quarterly, 7(2), 187-203. EJ 450 525 Elicker, J. , & Mathur, S. (1997). What do they do all day? Comprehensive rating of a full-day kindergarten. Early childhood research quarterly, 12(4), 459-480. EJ 563 073. Hough, D. , & Bryde, S. (1996, April). THE EFFECTS OF FULL-DAY KINDERGARTEN ON STUDENT ACHIEVEMENT AND AFFECT. Paper presented at the annual conference of the American Educational Research Association, New York ED 395 691.