Kindergarten

Kindergarten {{Audio|De-kindergarten.ogg|listen}} (German for garden for children) is a name used in many parts of the world for the first stages of a child's classroom education. In some parts kindergarten is part of the formal school system; in others it may refer to pre-school or daycare.

Readings

All day Kindergarten is becoming increasingly popular to helping close the achievement gap. School districts that have not yet moved to full day kingergartens are looking for funds to extend the school day. States are offering incentives for school districts, especially in the poorer districts. Benefits of full day Kindergarten include an easier transition into 1st Grade. According to an Education Week article teachers feel that students are exposed to more than they would in a two to three hour day. Students adjust well to the extended day. There are opponents who question the reason for full day Kindergarten. There are those who feel that all day kindergarten is not an effort to improve student achievement, but more of an effort to fulfill obligations of the No Child Left Behind. They feel that full day Kindergarten is a contributing factor for the teacher shortage.

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• Cryan, J. R., Sheehan, R., Wiechel, J., & Bandy-Hedden, I. G. (1992). Success outcomes of full-day kindergarten: More positive behavior and increased 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 evaluation of a full-day kindergarten. Early CHILDHOOD RESEARCH QUARTERLY, 12(4), 459-480. EJ 563 073.
• Fusaro, J. A. (1997). The effect of full-day kindergarten on student achievement: A meta-analysis. CHILD STUDY JOURNAL, 27(4), 269-277. EJ 561 697.
• Greer-Smith, S. (1990). THE EFFECT OF A FULL-DAY KINDERGARTEN ON THE STUDENT'S ACADEMIC PERFORMANCE. Unpublished master's thesis, Dominican University, San Rafael, CA. ED 318 570.
• Gullo, D. F. (1990). The changing family context: Implications for the development of all-day kindergarten. YOUNG CHILDREN, 45(4), 35-39. EJ 409 110.
• 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.
• Housden, T., & Kam, R. (1992). FULL-DAY KINDERGARTEN: A SUMMARY OF THE RESEARCH. Carmichael, CA: San Juan Unified School District. ED 345 868.
• Karweit, N. (1992). The kindergarten experience. EDUCATIONAL LEADERSHIP, 49(6), 82-86. EJ 441 182.
• Koopmans, M. (1991). A STUDY OF THE LONGITUDINAL EFFECTS OF ALL-DAY KINDERGARTEN ATTENDANCE ON ACHIEVEMENT. Newark, NJ: Newark Board of Education. ED 336 494.
• Morrow, L. M., Strickland, D. S., & Woo, D. G. (1998). LITERACY INSTRUCTION IN HALF- AND WHOLE-DAY KINDERGARTEN. Newark, DE: International Reading Association. ED 436 756.
• Olsen, D., & Zigler, E. (1989). An assessment of the all-day kindergarten movement. EARLY CHILDHOOD RESEARCH QUARTERLY, 4(2), 167-186. EJ 394 085.
• Puleo, V. T. (1988). A review and critique of research on full-day kindergarten. ELEMENTARY SCHOOL JOURNAL, 88(4), 427-439. EJ 367 934.
• Towers, J. M. (1991). Attitudes toward the all-day, everyday kindergarten. CHILDREN TODAY, 20(1), 25-28. EJ 431 720.
• West, J., Denton, K., & Germino-Hausken, E. (2000). AMERICA'S KINDERGARTNERS . Washington, DC: National Center for Educational Statistics. Available: http://nces.ed.gov/pubs2000/2000070.pdf.