M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Disability and Equity in Education
The purpose of this study was to determine if the children in full day kindergarten programs made greater gains when compared to half day kindergarten programs as measured by an informal teacher made kindergarten screening test.
The subjects of this study were 81 kindergarten students (40 girls, 41 boys) from two elementary schools in southern New Jersey. Thirty-nine (39) students were enrolled in the full day program, and 42 were enrolled in the half day program. Both groups were pretested with a teacher made kindergarten screening test in the beginning of the school year (September/October) and then post tested in the middle of the school year (January/February). Individual scores were calculated as percentage of items correct and then recorded as group averages. A comparison was made between the two groups to determine the difference of gains made in each program.
Results indicate that both programs made gains in all categories of the test. Compared to the half day program, the full day program made greater gains in visual motor skills, and the half day program made greater gains in visual discrimination skills when compared to the full day program. When comparing the average scores of the entire test, there was no significant difference between the two programs.
The findings of this study indicate no meaningful difference in the gains made by the children enrolled in the two programs. Both programs made positive gains in all areas assessed with no regression on any of the variables.
Gaw, Deborah C., "A comparison of the effects of full day versus half day kindergarten programs" (1998). Theses and Dissertations. 1941.