Date Approved
5-2-2007
Embargo Period
3-29-2016
Document Type
Thesis
Degree Name
M.A. in School Psychology
Department
Educational Services and Leadership
College
College of Education
First Advisor
Dihoff, Roberta
Second Advisor
Epifanio, Frank
Subject(s)
Early childhood education; Preschool enrollment
Disciplines
Educational Psychology
Abstract
The purpose of this study was to compare full-day and half-day preschool programs by analyzing behavioral and social development of three-year-old and four-year-old children. Data was collected from 31 participants enrolled in a preschool in Wilmington, Delaware that offered both full-day and half-day programs. Measures of social cooperation, social interaction, social independence, externalizing behavior, and internalizing behavior were obtained from the Preschool and Kindergarten Behavior Scales- Second Edition. Between-subjects analysis of variance tests revealed that the children in the half-day program displayed higher social skills. In addition, one half-day classroom displayed more problem behaviors. Implications for future research on comparing full-day and half-day preschool programs were also discussed.
Recommended Citation
Miller, Laura, "A comparison of full-day and half-day preschool: analyzing behavioral and social development" (2007). Theses and Dissertations. 826.
https://rdw.rowan.edu/etd/826