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.

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