M.A. in School Psychology
Educational Services and Leadership
College of Education
Early childhood education; Preschool enrollment
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.
Miller, Laura, "A comparison of full-day and half-day preschool: analyzing behavioral and social development" (2007). Theses and Dissertations. 826.