A Comparative Study of "All-Day,""Alternate-Day" and "Half-Day" Kindergarten Schedules: Effects on Achievement and Classroom Social Behaviors.

Gullo, Dominic F.; And Others

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Peer reviewed

ERIC Number: EJ342930

Record Type: Journal

Publication Date: 1986

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A Comparative Study of "All-Day,""Alternate-Day" and "Half-Day" Kindergarten Schedules: Effects on Achievement and Classroom Social Behaviors.

Gullo, Dominic F.; And Others

Journal of Research in Childhood Education, v1 n2 p87-94 Aug 1986

Compares the relative effects of three different kindergarten schedules (all-day, half-day, alternating day) on 216 children's end-of-the-year achievement and prosocial classroom behaviors. All-day kindergarten children scored higher on achievement than the other groups. Alternating day kindergarten children were lower on negative social behavior factors. (Author/BB)

Descriptors: Academic Achievement, Comparative Analysis, Early Childhood Education, Kindergarten, Kindergarten Children, Preschool Teachers, Program Length, Scheduling, Sex Differences, Social Behavior

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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