التفاصيل البيبلوغرافية
| العنوان: |
A longitudinal comparison of learning outcomes in full-day and half-day kindergarten |
| المؤلفون: |
Janette Patricia Pelletier, James E. Corter |
| المصدر: |
Taylor & Francis Journals, The Journal of Educational Research. 112(2):192-210 |
| سنة النشر: |
2019 |
| الوصف: |
In 2010, the province of Ontario introduced a new universal two-year play-based full-day kindergarten program. The authors exploited the phasing-in of this program over five years, allowing a natural experiment in which children from full-day kindergarten could be compared with those from half-day kindergarten in matched neighborhoods. Children (N = 592) were followed from kindergarten to Grade 2 with direct learning and self-regulation measures. Grade 3 wide-scale achievement test scores were available for 269 of the children. Results showed lasting benefits of full-day kindergarten on children’s self-regulation, reading, writing, and number knowledge to the end of Grade 2, including some benefits for vocabulary. Full-day kindergarten children were significantly more likely to meet provincial expectations for reading in Grade 3. The study points to the benefits of a play-based full-day kindergarten program and brings evidence to bear on the mixed findings in the research literature about the fade-out effects of full-day kindergarten. |
| نوع الوثيقة: |
redif-article |
| اللغة: |
English |
| DOI: |
10.1080/00220671.2018.148 |
| الإتاحة: |
https://ideas.repec.org/a/taf/vjerxx/v112y2019i2p192-210.html |
| رقم الأكسشن: |
edsrep.a.taf.vjerxx.v112y2019i2p192.210 |
| قاعدة البيانات: |
RePEc |
