A Developmental Perspective on Full- Versus Part-Day Kindergarten and Children’s Academic Trajectories Through Fifth Grade

• Autores: Elizabeth Votruba-Drzal, Christine Li-Grining, Carolina Maldonado Carreño
• Localización: Child development, ISSN 0009-3920, Vol. 79, Nº. 4, 2008, págs. 957-978
• Idioma: inglés
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• Resumen

  • Children’s kindergarten experiences are increasingly taking place in full- versus part-day programs, yet important questions remain about whether there are significant and meaningful benefits to full-day kindergarten. Using the Early Childhood Longitudinal Study’s Kindergarten Cohort (N= 13,776), this study takes a developmental approach to examining associations between kindergarten program type and academic trajectories from kindergarten (ages 4–6 years) through 5th grade (ages 9–12 years). Full-day kindergarten was associated with greater growth of reading and math skills from fall until spring of kindergarten. Initial academic benefits diminished soon after kindergarten. The fade-out of the full-day advantage is in part explained by differences in the children who attend part- and full-day kindergarten as well as school characteristics.