A developmental perspective on full- versus part-day kindergarten and children's academic trajectories through fifth grade

Child Development
Elizabeth Votruba-DrzalCarolina Maldonado-Carreño

Abstract

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.

References

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Nov 8, 2006·Developmental Psychology·Elizabeth Votruba-Drzal
Jan 4, 2007·Monographs of the Society for Research in Child Development·Kathleen McCartneyKristen L Bub

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Citations

Feb 12, 2014·American Journal of Preventive Medicine·Robert A HahnUNKNOWN Community Preventive Services Task Force
Aug 1, 2010·Children and Youth Services Review·Arthur J ReynoldsSuh-Ruu Ou
Jan 30, 2015·Early Child Development and Care·M D BrownellC Y Goh
Jun 1, 2016·Educational Researcher : a Publication of the American Educational Research Association·Mimi EngelGeorge Farkas
Dec 12, 2018·The Journal of Genetic Psychology·Stephen D Whitney, David A Bergin

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