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Full-day or half-day kindergarten? Kindergarten teachers' voices in the debate |
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Margot Boardman
University of Tasmania
Research pertaining to the beneficial and/or detrimental impact of full-day and half-day kindergarten attendance for children aged four and five years is limited, with studies conducted overseas focusing on kindergarten children who are 12 months older. A study was designed to investigate Tasmanian kindergarten teachers' perceptions of the advantages and disadvantages of both half-day and full-day kindergarten sessions. Fifty-three full-day and 46 half-day kindergarten teachers responded to the study's postal survey, which was supported by small group interviews. Preparation of children for full-time schooling and enhancement of their social skills were perceived by teachers to be the main advantages of full-day attendance. They referred to the length of the school day and lack of session continuity as disadvantages. Program continuity and children's preparedness to learn were perceived as benefits of half-day attendance. Teachers cited as deficits students' lack of experience in full-time school routines, and the challenge for parents associated with half-day attendance.
AJEC Volume 27 No 4 December 2002 You can purchase this issue of the Australian Journal of Early Childhood now.
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Last Updated ( Tuesday, 30 August 2005 )
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