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Masters Theses Graduate Research and Creative Practice
Winter 1998
Kindergarten Schedules: Half-Day, Full-Day, Alternate-Day Kindergarten Schedules: Half-Day, Full-Day, Alternate-Day
Christine Ann McGladdery
Grand Valley State University
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KINDERGARTEN SCHEDULES:
HALF-DAY, FULL-DAY, ALTERNATE-DAY
Christine Ann McGladdery
Winter, 1998
MASTERS THESIS
Submitted to the graduate faculty at
Grand Valley State University
in partial fulfillment of the Masters o f Education
Course Advisor Dr. Caryn King
KINDERGARTEN SCHEDULES:
HALF-DAY, FULL-DAY, ALTERNATE-DAY
Christine Ann McGladdery
Abstract
Kindergarten schedules have been changing from the widely-used half-day
everyday schedule to fiill-day everyday and full-day altemate-day schedules. This
study looks at why these changes have been taking place. It also looks at research o f
test results o f children enrolled in each of the schedules, including longitudinal studies
to determine if there is a continuation of benefits gained from a schedule. Parent and
teacher attitudes toward the different schedules are researched. Surveys were sent to
parents and teachers o f Lutheran schools in West Michigan, particularly Our Savior
Lutheran School in Grand Rapids, to gather opinions to assist in making a decision
regarding a change in kindergarten scheduling. Results o f the surveys are reported
and comments by parents and teachers are included.
Acknowledgement
I thank God for the people He has put into my life.
He continues to bless me through them.
TABLE OF CONTENTS
A bstract
...................................................................
i
Acknowledgement
...................................................................................................
ü
CHA PTER 1
...........................................................................................................
1
The Problem
.....................................................................................................
1
Importance of the Study
...................................................................................
1
Background of the Study
.................................................................................
2
Statement of Purpose
........................................................................................
3
Definition of Terms
............................................................................................
4
Limitations of the Study
....................................................................................
4
CHAPTER 2
...........................................................................................................
6
Introduction
........................................................................................................
6
An Historical Overview o f Kindergarten Schedules
......................................
6
Parent Attitudes
.................................................................................................
8
Teacher Attitudes
............................................................................................
10
Test Results
...............
12
Characteristics o f a Quality Kindergarten Curriculum
..................................
16
Conclusion
.......................................................................................................
17
CH A PTERS
...........................................................................................................
18
Introduction
......................................................................................................
18
Procedure
.........................................................................................................
18
Results of Parent Survey
.................................................................................
19
Results of Educators' Surveys
.........................................................................
22
Additional Comparisons
....................................................................................
27
Conclusion
........................................................................................................
28
Plans for Dissemination
.....................................................................................
30
REFERENCES
.......................................................................................................
31
APPENDICES
Appendix A; Parent Survey Cover Letter
......................................................
35
Appendix B: Parent Survey
.............................................................................
36
Appendix C: Teachers' Survey Cover Letter................................................ 38
Appendix D: Cover Letter Sent to Principals
..............................................
39
Appendix E: Educators' Survey
......................................................................
40
Appendix F: Results of Parent Survey
............................................................
42
Appendix G; Results o f Educators' Survey
....................................................
44
Appendix H; Survey Results o f Teachers With Kindergarten Teaching
Experience
....................................................................................................
45
Appendix I; Survey Results o f Teachers Without Kindergarten Teaching
Experience
....................................................................................................
46
Appendix J: Survey Results o f Educators With 0 to 5 Years Teaching
Experience
....................................................................................................
47
Appendix K: Survey Results o f Educators With 6 to 15 Years Teaching
Experience
....................................................................................................
48
CHAPTER 1
The Problem
Kindergarten classes conventionally meet on a half-day everyday schedule. This
schedule may not offer all students the readiness skills necessary for first grade.
Children firom low socio-economic or educationally disadvantaged backgrounds
especially benefit firom a fidl-day everyday schedule ("Effectiveness of preschool",
1987; Housden & Kam, 1992; Johnson, 1994; Lore, 1993). Housden and Kam (1992)
found that, as compared with half-day kindergartners, fUU-day everyday kindergarten
students showed an overall better self-concept and attitude toward school and
achieved higher test scores in readiness tests prior to first grade. The fiill-day
altemate-day schedule, a schedule that provides students the same amount o f school
hours each week as the half-day everyday schedule, does not provide students with
needed continuity fi"om one day to the next (McConnell & Tesch, 1986; Oelerich,
1979; Robertson, 1984). Full-day everyday classes offer continuity and more time for
enrichment activities and social interaction.
Importance of the Study
There are a number o f reasons why more schools are opting to provide fiill-day
everyday kindergarten instruction. Costs are cut when noon crossing guards and
busing are not needed (Housden & Kam, 1992; Rothenburg, 1995). Changes in family
life result in children spending more of their day away fi-om home. Working parents
prefer a fiill-day program to reduce the number o f transitions during the day for their
kindergartner (Cruikshank, 1986a; Housden & Kam, 1992; Johnson, 1994; Lofthouse,
1994; Salzer, 1982). Families that experience difficulty in scheduling both
kindergarten and child care prefer a fiill-day program (Housden & Kam, 1992). Full-
2
day programs offer students the luxury of enrichment activities. Students have more
time for art, music, and physical education. There is more time for studying topics in
depth, for group learning, and for social interaction (Housden & Kam, 1992; Lore,
1993; Rothenburg, 1995; Towers, 1991). Many studies indicate that higher test scores
are achieved by full-day everyday kindergarten students (Adcock, Hess, & MitcheU,
1980; Housden & Kam, 1992; Humphrey, 1988; Humphrey, 1983; Koopmans, 1991;
h&mesota State Department o f Education, 1972; Oelerich, 1979; Puleo, 1988;
Robinson, 1991; Sheehan, Cryan, Wiechel, & Bandy, 1991; Stinard, 1982). Schools
that are not using a full-day everyday kindergarten schedule should consider
reevaluating their present schedules to determine what is best for their students, their
families, and their own situation.
Background of the Study
Kindergartens began in the mid-1800s (Bickers, 1989; ffill, 1967; Winterer, 1992)
and were originally developed as full-day programs (Gorton, 1968; Oelerich, 1979). In
one-room schoolhouses, the youngest child attended school for the entire day, along
with the older children (Oelerich, 1979). Half-day programs were developed later in
order to accommodate larger numbers o f children (Gorton, 1968; Oelerich, 1979).
This allowed teachers to have one class in the morning and another in the afternoon.
In 1965, at the White House Conference on Education, the importance of one, and
preferably two years of kindergarten was stressed (Hill, 1967). In the 1960s and 1970s
all-day kindergartens reappeared (Oelerich, 1979). Rather than being an educational
luxury, kindergarten is now considered an important opportunity for laying a good
educational foundation (Bickers, 1989).
Research tends to support the full-day kindergarten programs. Full-day
kindergartens especially benefited children fi'om low socio-economic or educationally
disadvantaged backgrounds (Bickers, 1989; Housden & Kam, 1992;Johnson, 1994;
3
Jones, Pollock, & Marockie, 1988; Lore, 1993 ). The extra hours gave students more
time for language enrichment opportunities (Lore, 1993). These at-risk students
achieved higher test scores in readiness tests at the end o f kindergarten and
demonstrated a better self-concept and attitude toward school (Housden & Kam,
1992). State and federal funding for at-risk students is often used to supplement a full-
day program (Rothenburg, 1995).
Other characteristics o f the kindergarten program may outweigh the full-day/half-
day issue. A reduction o f class size may have a greater impact on student achievement
than extending the school day (Puleo, 1988). The use of classroom time may be the
issue; not the length of the school day (Karweit, 1992). Providing students with a
developmentally and individually appropriate learning environment may be the most
important aspect o f a kindergarten classroom. A curriculum that provides
manipulatives and interactive activities that are age-appropriate may be the answer to
using time to its best advantage (Gullo, 1990; Karweit, 1992).
Statement of Purpose
The purpose o f this study is to research the effectiveness o f kindergarten schedules
(half-day everyday, fiill-day everyday, full-day altemate-day) to determine which
schedule is most beneficial to the students. Research will include results o f readiness
testing for first grade and also longitudinal studies that determine long-term
effectiveness. Parent and teacher attitudes will be researched and surveys will be sent
to parents and teachers o f area Lutheran schools. Our Savior Lutheran School, in
Grand Rapids, Michigan, may be considering a change in its kindergarten schedule.
The information provided in this study will be helpful to the board in its decision.
The study will;
1. Identify research that shows the effectiveness o f different
kindergarten schedules.
2. Determine characteristics o f effective kindergarten programs.
3. Evaluate parent and teacher attitudes towards kindergarten
schedules.
4. Demonstrate that a change in schedule may (or may not) be
necessary to provide what is academically and socially best for
the student.
Definition of Terms
Altemate-day kindergarten schedule — a full-day program offered on alternate days
such as Mondays and Wednesdays, or Tuesdays and Thursdays, with alternating
Fridays; or Monday and Wednesday, or Tuesday and Thursday, with a half day on
Friday. Other combinations are possible.
Extended Day kindergarten — 1 to 1 1/2 hours longer than a half day, but shorter
than a full day. May also mean the same as full day. Monday through Friday.
Full-day kindergarten schedule — assigns a teacher the same children for 5 to 6 1/2
hours per day. Monday through Friday.
Half-day kindergarten schedule — typically assigns a teacher one group o f children
in the morning and another group o f children in the afternoon, generally for 2 1/2 to 3
hours per group. Monday through Friday.
Limitations of the Study
Research for this study in chapter 3 involves a parent survey and an educators'
survey. These surveys are not scientific instruments and may not adequately measure
parent and teacher attitudes. Also, the population surveyed is limited to Lutheran
schools in the West Michigan area and results may not be interpreted as the attitude o f
the general population. Surveys will include statements with responses on a Likert
scale rating o f 1 to 5 (1 — strongly disagree to 5 — strongly agree), and a factual
information section with open-ended questions. Results will be reported as
5
percentages. Comparisons may be made between groupings resulting from variables
obtained in the survey instrument: such as between parents and teachers, between
kindergarten teachers and other teachers, or between principals and teachers.
CHAPTER 2
Introduction
Kindergarten schedules have changed over the years. Change is an on-going
process. Changes in education and in American family life have begun a trend from
half-day to full-day kindergarten schedules. This chapter will first look at kindergarten
schedules from an historical point o f view. Then, parent and teacher attitudes toward
kindergarten schedules will be discussed. Next, research comparing test results of
children from each o f the kindergarten schedules: full-day everyday, half-day
everyday, and full-day altemate-day will be presented. Finally, other characteristics
important to a quality kindergarten program will be considered.
An Historical Overview of Kindergarten Schedules
Kindergarten, or "Child's Garden", was first established by Friedrich Froebel in
Germany in 1837 (Bickers, 1989; Hill, 1967). Froebel (1782-1852) was a German
philosopher and teacher (Bickers, 1989). Froebel believed that there were distinct
stages in human development and that there were different teaching methods needed
for each stage. He wanted his "gardens" to be safe places for children o f ages 4-6
where their natural impulses, such as play, were promoted (Winterer, 1992). Froebel's
child-centered curriculum was not unstructured play. It was composed o f "gifts and
occupations". "Gifts" were manipulatives (such as balls, cubes, and cylinders), ten in
all, given for exploration in a prescribed sequence. "Occupations" were activities such
as weaving, sewing, paper folding, or organized circle games (Bickers, 1989; Snider,
1900; Winterer, 1992).
The first kindergarten in the United States was started in 1855-56 (Hill, 1967) by
Mrs. Karl Schurz (Peabody, 1873) in Watertown, Wisconsin (Winterer, 1992).
Kindergartens were seen as social reforming agents and were sponsored by private
8
Parent Attitudes
Changes in kindergarten schedules are due, in a large part, to changes in our society
and economy (Cryan et al., 1992; Gullo, 1990; Leslie & Wingert, 1989; Lofthouse,
1994). Today there is an increase in single parent femilies, and more mothers are
working outside the home. More and more children are in day-care situations and/or
attend preschool. Parents are demanding changes to fit their needs and the needs o f
their children (Gullo, 1990; Cruikshank, 1986a). If given a choice, most parents prefer
a full-day program (Day, Malarz, & Terry, 1992; Dean, 1988; Humphrey, 1983).
Many parents support fiiU-day programs because day-care time is reduced
(Anderson, 1983; Leslie & Wingert, 1989; Lofthouse, 1994; Salzer, 1982; Towers,
1991), and parents appreciate fewer transitions for their children during the day
(Cruikshank, 1986; Lofthouse, 1994; Salzer, 1982). Some children have attended
preschool for a year or two and their parents say they’re ready for a full-day program
(Anderson, 1983; Leslie & Wingert, 1989; MarzoUo, 1987; Salzer, 1982).
Parents feel that there is more time for enrichment activities and reinforcement o f
basic skills with a full-day schedule (Anderson, 1983; Dean, 1988; Towers, 1991).
Some parents expect that more classroom time means a more rigorous academic
curriculum (Anderson, 1983; MarzoUo, 1987; Salzer, 1982), while others expect more
time for play and socialization (Anderson, 1983; Dean, 1988; Salzer, 1982; Towers,
1991). Many parents believe that a fuU-day kindergarten program wiU make their
child's transition to first grade easier (Anderson, 1983; Dean, 1988; Towers, 1991).
There is a fear among some parents that, after a preschool program, a half day of
kindergarten is too boring (Salzer, 1982), or that children are bored when they're not in
school (Anderson, 1983). Some parents stated that they like their young kindergarten
children to ride the bus or walk home with their older brothers and sisters (Anderson,
1983; McConnell & Tesch, 1986). Parents favoring a fuU-day program felt that
9
teachers may discover students with learning difficulties before first grade and start
earlier to help them (MarzoUo, 1987; Salzer, 1982).
In contrast, a traditional half-day program is stiU the program of choice for many
parents. Some believe that their kindergartners are not ready for a full day away fi’om
home (Anderson, 1983; Peskin, 1987; Puleo, 1988; Salzer, 1982). There are parents
who prefer to have their child home for half the day (Cruikshank, 1986c; Dean, 1988;
LesUe & Wingert, 1989; Puleo, 1988). Parents believe that their children benefit fi'om
unstructured afternoon playtime (Anderson, 1983; Salzer, 1982), and that young
children need more time at home for nurturing. Some parents believe that important
developmental growth also occurs at home (Anderson, 1983; Cruikshank, 1986c;
Leslie & Wingert, 1989).
Fatigue is an issue that is often brought up. Many parents feel that their child
would be too tired to attend a ftiU-day program (Anderson, 1983, Salzer, 1982; Ulrey,
Alexander, Bender & Gillis, 1982). Some parents see kindergarten as a gradual
approach to elementary school and they beUeve that half days provide a needed
adjustment period for their children (Anderson, 1983; Salzer, 1982).
Other concerns are brought up by parents. Many parents are afi'aid that a fliU-day
everyday program would be too academicaUy similar to a first grade curriculum
(Salzer, 1982). Some parents beUeve that the schools should not be providing a full-
day program only because it is convenient for some families. The child's best interest
should be considered — not the parents' scheduling concerns (Leslie & Wingert, 1989;
Salzer, 1982; Towers, 1991). Some say that for the added cost o f a full-day program,
the added benefits are minimal (Salzer, 1982). Parents say that a full
day may be all right for some children, but not for all children (Dean, 1988; Salzer,
1982).
10
Parents involved in a fiill-day altemate-day schedule expressed many o f the same
benefits and concerns as the fiill-day everyday parents. However, there were some
comments unique to the fiill-day altemate-day schedule. Some parents thought that
their children were not spending enough days in school, and some, that it was
inconvenient to have their children home all day on weekdays (Robertson, 1984). The
inconsistency o f the schedule led to problems in establishing a routine for the child and
the parents (U lr^ et al., 1982). There were tears fi'om children who were confused
about which days they were supposed to be in school (Robertson, 1984). Parents were
also concemed about the lack o f continuity in learning with the altemate-day program
(Ulrey et al., 1982).
It is interesting to note that parents generally preferred the schedule with which
they were most acquainted. The majority o f parents who were involved in a full-day
everyday program liked the full-day program, while the majority o f parents who were
involved in a half-day kindergarten program liked the half days. Both groups said their
schedule worked well for them ("Effectiveness o f preschool", 1987; McConnell &
Tesch, 1986).
Teacher Attitudes
Teachers who favor an all-day program appreciate the extra time to develop basic
skills (Humphrey, 1983; Puleo, 1988). There is also more time to offer
enrichment activities in science, dramatics, cooking, computers, physical education,
music, and other areas (Towers, 1991). Full-day teachers like to be able to teach a
concept in the morning and offer reinforcement activities the same day (Lore, 1993;
McConnell & Tesch, 1986). Full-day schedules are more relaxed than half-day
schedules. Teachers find that they don't have to hurry through activities (McConnell &
Tesch, 1986; Towers, 1991). Concemed that students may be too tired for a full day,
teachers noticed that students were tired after lunch, but then seemed to regain their
11
energy ("Effectiveness o f preschool", 1987; McConnell & Tesch, 1986). Teachers said
that students were not bored with the fiill-day program (Humphrey, 1983), and that
students benefited more socially than those in a half-day program (Towers, 1991).
Full-day students were reported by teachers to have a greater level o f independence
(Bickers, 1989). Full-day programs also made it easier for teachers to schedule field
trips (McConnell & Tesch, 1986).
Teachers who favor a half-day program believe that a half day is more
developmentally appropriate for the physical and emotional needs o f a 5-year-oId child
(McConnell & Tesch, 1986). Some half-day teachers in Madison, Wisconsin, believe
that it is advantageous for a child to be with a parent the extra half day (Bickers,
1989). Teachers are also concemed that the quality of learning time in the afternoons
is reduced (McConnell & Tesch, 1986). Teachers in Aurora, Ohio, found that students
didn't fully benefit fi'om the additional time because they were not as attentive in the
afternoon (Robertson, 1984). Cieslukowski (cited Bickers, 1989) reported that
principals' response to fidl-day kindergartens is favorable, but that some students were
tired in the afternoon. It is suggested that a fiill-day program is inappropriate for less
mature kindergarten students.
While fiill-day altemate-day teachers enjoy many o f the advantages o f an all day
everyday program, they reported some disadvantages peculiar to the altemate-day
program. The lack of continuity affected students' learning retention. Teachers
needed extra time to review what students had leamed days before (McConnell &
Tesch, 1986; Robertson, 1984). Teachers reported that it seemed to take longer for
classroom fiiendships to develop and that the altemate-day schedule resulted in a more
difficult adjustment for students. Also, students were finstrated trying to figure out
which days they went to school and which days they stayed home (Robertson, 1984).
12
As the parents seemed to prefer the program in which they were involved, so the
educators generally prefered the program in which they were involved. Full-day
teachers liked full days and half-day teachers liked half days (Humphrey, 1983, 1988;
Wisconsin State Department o f Public Instruction, 1980). While some teachers who
were involved in full-day altemate-day programs liked full-day altemate-days
(McConnell & Tesch, 1986), teachers in Lodi, Wisconsin; Amherst, Wisconsin; and
Aurora, Ohio considered a full-day altemate-day program as a third choice (Lodi
School District, 1984; Robertson, 1984; WSDPL 1980). Craddock Elementary School
in Aurora, Ohio, tried a fiill-day altemate-day schedule and went back to half days
(
Robertson, 1984).
Test Results
Test results can be found to support each o f the kindergarten schedules. In
determining a kindergarten schedule, in addition to test results, many other factors
should be considered, including but not limited to percentage o f high-risk students,
students' prior preschool attendance, preschool schedules, busing schedules, classroom
space, school budget, and attitudes o f teachers and parents towards kindergarten
schedules.
Some fiill-day kindergarten programs have been instituted to provide more hours of
instruction for at-risk students (Johnson, 1994; Jones et al., 1988). Test results o f fiill-
day students seem to measure higher academic results for lower SES students and for
students with learning difficulties. The fiill-day kindergarten program in the Columbus
Public Schools, Ohio, provided at-risk students with an extra half-day o f instruction in
addition to their half-day in a regular kindergarten classroom. After testing students
on concepts about print, 78.9% successfully completed 12 o f 17 items. This exceeded
the district's desired outcome o f 50% o f the students successfully completing 12 o f 17
test items (Johnson, 1994).
14
Another comparison of fiili-day everyday and half-day kindergartens in the
Evansville-Vanderburgh School Corporation in Evansville, IN, showed that second
and third grade children who had been full-day kindergarten students, had higher mean
scores in vocabulary and comprehension in the Gates-MacGinitie Reading Test. The
result o f the Comprehensive Tests o f Basic Skills showed that the third grade children
who had attended a full-day kindergarten had a higher mean score in each o f the 14
subtests. Children who had been half-day students scored significantly higher in The
Evaluation Scale—Cursive (handwriting) than did their full-day counterparts
(Humphrey, 1983).
Another longitudinal study done statewide in Ohio, showed that a full-day everyday
schedule has a positive influence on test performance at least through first grade. It
was based on standardized test scores and other data such as incidences o f grade
retentions and provision of special education. In almost all instances, the full-day
everyday students performed better than the half-day students. Full-day kindergarten
students had lower grade retention rates and fewer references for special education
than the half-day students. However, by the time students were in second and third
grade, standardized test performances favored previous full-day altemate-day
kindergarten students (Sheehan et al., 1991).
A Newark, NJ, study also resulted in a longer-term positive effect for full-day
everyday kindergarten students. It compared the longitudinal effects of full-day
everyday and half-day everyday kindergarten instruction, showing an advantage of the
full-day group over the half-day group. However, after the first two years of
elementary school, this advantage disappeared and both groups showed a decline in
performance (Koopmans, 1991).
Daily attendance seems to have a positive effect on test results. In Mirmesota, a
study comparing scores o f half-day everyday and fiill-day altemate-day students found
15
that students who attended school every day had significantly higher scores on naming
numbers 1 to 9 and on knowing letter sounds. The Metropolitan Readiness Test was
administered in the spring to a full-day everyday, a half-day everyday, and a full-day
altemate-day kindergarten. Test results differed in some instances between the full-day
everyday and the half-day, favoring the full-day everyday kindergarten. Test results
differed significantly between the two kindergartens that met every day and the full-day
altemate-day kindergarten, favoring the kindergartens that met daily (h/Crmesota State
Department o f Education, 1972).
Two tests were administered to both half-day everyday and to full-day altemate-day
students, resulting in a slight advantage for the fWI-day altemate-day students. The
elementary school in Aurora, Ohio, compared test scores o f their half-day everyday
kindergarten with their full-day altemate-day kindergarten. The Metropolitan Reading
Test scores for both groups resulted in no significant differences between the two
groups. However, the Hahnemann Elementary School Behavior Rating Scale showed
significant differences in three areas. The fiill-day altemate-day students scored higher
in originality and independent learning. They also had higher scores on the critical-
competitive scale, which is a negative behavior (Robertson, 1984).
Other test results show no advantage for either half-day everyday or fiill-day
altemate-day. Two rural Colorado school systems compared scores o f their half-day
program and fiill-day altemate-day program before the program changed and at the
end of the year. The first half o f the year, a half-day everyday schedule was in effect
for every kindergarten student. The change to a flill-day altemate-day schedule took
place for approximately half o f the students halfway into the year. Comparisons o f the
scores of the California Achievement Test and Conner's Hyperactivity Rating Scale
showed no significant differences in prereading skills or classroom behavior (Ulrey et
al., 1982).
16
Besides achievement test results, there are test results on student behavior that
compare all three kindergarten schedules. Results from The Hahnemann Elementary
School Behavior Rating Scale, administered to students in three kindergarten schedules
in Ohio, show significant differences favoring students in the full-day everyday
schedule. These nine significant differences, o f a total of fourteen test items, were in
originality, independent learning, involvement in classroom activities, productivity with
peers, intellectual dependency, failure/anxiety, unreflectiveness, holding back or
withdrawn, and approach to the teacher.
Class size seems to have an effect on student achievement. Puleo (1988) reports
that "by systematically varying class size, a direct correlation was found between pupil-
teacher ratios and achievement differences on the Iowa Tests o f Basic Skills" (p.430).
Full-day kindergarten groups scored higher than the half-day groups o f the same size,
but the half-day group with a student/teacher ratio o f 16; 1 had the highest scores.
Reducing the class size had a greater effect on achievement than increasing the length
o f the school day (Puleo, 1988).
Characteristics of a Quality Kindergarten Curriculum
A high quality education uses class time, full-day or half-day, to its best advantage
with a developmentally appropriate curriculum. Developmentally appropriate activities
and materials make up and supplement the kindergarten curriculum. A kindergarten
classroom takes into account the many variations o f individual development. It is
child-centered, where children are encouraged to direct their own learning. Materials
are real and can be manipulated. Materials and activities relate to the children's life
experiences and allow for interaction with other students and the teacher (Gullo, 1990;
Karweit, 1992). A developmentally appropriate curriculum does not make too many
academic demands on a child too early. This may be detrimental to his/her
development or may cause increased stress and a dislike of school (Harding & Safer,
17
1988). Academics should be included in the kindergarten curriculum, presented in a
way that allows 5-year-olds to learn (Cruikshank, 1986b).
Conclusion
In summary, kindergartens began, in the United States, as fiill-day programs
(Gorton, 1968; Oelerich, 1979; Puleo, 1988). Half-day programs began when it was
necessary to accommodate larger numbers o f children (Gorton, 1968; Oelerich, 1979).
Changers in our society and economy are resulting in more single-parent families and
in more mothers working outside the home. These changes are dictating a demand for
a return to fiill-day everyday kindergartens (Gullo, 1990; Cruikshank, 1986a). Parents
and teachers have concerns regarding each o f the three possible kindergarten
schedules; half-day everyday, fiill-day everyday, and fiill-day altemate-day. Test
results vary and can be found to support each o f the three schedules. However,
research shows that the extra instructional time o f fiill-day everyday kindergartens has
a positive effect on achievement test scores, especially for at-risk students
("Effectiveness o f preschool", 1987; Housden & Kam, 1992; Johnson, 1994; Lore,
1993). The change to a fiiU-day everyday schedule would especially benefit those
schools with a large percentage o f at-risk students. Schools that have large
populations o f working parents or single parent families would provide daycare relief
and fewer scheduling conflicts with a fiill-day everyday schedule. However, a quality
kindergarten program shouldn't be based on parents' convenience or even the length of
the day, but with how time is used. A developmentally appropriate curriculum uses
class time to its best advantage.
18
CHAPTERS
Introduction
Kindergarten classes conventionally meet on a half-day everyday schedule.
However, Many studies indicate that fuU-day everyday kindergarten students achieve
higher test scores than those in other kindergarten schedules (Adcock et al., 1980;
Housden & Kam, 1992; Humphrey, 1988; Humphrey, 1983; Koopmans, 1991; MSDE,
1972; Oelerich, 1979; Puleo, 1988; Robinson, 1991; Sheehan et al., 1991; Stinard,
1982). Before a change in kindergarten schedules is made, schools must look at ail the
reasons for change, including needs and attitudes o f parents, students, and teachers
regarding a schedule change.
Chapter 3 first describes surveys sent to parents and educators and then presents
the results of the surveys, showing attitudes o f parents and educators towards the three
kindergarten schedules: half-day everyday, firll-day everyday, and fuU-day altemate-
day. Comparisons o f results will be made between parents and teachers, between
kindergarten teachers and non-kindergarten teachers, between teachers grouped by
years of teaching experience, and between teachers and principals. Finally, conclusions
are drawn, taking into account testing research, parent and teacher attitudes, and how
time is best used in a developmentally appropriate kindergarten classroom.
Procedure
Lutheran schools are operated individually by a school board made up o f elected
members, often parents, o f the congregation(s) o f each school. Decisions are made by
the board, principal, and pastor, who consider the opinions and ideas of the teachers
and the parents of the school.
In order to determine the opinions o f parents regarding the different kindergarten
schedules, in July of 1996,1 sent a cover letter and surveys to parents o f kindergarten
19
and preschool students o f Our Savior Lutheran School (See Appendices A and B). I
also sent other cover letters and surveys to teachers and principals o f other Lutheran
schools in the West Michigan area. Five parent surveys were also sent to each
principal with the request that he or she give them to families that have kindergartners
or future kindergartners (See Appendices C, D, and E).
The survey was sent to 95 parents and 47 surveys, or 49.5% were returned. (These
included the five surveys sent to each principal for distribution.) Surveys included
statements with responses on a Likert scale rating of 1 to 5 (1 — strongly disagree to 5
— strongly agree). A factual information section asked open-ended questions and
provided space for comments.
Results o f Parent Survey
If given a choice, 80% of the parents surveyed chose either a half-day everyday
program or a half-day everyday program with extended care (See Appendix F). Eighty
percent o f the parents had previous experience with a half-day schedule, while 8% of
these parents had previous experience with a fuU-day preschool or kindergarten.
Twelve percent o f the respondents chose a fuU-day altemate-day schedule, and 8%
chose a full-day everyday kindergarten program. O f those who chose either type of a
full-day program, 40% had previous experience with a full-day preschool or
kindergarten.
When asked if they would send their child to their school if it adopted a full-day
everyday schedule, 60% of parents answered, "yes". When asked the same question
about a full-day altemate-day schedule, 67% answered, "Yes". Although this seems to
be an emotional issue with strong opinions on both sides, as one parent wrote, and the
percentages possibly account for this, that parents would still send their children to the
Lutheran school which supports them in the religious instruction o f their children in
religion classes and throughout the curriculum.
20
In response to whether a full-day program would fit conveniently into their family's
schedule, 48% agreed or strongly agreed; 37% disagreed or strongly disagreed. When
asked whether a half-day o f kindergarten fit conveniently into their family’s schedule,
65% agreed or strongly agreed and 20% disagreed. Arranging noon transportation
was not (or would not be) a problem for 61% o f parents. Twenty-four percent
disagree with that statement. One parent commented that, while transportation wasn't
a problem, the extra [noon] trip each day was tiring and that extended care was a great
help. This statement is fi'om a parent who has had a child in each a half-day and an
altemate-day full-day schedule: "Full-day ...makes the day's schedule less hectic for
the parent but at the kindergarten child's expense." Other parents’ comments follow:
♦ "Seems like the full days are for parents working outside the home. It is a
convenience factor - not what’s best for a 5-year-old child."
♦ "I adjust my work schedule to fit my child's school schedule. A full day of
kindergarten would be easier for me, but I don't feel it is in my child's best
interest."
♦ "I believe the emphasis to this survey is geared toward the convenience to the
dual working parent and not toward what is necessarily most beneficial to a
child. Perhaps some children could indeed benefit from an all-day kindergarten
setting, but why fix something that is not broken?"
Even though a fiill-day program may fit more conveniently into a family's schedule,
more parents prefer the half-day schedule.
Many parents feel that a full-day o f kindergarten would be too tiring for their child.
Twenty-six percent agreed and 37% agreed strongly. Thirteen percent each disagreed
and strongly disagreed. A parent who has had a child in both types of schedules
commented that her children became too tired during a full day. Another parent
21
wrote that, while her child may be capable o f spending a full day in school, he was very
tired in the evening at home. Another parent would like a fWl-day schedule, but would
like a rest time incorporated into the school day. One respondent commented that her
kindergartner still needs a naptime at home each day after a half-day of school. A few
commented that a full-day was just too long.
A majority of parents (68%) agreed or strongly agreed that a half-day kindergarten
schedule provides a gradual adjustment to first grade. One family, whose child turned
five years old over the summer, feels that a full-day is too long. One parent
commented that she thought her child would have eventually adjusted to a full-day
schedule, but preferred a half-day everyday program with extended care available.
Two families commented that a half-day everyday schedule worked best for them and
that a fiiH-day everyday schedule would be too much, too soon. They thought an
altemate-day schedule would be less of an adjustment than a full-day everyday
program. A parent who preferred a full-day altemate-day program feels that full-day
everyday programs are too stressful for young children.
Most parents agreed or strongly agreed (72%) that a half-day of kindergarten
provides enough time to prepare a child for first grade. Sixty-four percent disagreed
with the statement that children would leam more and benefit more fi’om a full-day
everyday schedule.
A fairly high neutral rating dealt with the question o f boredom. Forty-three percent
o f the parents responded with a "neutral" answer when presented with the statement,
"Children who attend a firll-day kindergarten are more likely to become bored with
school earlier." This may indicate that parents don't know or aren't sure. One parent
commented,
♦ "My son, who went to a full-day kindergarten, did get bored with school by the
end o f the year. It was hard to get him motivated the following year."
22
Another high percentage (48%) for a neutral answer was indicated for the
statement, "In a full-day kindergarten teachers are more likely to discover learning
difficulties earlier and provide the needed help." Again, this may indicate that parents
don't know or are unsure o f the answer. More parents (50%) agreed or strongly
agreed that there is enough time in a half-day kindergarten program for a teacher to
discover learning difficulties and provide help.
Parents had other comments in favor of a half-day schedule;
♦ "Children need time to be children. A full day actually leaves little room for
additional instruction, as you must now accommodate for...snack, recess,
lunch, and additional potty breaks. Alternate day gives too much school time
and too much free time."
♦ "I believe that they are trying to make kindergarten into first grade and kids
should be kids as long as possible."
♦ "Why are parents so anxious to rush their children's childhood? I enjoy my
child and I like having her around!"
Some parents acknowledge difrerences in kindergarten readiness:
♦ "I really think that each child is different especially at these early levels of
school, and the more flexibility a parent has, the better."
This parent thought a full-day option should be available for the children who were
ready for a full-day everyday kindergarten. Two comments stated that a kindergarten
schedule should be based on the needs of the child. Another comment relates to this:
♦ "My kindergarten child will be six in September and is very ready for school. I
would not answer the same way for my other children."
Results of Educators' Surveys
The educators' surveys were sent, in July, 1996, to 64 teachers teaching in grades
kindergarten through fourth, including to their school principals. Forty-seven (73.4%)
23
were returned. Surveys included statements with a Likert scale response of 1 to 5 (1 —
strongly disagree to 5 — strongly agree). The surveys were broken down into groups
of those teachers with experience teaching kindergarten (Appendix H), those with no
experience teaching kindergarten (Appendix I), teachers with 0 to 5 years' teaching
experience (Appendix J), those with 6 to 15 years' experience (Appendix K), and those
with 16+ years' teaching experience (Appendix L). Also categorized were principals
(Appendix M) and non-principals (Appendix N). As in the parents' survey, there was a
factual information section with open-ended responses and a space for comments.
O f the educators surveyed, 67% presently use a half-day schedule, 15% use half
day with extended care, 13% use full-day altemate-day, and 4% use a full-day
everyday schedule. Seventy percent o f the educators surveyed would choose a half
day kindergarten schedule (49%), or a half-day with extended care (21%). Fifteen
percent would prefer a full-day altemate-day schedule, and 13% a full-day everyday
schedule. One respondent (2%) preferred half-day September through December and
full-days January through May.
Teachers aren't convinced that the benefits of firll-day everyday kindergarten
outweigh the benefits of a half-day schedule. Forty-six percent o f the educators agree
or strongly agree that a half day of kindergarten plus a half day o f supervised play is a
beneficial to a child as a full day o f kindergarten. Twenty-six percent disagreed and
28% gave a neutral response. Comparing the responses o f parents with teachers'
responses, 10% more parents than teachers (56%) agreed that a half day of
kindergarten plus a half day o f play is as beneficial to a child as a full day of
kindergarten. Fifty-eight percent disagreed with the statement, "Children would leam
more and benefit more from a fiill-day everyday kindergarten schedule." Twenty-three
percent agreed. It is interesting to note that, of the surveys returned by those teachers
24
with experience in teaching kindergarten, 68% disagreed with the previous statement.
Twenty-three percent agreed with the statement (See Appendix H).
Are five-year-olds ready for a full day o f school? Fifty-four percent o f all the
teachers surveyed, and 59% of teachers who have kindergarten teaching experience,
don't think that today's five-year-olds are developmentally capable o f spending a full
day at school. O f all teachers surveyed, 24% agree that five-year-olds are capable of
spending a full day at school. O f those teachers who have taught kindergarten, 68%
believe that a kindergartner does not have enough energy to attend school for a full
day. Some o f the teachers and principals commented on the issue o f fatigue:
♦ "For most kindergartners, a full-day program is too exhausting. We in the
school setting may not see the exhaustion transfer to negative behavior, but the
parents do in the evening at home."
♦ "Children in the full-day program seem to be less attentive in the afternoon
than in the morning, causing less productive learning."
♦ "It worked well alternate days. Occasionally we would alter our schedule and
the children would come two days in a row. They were verv tired on the
second day - We could not accomplish as much that day."
♦ "I have a friend who teaches full-day kindergarten everyday in the Detroit area.
Those kids have cots and take a nap everyday at school."
♦ "I found that about 1/3 o f the children couldn't handle the full day. However, I
feel most o f them would have been able to handle a full day three days a week
by January."
♦ "A full day of school for kindergarten age children is developmentally too
much, as is a full day at the beginning o f first grade (one month)."
♦ "I've taught kindergarten for eight years. Two years were full-day. Full-day
kindergarten in the afternoon was naptime and then non-academic subjects.
25
Naptime was weaned away by the beginning of the fourth quarter. Some five-
year-olds are mature enough to handle all-day kindergarten....The closer to six
they are, the better they can handle a full-day kindergarten."
* "In general it seems children at this age are developmentally capable o f being
away fi'om home all day, however, they do not have the endurance for it to be
all learning related even if the learning is through fun."
♦ "Half-day with extended care leaves a good choice for parents. Some children
can't make a whole day and they could leave. Other children could stay either
because they are able to handle it or because parents need the care."
Most teachers feel there is enough time in a half-day program to discover learning
difficulties and to provide help. Of all respondents, 63% agreed. The percentage was
a little higher (68%) for those teachers with kindergarten teaching experience. In
comparing teacher surveys with parent surveys, 13% more teachers than parents agree
that there is enough time in a half-day kindergarten program to discover learning
difiBculties and to provide the needed help. However, there is a higher response o f
neutral answers fi'om parents, so they may be more unsure of their responses.
While 56% o f all respondents agree that a full-day program offers needed time to
complete projects and activities, 54% answered that a half-day program provides
enough time for completion of projects and activities. In comparing those percentages
of respondents with kindergarten teaching experience, 59% agree that a full-day
program offers needed time, and 45% feel that a half-day program provides enough
time. The percentage is the same (45%) for all teachers surveyed who have taught 16+
years. In contrast, 67% o f principals, 67% o f those with 0 - 5 years' teaching
experience, 64% o f those with no kindergarten teaching experience, and 61% o f those
teachers with 6-15 years' teaching experience feel that a half-day program provides
enough time to complete projects and activities. Several educators commented;
26
♦ "As a teacher I would always like to accomplish more with my students. More
time [than half days] would be nice for my goals, but I see the real need for
them to be home with family."
♦ "I've been involved with full-day, half-day with extended care, and altemate-
day kindergarten. O f the three, I much prefer the altemate-day. It has the
benefits o f plenty o f time to let the teacher work with the kids as long as
necessary..."
♦ "I have a strong opinion that all-day kindergarten is too extensive. If what
needs to be accomplished caimot be done in a half day then too much is being
expected....Let's not push our little ones quite so hard, please!"
Percentages o f responses fi’om the categorized surveys differed with the statement,
"A full-day altemate-day schedule lacks necessary continuity for learning retention."
Fifty-one percent of all respondents agreed with the statement. Broken down into
categories, 68% of all those with kindergarten teaching experience agreed, as did 67%
of teachers with 6-15 years' experience. Fifty-six percent o f non-principals agreed,
48% of teachers with 16+ years o f teaching experience, and 36% o f non-kindergarten
teachers. Only 17% o f both principals and teachers with 0 - 5 years' teaching
experience agreed that a full-day altemate-day schedule lacks continuity. One teacher
wrote;
♦ "Our kindergarten has two classes. A: Monday, Wednesday a m., and
Thursday. B: Tuesday, Wednesday p.m., and Friday. This really works!
Parents love it!"
Three teachers who prefer half days commented:
♦ "Altemate full-day programs may show behavioral inconsistencies in the
children because o f the teacher's expectations one day, and the day care
27
provider's varied expectations on the next day. Children appreciate
consistency."
♦ "The children in a full-day altemate-day program have difficulties knowing
when they need to go to school. The daily routine isn't consistent."
♦ "We had kindergarten Monday, Wednesday, and 1/2 day Friday for a year and
a half. The parents disliked it as much as I did. 'The children were hard to live
with.' was the biggest comment."
Some teachers are concerned about the reasons for changing from a half-day
schedule;
♦ "I feel these alternative programs were established to accommodate parents'
working and don't necessarily have the best interest o f the child in mind."
♦ "I'm still convinced that full-day kindergarten is best for working parents, not
necessarily for the children."
♦ "My concern is the trend to full-day kindergarten may be driven more by family
needs/convenience than educational factors."
Additional Comparisons
It is interesting to note that parents, more than educators, were more likely to
answer in extremes, such as strongly agree or strongly disagree. It is possible that this
issue is more o f an emotional one for parents that for educators. For this reason
(among others), it is important to listen and respond to parents' opinions. One
principal wrote,
♦ "Ul researched this area [of kindergarten schedules] nine years ago and found
all sorts of reasons to go to full-day everyday. [I] didn't do it because o f parent
concerns - even after research was pointed out to parents. [The kindergarten]
teacher was a 'pro' and very well accepted in community and congregation -
still 'no'."
28
A teacher wrote,
♦ "While many o f our parents would strongly favor a full-day program, an equal
number would be very much opposed. They are 'stay-at-home' moms who
enjoy having their children in school part time as long as possible. I'd hate to
discourage this."
Teachers with more teaching experience (16+years) also tend to choose the
extremes. I speculate that they may have more confidence and that this is translated to
their responses.
Conclusion
If given a choice, most parents surveyed (80%) chose a half-day everyday schedule
or a half-day schedule with extended care available. Eighty percent of the parents
have had previous experience with a half-day schedule. (Our Savior's kindergarten
schedule is a half-day everyday program with extended care available in the afternoon.)
Some research states that if given a choice, most parents prefer a full-day program
(Day et al., 1992; Dean, 1988; Humphrey, 1983). My results do not correlate with the
research. This is probably because the unique population of parents surveyed consists
only o f parents who send their children to a Lutheran school in the West Michigan
area, mostly to Our Savior Lutheran School in Grand Rapids, Michigan. They do not
represent the general population. The results o f this survey do correspond with
research that states that parents generally prefer the schedule that they have
experienced ("Effectiveness of preschool", 1987; McCoimell & Tesch, 1986).
Research states that teachers also prefer the kindergarten schedule in which they are
involved (Humphrey, 1988, 1983; WSDPI, 1980). These survey results show that if
educators could choose their kindergarten schedule, 70% would choose a half-day
option. Eighty-two percent of educators presently use a type of half-day schedule.
29
The majority o f teachers surveyed have also chosen the schedule with which they have
had the most experience.
A majority o f testing research does support a full-day everyday schedule (Adcock
et al., 1980; Housden & Kam, 1992; Humphrey, 1988, 1983; Koopmans, 1991;
MSDE, 1972; Oelerich, 1979; Puleo, 1988; Robinson, 1991; Sheehan et al., 1991;
Stinard, 1982). At-risk students especially seem to benefit fi’om a full-day everyday
schedule ("Effectiveness o f preschool", 1987; Housden & Kam, 1992; Johnson, 1994;
Lore, 1993). Schools with high population of at-risk students would do well to
consider a change to a full-day everyday kindergarten program. However, other
factors also need to be considered by each individual school or district, such as
financial feasibility, classroom space, class size, and attitudes o f parents and teachers.
Possibly even more important than schedule is use o f class time. A developmentally
appropriate kindergarten curriculum implemented for five half-days or five full-days a
week is highly appropriate to the way a five-year-old leams and allows the child to
leam at his or her own level.
Future research should compare differences in costs o f the three types of
kindergarten schedules. Costs o f operating a full-day kindergarten program with a
full-time teacher and extra materials would exceed the cost o f a half-day program with
optional extended care, provided by a part-time teacher and an extended care
supervisor. Would the extra expense justify any added educational benefits?
Further research should include which children thrive in a particular kindergarten
schedule. Children's personalities, learning styles, maturity, ages, and other variables
all contribute to success in school. Some children would thrive in a full-day setting,
while for others, a full-day would be too much. Test results need to be combined with
other research into these variables to make the educational picture more complete.
30
Plans for Dissemination
The school board and principal of Our Savior Lutheran School will be given copies
of this study to assist them in considering a change in kindergarten scheduling. This
study will be available to teachers and parents of the school and kindergarten
scheduling options will be discussed further. Teachers surveyed, who expressed an
interest in the results o f the surveys and in the research findings, will also be sent
copies o f the study.
31
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35
Appendix A
Parent Survey Cover Letter
Tuesday, July 30, 1996
Dear Parents,
I know that you are extremely involved and interested in your child(ren)'s
education. There are many changes in the field of education and it is
important that your voice is heard. Enclosed is a short survey about
kindergarten schedules - fuU-day, half-day, and full-day altemate-day.
Please take a few moments to fill it out and return it to me in the self-
addressed stamped envelope provided.
I am the kindergarten teacher at Our Savior Lutheran School, Grand
Rapids. The survey results will make up research needed for my master's
thesis. It in no way indicates any action by any Board of Education.
It is presently for my personal use alone.
Ill be looking for your opinions within the week. Thank you for your time
in this matter.
Sincerely,
Chris McGladdery
36
Appendix B
PARENT SURVEY
Your responses are confidential and will not be associated with your name or address.
Terms used in this surv^:
Full-day: Class meets for 5 days a week, all day.
Half-day: Class meets for 5 days a week, mornings or afternoons.
Altemate-day: Class meets 2 or 3 days a week, all day. An example would be
Monday, Wednesday, and Friday o f one week and Tuesday and Thursday o f the next.
Extended care:
Supervised playtime available in the afternoon after half-day classes.
Charged by the half hour.
Directions; Please circle the number of the response that best matches your opinion
of each statement. 1- strongly disagree; 2 - disagree; 3 - neutral; 4 - agree; 5 -
strongly agree. Please complete the fi'ont and back of this survey.
strongly
3.
4.
5.
1. A full-day kindergarten schedule fits conveniently
into our family's schedule.
2. A half-day of kindergarten fits conveniently into
our family's schedule.
Arranging noon transportation has been (or will be)
a problem.
Arranging noon transportation was not (or will not be)
a problem.
A full day o f kindergarten would be too tiring for my
child.
6. A kindergartner has enough energy to attend school
for a full day.
7. A full day o f kindergarten is more beneficial than a half
day of kindergarten plus a half day o f play.
8. A half day o f kindergarten plus a half day of play is as
beneficial to a child as a full day o f kindergarten.
9. Today most 5-year-olds are capable o f spending a
full day in school.
10. A kindergartner is not ready for a full day away fi'om
home.
11. Children would leam more and benefit more fi'om a
fiill-day everyday schedule.
12. The benefits gained fi'om a full day of kindergarten
would not be worth the extra cost and effort.
13. A child who has attended a full day of kindergarten
will be better able to adjust to first grade.
14. Half-day kindergarten provides a needed gradual
adjustment to first grade.
15. After having attended preschool and/or day care,
a half-day kindergarten would tend to be boring.
strongly
agree
2 3 4
2 3
4
2 3
4
2
3 4
2 3
4
2
3
4
2 3
4
2 3
4
2 3
4
2 3 4
2 3
4
2 3
4
2
3
4
2 3
4
2 3
4
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
37
16. Children who attend a fiill-day kindergarten are
more likely to become bored with school earlier.
17. A half day o f kindergarten is too short a time to
be o f any value to a child.
18. A half day o f kindergarten provides enough time to
prepare a child for first grade.
19. In a full-day kindergarten teachers are more likely
to discover learning difficulties earlier and provide
the needed help.
20. There is enough time in a halfkiay kindergarten
program to discover learning difficulties and
provide the needed help.
Factual Information
Please answer the questions that apply.
Has (Have) your child(ren) attended pre-school?
How many years? How many days a week?
Half-day Full-day Other
________
Yes No
Has your child attended a pre-k or developmental kindergarten? Yes No
Half-day Full-day
______
Altemate-day Other
_________________________
Has your child attended kindergarten? Yes No
Half-day Full-day
______
Altemate-day Other
_________________________
Our school uses the following kindergarten schedule;
Half-day Full-day Altemate-day
Half-day with extended care Other
____
If given a choice, I would prefer to enroll my child in
a half-day everyday kindergarten program.
a fiill-day everyday kindergarten program.
a full-day altemate-day kindergarten program.
a half-day kindergarten program with extended care available.
Would you be willing to pay full tuition for a full-day everyday program? Yes No
If a full-day everyday schedule were adopted by your school would you send your child
to that school? Yes No
If a full-day altemate-day schedule were adopted by your school, would you send your
child to that school? Yes No
Any comments? Thank you for your participation!
38
Appendix C
Teachers' Survey Cover Letter
Tuesday, July 30, 1996
Dear Fellow Educator,
Enclosed is a short survey about kindergarten schedules (full-day, half
day, and fiill-day altemate-day). Please take a few moments to fill it out
and return it to me in the self-addressed stamped envelope provided.
I am the kindergarten teacher at Our Savior Lutheran School, Grand
Rapids. The survey results will make up research needed for my master's
thesis. It in no way indicates any action by any Board of Education,
and is presently for my personal use alone.
Ill be looking for your opinions within a week's time. Thank you for your
participation.
Sincerely,
Chris McGladdery
39
Appendix D
Cover Letter Sent to Principals
Tuesday, July 30,1996
Dear Fellow Educator,
Enclosed is a short survey about kindergarten schedules (full-day, half
day, and full-day altemate-day). Please take a few moments to fill it out
and return it to me in the self-addressed stamped envelope provided.
I am the kindergarten teacher at Our Savior Lutheran School, Grand
Rapids. The survey results will make up research needed for my master's
thesis. It in no way indicates any action by any Board of Education,
and is presently for my personal use alone.
Enclosed are five parent surveys. It would help me if you would give
these to five famihes that have a kindergartner or future kindergaitner. I
really appreciate your help.
m be looking for your opinions within a week's time. Thank you for your
participation.
Sincerely,
Chris McGladdery
40
Appendix E
EDUCATORS’ SURVEY
Your responses are confidential and will not be associated with your name or address.
Terms used in this survey:
Full-day: Class meets for 5 days a week, all day.
Half-day: Class meets for 5 days a week, mornings or afternoons.
Altemate-day: Class meets 2 or 3 days a week, all day. An example would be
Monday, Wednesday, and Friday o f one week and Tuesday and Thursday o f the next.
Extended care: Supervised playtime available in the afternoon after half-day classes.
Charged by the half hour.
Directions: Please circle the number o f the response that best matches your opinion
o f each statement. 1- strongly disagree; 2 - disagree; 3 - neutral; 4 - agree; 5 -
strongly agree. Please complete the fi'ont and back of this survey.
strongly
disagree
1. A full day of kindergarten is more beneficial than a half
day o f kindergarten plus a half day o f supervised play.
2. A half day of kindergarten plus a half day o f supervised
play is as beneficial to a child as a full day o f Idndergarten.
3. Today most 5-year-olds are developmentally capable
o f spending a full day at school.
4. A kindergartner is not developmentally ready for a
full day away fi'om home.
5. A kindergartner has enough energy to attend school
for a full day.
6. Children would leam more and benefit more fi'om a
fiill-day everyday kindergarten schedule.
7. The benefits gained from a fiill-day everyday program
would not be worth the extra cost and effort.
8. Half-day kindergarten provides a needed gradual
adjustment to first grade.
9. A child who has attended a full-day kindergarten
will be better able to adjust to first grade.
10. In a full-day kindergarten, teachers are more likely
to discover learning difficulties earlier and provide
the needed help.
11. There is enough time in a half-day kindergarten
program to discover learning difficulties and provide
the needed help.
12. A flill-day program offers needed time to complete
projects and activities.
13. A half-day program provides enough time to complete
projects and activities.
14. A fbll-day altemate-day schedule lacks necessary
continuity for learning retention.
strongly
a ff c e
4
41
Factual Information
How many years teaching experience do you have?
0 -5
____
6-10
_____
11-15
_____
16-20
_____
20+
Are you now or have you ever been a principal? Yes No
What grade(s) do you teach?
______________
Have you ever taught kindergarten? Yes No
Which kindergarten schedule is your school presently using?
Half-day Full-day Full-day dtem ate-day
__
Half-day with extended care Other
______________
To your knowledge, has your school ever used a different kindergarten schedule?
Half-day Full-day Full-day altemate-day
_____
Half-day with extended care Other
________________________
If you had a choice o f kindergarten schedules at your school, which schedule would you
prefer?
Half-day Full-day Full-day altemate-day
_____
Half-day with extended care Other
________________________
Any comments?
Thank you for your participation!
42
Appendix F
Results of Parent Survey
strongly disagree neutral
agree
strong!
disagree
1
2 3
4
agree
5
1. A fiill-day kindergarten schedule fits
conveniently into our ^mify's schedule
.................
23%
14% 16%
25%
23%
2. A half-day o f kindergarten fits conveniently
into our family's schedule
.......................................
7%
13% 15% 24%
41%
3. Arranging noon transportation has been (or
will be) a problem .
.................................................
43%
26% 17%
11% 4%
4. Arranging noon transportation was not (or will
not be) a problem
...................................................
15%
9%
15% 21% 40%
5. A full d ^ o f kindergarten would be too tiring
for my c h ild .
...........................................................
13% 13% 11% 26%
37%
6. A kindergartner has enough energy to attend
school for a full day
.................................................
26%
19%
28% 17%
11%
7. A full day o f kuutergarten is more beneficial
than a half day o f kindergarten plus a half day
o f plav
.......................................................................
23% 26%
30% 9%
13%
8. A half d ^ o f kindergarten plus a h alf day of
p l^ is as beneficial to a child as a full day of
kindergarten
.............................................................
6% 13% 26% 28% 28%
9. Today most 5-year-olds are capable o f
spending a full day in school
..................................
19%
30% 17% 28% 6%
10. A kindergartner is not reatfy for a full day
away fiom home
......................................................
6% 23%
15% 34% 21%
11. Children would leam more and benefit more
fiom a full-dav evervdav schedule
.........................
38% 26%
21% 9% 6%
12. The benefits gained fiom a full day o f
kindergarten would not be worth the extra cost
and effort.................................................................. 9% 28% 23% 15% 26%
13. A child w ho has attended a full day o f
kindergarten w ill be better able to adjust to first
grade
.........................................................................
26% 21%
30%
11%
13%
14. Half-day kindergarten provides a needed
gradual adjustment to first grade
...........................
2%
6% 23%
23%
45%
15. After having attended preschool and/or day
care, a half-day kindergarten would tend to be
boring.
.....................................................................
30% 40% 11%
17%
2%
16. Children who attend a full-day kindergarten
are more likely to become bored with school
earlier.
.....................................................................
11%
30% 43% 11% 6%
17. A half day o f kindergarten is too short a time
to be o f any value to a c h ild .
..................................
43%
43% 6% 4% 4%
18. A half day o f kindergarten provides enough
time to prepare a child for first grade
....................
4%
4% 19% 34% 38%
19. In a full-day kindergarten teachers are more
likely to discover learning difBculdes earlier and
provide the needed help
...........................................
4%
20% 48% 22% 7%
43
20. There is enough time in a half-day
kindergarten program to discover learning
difficulties and provide the needed h elp .
................
2% 13% 35% 30% 20%
Factual Information
Has your child attended preschool? Yes -9 1% No - 9%
H alf-d^ - 37 Full-day - 4 Other - 1
Has your child attended a pre-k or developmental kindergarten? Yes - 13% No - 87%
Half-day - 5 Other - I
Has your child attended kindergarten? Yes - 6 5 % No - 35%
H alf-d^ - 26 F u ll-d ^ - 1 Altem ate-d^ - 3
Our school uses the following kindergarten schedule;
H alf-d^ - 27 F u ll'd ^ - 1 Altemate-day - 6 Half-day with extended care - 13
If given a choice, I would prefer to enroll my child in
a h alf-d ^ everyd^ kindergarten program - 22
a full-day everyday kindergarten program - 4
a full-day altemate-day kindergarten program - 6
a half-day kindergarten program with extended care available - 19
Would you be w illing to pay full tuition for a full-day everyday program? Yes - 38% No - 62%
If a fiill-day everyday schedule were adopted by your school would you send your child to that school?
Yes - 60% N o -40%
If a full-day altemate-day schedule were adopted by your school, would you send your child to that
school? Y es - 67% No - 33%
44
Appendix G
Results of Educators' Survey
stronjly
disagRC
disagree
neutral
agree
stroag
agree
I. A full (W o f kindergarten is more beneficial
than a half dsv o f kindergarten plus a half day o f
1 2
3
4
5
supervised play
.........................................................
2. A halfday o f kindergarten plus a h alf d ^ o f
supervised pb y is as beneficial to a child as a full
13%
30%
26%
13%
17%
dav o f kindergarten.
................................................
3. T od^ most 5-year-olds are developmentally
9%
17% 28%
37% 9%
capable o f spending a full d ^ at school
..................
4. A khufergartner is not developmentally reacfy
11%
43%
22%
20%
4%
for a full day a w ^ fiom home
.................................
S. A kindergartner has enough energy to attend
11%
24% 26%
33% 6%
school for a full day
..................................................
6. Children would learn more and benefit more
10%
40% 11%
28% 10%
fiom a fiiU -d^ everyday kindergarten sch edule....
7. The benefits gained fiom a full-day everyday
program would not be worth the extra cost and
15% 43% 19%
13%
10%
effort
.........................................................................
8. Half-d^ kindergarten provides a needed
9% 26%
40% I9^'o
6%
gradual adjustment to first grade
............................
9. A child who has attended a fiill-day everyday
kindergarten w ill be better able to adjust to first
6% 11%
9%
46% 28%
grade
.........................................................................
10. In a fiill-day kindergarten, teachers are more
likely to discover learning difficulties earlier and
2% 30%
30%
28% 11%
provide the needed help
............................................
11. There is enough time in a half-day
kindergarten program to discover learning
4%
37%
22%
26% 11%
difficulties and provide the needed help
..................
12. A fiill-day program offers needed time to
4% 9% 24%
52% 11%
complete projects and activities
...............................
13. A half-day program offers enough time to
4% 11%
28% 41%
15%
complete projects and activities
...............................
14. A fiill-day altemate-day schedule lacks
4% 15%
26%
49% 6%
necessary continuity for learning retentioiL
..........
13%
17% 19%
28% 23%
Factual Information
Which kindergarten schedule is your school presently using?
Half-day -3 1 Full-day - 2 Full-day altemate-day - 6
Half-da}' with extended care - 7
If you had a choice o f kindergarten schedules at your school, which schedule would you prefer?
Half-day - 23 Full-day - 6 Full-day altemate-day - 7
Half-dav with extended care - 10 Other - 1
45
Appendix H
Survey Results of Teachers With Kindergarten Teaching Experience
strongly
(Usngree
disagree neutral agree strongly
agree
1. A full day o f kindergarten is more beneficial
than a half d ^ o f kindergarten plus a half day of
1
2 3 4 5
supervised p la v.
.......................................................
2. A half d ^ o f kindergarten plus a half day of
supervised play is as beneficial to a child as a full
14% 38%
24%
10%
14%
o f kindergaiten.
...............................................
3. Today most 5-year-olds are developmentally
10%
10% 38% 33%
10%
capable o f spending a full day at school
.................
4. A kindergarmer is not developmentally reacfy
18%
41% 14%
18%
9%
for a full dav away bom home
................................
5. A kindergartner has enough energy to attend
14% 19%
29%
38%
school for a full d ay .
...............................................
6. Children would leam more and benefit more
9%
59%
9%
14% 9%
fiom a fiill-day everyday kindergarten schedule....
7. The benefits gained fix>m a fiill-day everyday
program would not be worth the extra cost and
18% 50%
9% 9% 14%
efibrL
......................................................................
8. Half-day kindergarten provides a needed
18% 18%
41% 14% 9%
gradual adjustment to first grade
............................
9. A child who has attended a full-day everyday
kindergarten will be better able to adjust to first
14% 14%
5% 41% 27%
grade
.........................................................................
10. In a full-day kindergarten, teachers are more
likely to discover learning difficulties earlier and
5% 41%
27% 18% 9%
provide the needed h elp .
.........................................
11. There is enough time in a half-day
kindergarten program to discover learning
5%
41% 32% 9%
14%
difficulties and provide the needed h elp .
...............
12. A full-day program offers needed time to
10% 5%
19%
52%
14%
complete projects and activities
..............................
13. A half-day program offers enough time to
5%
14% 23% 36%
23%
complete projects and activities
..............................
14. A full-dav altemate-dav schedule lacks
9%
18%
27% 36% 9%
necessary continuity for learning retention.
.........
14%
14% 5% 41% 27%
Factual Information
Which kindergarten schedule is your school presently using?
Half-day - 16 Full-day altemate-day - 3
Half-day with extended care - 2
If you had a choice o f kindergarten schedules at your school, which schedule would you prefer?
Half-day - 11 Fu ll-d ^ - 3 Full-day altemate-day - 3
Half-dav with extended care - 4 Other - 1
46
Appendix I
Survey Results o f Teachers Without Kindergarten Teaching Experience
strongly
disagree
disagree neutral
agree strong
agree
1. A full day o f kindergarten is more beneficial
than a half day o f kindergarten plus a half day o f
1 2
3
4 5
supervised plav
.........................................................
2. A h alf day o f kindergarten plus a half d ^ o f
supervised play is as beneficial to a child as a full
12%
24%
28%
16%
20%
day o f kindergarten.
...............................................
3. T od ^ most 5-year-olds are developmentally
8%
24%
20% 40%
8%
capable o f spending a full day at school
.................
4. A kindergartner is not developmentally reacfy
4%
46% 29% 21%
for a full dav away fix)m home
................................
5. A kindergartner has enough energy to attend
8% 28%
24%
28% 12%
school for a full d a v.
...............................................
6. Children would leam more and benefit more
12%
24% 12%
40% 12%
finm a full-day everyday kindergarten schedule....
7. The benefits gained fiom a full-day eveiyd^
program would not be worth the extra cost and
12%
36% 28% 16% 8%
e ffo r t
.......................................................................
8. Half-day kindergarten provides a needed
---
32%
40% 20% 8%
gradual adjustment to first grade
............................
9. A child who has attended a full-day everyday
kindergarten will be better able to adjust to first
8% 12% 50%
29%
grade
.........................................................................
10. In a full-day kmdergartert teachers are more
likely to discover learning difBculties earlier and
20%
32% 36% 12%
provide the needed help
...........................................
11. There is enough time in a half-day
kindergarten program to discover learning
4%
33%
12% 42% 8%
difficulties and provide the needed help
.................
12. A full-day program offers needed time to
12%
28% 52% 8%
complete projects and activities
..............................
13. A half-day program offers enough time to
4%
8%
33% 46% 8%
complete projects and activities
..............................
14. A full-day altemate-day schedule lacks
12%
24% 60% 4%
necessary continuity for learning retention.
..........
12%
20%
32% 16% 20%
If you had a choice o f kindergaiten schedules at your school which schedule would you prefer?
H alf-d^ - 12 Full-day - 3 Full-day altemate-day - 4
Half-dav with extended care - 6
47
Appendix J
Survey Results of Educators With 0 to 5 Years Teaching Experience
strongly disagree neutral agree strongly
disagree agree
1 2 3 4 5
1. A M l day o f kindergarten is more beneficial
than a half o f kindergarten plus a half day o f
supervised p la y .
.......................................................
17% 33% 17% — 33%
2. A half d ^ o f kindergarten plus a half dzy o f
supervised play is as beneficial to a child as a full
day o f kindergarten.
...............................................
17% — 33% 50% —
3. Today most 5-year-olds are developmentally
capable o f spending a full dzy at school
..................
— 50% 33% — 17%
4. A kindeigarmer is not developmentally ready
for a full day a w ^ fiom home
.................................
17% — 17% 33% 33%
5. A kindergarmer has enough energy to attend
school for a full day
.................................................
17% 33% 17% 33% —
6. Children would leam more and benefit more
fiom a full-<W eveiyd^ kindergarten sched u le.... — 83% 17% — —
7. The benefits gained fiom a full-day everyday
program would not be worth the extra cost and
e ff o r t
.......................................................................
— 17% 50% 33% —
8. Half-day kindergarten provides a neecfed
gradual adjustment to first grade
.............................
— — 17% 33% 50%
9. A child who has attended a fiill-day everyday
kindergarten will be better able to adjust to first
grade
.........................................................................
17% 33% 33% — 17%
10. In a full-day kindergarten, teachers are more
likely to discover learning difBculties earlier and
provide the needed help
...........................................
— 33% 17% 33% 17%
11. There is enough time in a half-day
kindergarten program to discover learning
difficulties and provide the needed help
..................
— 17% 17% 50% 17%
12. A full-day program offers needed time to
complete projects and activities
...............................
17% 17% 17% 33% 17%
13. A half-day program offers enough time to
complete projects and activities
...............................
— — 33% 67% —
14. A fuH-da\' altemate-da) schedule lacks
necessary continui^ for learning retention 17% 33% 33% 17% —
48
Appendix K
Survey Results of Educators With 6 to 15 Years Teaching Experience
strongly
disasree
disagree n cn tn l agree
stronglT
agree
1. A full o f kindergaiten is more beneficial
than a half day o f kindergarten plus a half day o f
1
2 3
4 5
supervised play
.........................................................
2. A h alf d ^ o f kindergarten plus a half d ^ of
supervised p l^ is as beneficial to a child as a full
18% 29% 35%
18%
day o f kindergarten.
...............................................
3. Today most 5-year-olds are developmentally
18%
29% 35%
18%
capable o f spending a full day at school
.................
4. A kindergartner is not developmentally read^
11%
56% 6% 28%
for a full day awsy from h om e.
..............................
S. A kindergartner has enough energy to attend
44% 17% 39%
school for a full d a y .
...............................................
6. Children would leam more and benefit more
17% 56%
28%
fixtm a fiill-day e v e iy d ^ kindergaiten schedule....
7. The benefits gained fiom a full-day everyday
program would not be worth the extra cost and
22% 39% 11%
28%
e ffo r t
.......................................................................
8. Half-d^ kindergaiten provides a needed
6% 22% 50%
17%
6%
gradual adjustment to first grade
............................
9. A child who has attended a full-day everyday
kindergarten will be better able to adjust to first
24% 53%
24%
grade
.........................................................................
10. In a full-day kindergartert teachers are more
likely to discover learning difficulties earlier and
22% 39%
39%
provide the needed help
...........................................
11. There is enough time in a half-day
kindergarten program to discover learning
11% 33%
17%
39%
difficulties and provide the needed help
.................
12. A fuU-dw program offers needed time to
6% 35%
47% 12%
complete projects and activities
..............................
13. A half-day program offers enough time to
6%
17%
33%
39%
6%
complete projects and activities
..............................
14. A full-dav altemate-dav schedule lacks
22% 17%
44%
17%
necessary continuity for learning retention
............
—
22%
11%
39%
28%
49
Appendix L
Survey Results of Educators With 16+ Years Teaching Experience
stroiigl}'
disagree
disagree
neutral agree strong
agree
1. A full day o f kmckrgaiten is more beneficial
th an a h a lf day o f kindergarten plus a half day of
1
2
3 4 5
supervised plav
.........................................................
2. A half day o f kindergarten plus a h alf day of
supervised p l^ is as beneficial to a child as a full
9%
30%
22%
13%
26%
dav of kindergartetL
...............................................
3. Today most 5-year-olds are developmentally
13% 22%
26%
35%
4%
capable o f spending a full day at school
.................
4. A kindergartner is not developmentally ready
13% 30%
30% 17%
9%
for a full day awav firom home
................................
5. A kindergartner has enough energy to attend
18% 14%
36% 27% 5%
school for a full day
.................................................
6. Children would leam more and benefit more
4%
30%
17% 26% 22%
fiom a full-day everyday kindergarten schedule....
7. The benefits gained fiom a fiill-day everyday
program would not be worth the extra cost and
13% 35%
26%
4% 22%
efibrL
.......................................................................
8. Half-day kindergarten provides a needed
13% 30%
30% 17% 9%
gradual adjustment to first grade
............................
9. A child who has attended a full-day everyday
kindergarten will be better able to adjust to first
13% 4% 13% 43% 22%
grade
.........................................................................
10. In a full-day kindergarten, teachers are more
likely to discover learning difficulties earlier and
35%
22% 26% 17%
provide the needed help
...........................................
11. There is enough tim e in a half-day
kindergarten program to discover learning
41%
27% 14%
18%
difficulties and provide the needed help
.................
12. A full-day program offers needed time to
9% 9%
17%
57% 9%
complete projects and activities
..............................
13. A haff-day program offers enough time to
5%
27%
45% 23%
complete projects and activities
..............................
14. A full-dav altemate-dav schedule lacks
9% 13%
30% 48%
necessary continuity for learning retention
............
22% 9%
22% 22% 26%
50
Appendix M
Survey Results of Principals
strongly
disagree
dbmgree
neutral agree
strongly
agree
1. A full day o f kindergarten is more beneficial
than a half d ^ o f kindergarten plus a h a lf day o f
1
2
3
4
5
supervised plav
.........................................................
2. A half day o f kindergarten plus a h alf day o f
supervised p l^ is as beneficial to a child as a full
33%
17% 50%
d ^ o f kindergarten.
................................................
3. T od ^ most 5-year-olds are developmentally
50%
17%
33%
capable o f spending a full day at school
..................
4. A kindergartner is not developmentally ready
33%
50% 17%
for a full dav away fiom home
.................................
5. A kindergartner has enough energy to attend
17%
17% 33%
33%
school for a full day
..................................................
6. Children would leam more and benefit more
——
17%
17% 50%
17%
fiom a full-day everyday kindergarten schedule
__
7. The benefits gained fiom a full-day everyday
program would not be worth the extra cost and
33%
33% 17% 17%
efibrL
.......................................................................
8. Half-day kindergarten provides a needed
—
33%
67%
gradual adjustment to first grade
............................
9. A child who has attended a fiill-d ^ everyd^
kindergarten will be better able to adjust to first
17%
17%
50%
17%
grade
.........................................................................
10. In a full-day kindergartetL teachers are more
likely to discover learning difficulties earlier and
33%
33% 17%
17%
provide the needed help
...........................................
11. There is enough time in a half-day
kindergarten program to discover learning
17%
17%
50%
17%
difficulties and provide the needed help
..................
12. A full-day program offers needed time to
33% 67%
complete projects and activities
...............................
13. A haljf-day program offers enough time to
—
50% 50%
complete projects and activities
...............................
---
17%
17%
67%
—
14. A (Wl-da) altemate-day schedule lacks
necessary continuit>’ for learning retention. 33% — 50% — 17%
51
Appendix N
Survey Results of Non-principals
strongly
disagree
disagree
neutral
agree
strongly
agree
1. A full o f kindergaiten is more beneficial
than a half day o f kindergarten plus a h alf day o f
1 2
3 4
5
supervised play
.........................................................
2. A halfday ofkindergarten plus a h alf d w o f
supervised play is as beneficial to a child as a full
15% 30% 30% 12.5% 12.5%
d ^ o f kindergarten.
................................................
3. T o d ^ most 5-year-olds are developmentally
10% 12.5% 30% 37.5% 10%
capable o f spending a full day at school
..................
4. A kindergartner is not developmentally reat^
13% 46% 18% 21%
3%
for a full dav awav fiom home
.................................
5. A kindergartner has enough energy to attend
10% 25% 25% 32.5% 7.5%
school for a full d ay.
................................................
6. Children would leam more and benefit more
12% 44% 10%
24%
10%
fiom a full-day everyday kindergarten schedu le....
7. The benefits gained fiom a fiill-day e v eiy d ^
program would not be worth the extra cost and
17% 44% 17% 12% 10%
effort
..........................................................................
8. Half-day kindergarten provides a needed
10% 24% 37% 22%
7%
gradual adjustment to first grade.............................
9. A child who has attended a fu ll-d ^ everyday
kindergarten w ill be better able to adjust to first
7.5% 10%
7.5%
45% 30%
grade
..........................................................................
10. In a fiill-da)' kindergarten, teachers are more
likely to discover learning difBculties earlier and
2% 29%
29%
29% 10%
provide the needed help
............................................
11. There is enough time in a half-day
kindergarten program to discover learning
5% 40% 22.5% 22.5%
10%
difficulties and provide the needed help
..................
12. A full-day program offers needed tim e to
5% 10% 22.5%
50%
12.5%
complete projects and activities
...............................
13. A half-day program offers enough time to
5% 12.5%
15%
25%
40%
17.5%
complete projects and activities
...............................
14. A full-dav altemate-dav schedule lacks
5%
27% 46%
7%
necessarv continuitv for learning retention.
..........
10% 20% 15%
32% 24%
52
Appendix O
L G R A N D Permission to Conduct Survey
}VAU£Y
'Estate
UNIVERSITY
1 CAMPUS DRIVE • ALLENDALE MICHIGAN 49401-9403 • G1@89M611
July 25,1996
Christine McGladdery
5105 Bridle Creek Ct. SE
Kentwood, MI 49508
Dear Christine:
Your proposed project entitled "Kindergarten Schedules: Full-day, Half-day,
Alternate-day" has been reviewed. It has been approved as a study which is exempt
from the regulations by section 46.101 of the Federal Register 46(16):8336, January
26,1981.
Sincerely,
Paul Huizenga, Chair
Human Research Review Committee