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The Effects of Full Day Kindergarten on Later Academic Success Johnna A. Rice American College of Education CI5033: Creating Safe and Supportive Classrooms Dr. Susan Spero October 31, 2021

“Recent research has shown that the skills and knowledge that children have upon entering school is predictive of later achievement.” (Le 2006) My district recently moved to a full day play based Kindergarten program. The goal of a full-day program in GVSD was to provide all students with a consistent foundation of skills as they begin their educational experience. It also allows more time for the exploration of concepts already included in the kindergarten curriculum. Through developmentally appropriate activities, including structured and non-structured play, teachers would have the opportunity in a full-day program to expand the learning objectives already found in the kindergarten curriculum. In addition, more time would be available for the development of soft skills and motor skills with students, and time would be more readily available for students to develop relationships with each other and with their teacher. Research shows that full-day kindergarten programs give students a strong foundation in critical literacy skills and social and emotional learning. Approximately 75% of schools in PA and the nation offer a full-day kindergarten program. One way to improve the learning skills of children, especially those with low socioeconomic status, or those who are at risk academically sue to learning disabilities, is full day kindergarten. Students who have attended a full-day kindergarten typically have higher reading scores at the end of kindergarten than those who attended a half day program. In the United States, kindergarten was created so that students would have an opportunity to socialize with their peers. The majority of studies on the benefits of full-day kindergarten find that children in full-day programs earn significantly higher reading scores by the end of kindergarten than those in half-day programs.

Because so many children attend preschool, it is rare that kindergarten is their first time in school. Most children have had experiences with preschool, community programming and other educational opportunities provided by their families. They may have taken part in music classes, athletic, or educational activities prior to attending kindergarten. Many children attend either a full day preschool program, or a half day with enrichment program thus preparing them for spending time in a full day of kindergarten. Full day kindergarten would also benefit households with a single-parent as well as a household with two working parents by giving them child care during most of their working hours. Full-day kindergarten offers a less rushed schedule. This allows for children to learn at their own pace. Children have the ability to use their creativity and work with one another in play based centers. Full-day programs allow more time for center based learning, art projects, free play, parallel play, and field trips. Teachers can spend more one on one time with individual students which allows them to screen, recognize and assess for learning issues, which could conceivably reduce the need for retention in future grades. Children who are at risk for problems in school due to a disadvantaged background, no preschool experience or learning disabilities, who attend an academically structured and challenging full day kindergarten gain a stronger base from which to grow academically. “A study that focused on the approximately 17,600 children in Philadelphia revealed: “Full-day kindergarten helps children from low-income families perform better and saves the school district millions of dollars through significantly reduced grade retention in first, second and third grade.” “ (Chen, 2020)

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Some benefits of full day kindergarten include; greater reading and mathematics achievement gains that typically stay with them through later grades. The transition to first grade is smoother because the students are used to being in school for a full day. Students are better able to socialize through understanding appropriate behavior and interacting with other children. A full day program allows teachers to get to know students better and address their learning challenges early, enabling them to get and keep students on track academically. This is beneficial because the earlier a student’s challenges are identified and met, the better success down the road. There is more time to provide individualized instruction and enrichment to meet each student’s needs. Full-day students have more opportunities for free play, creativity and more varied experiences since there is more time in each day to cover the curriculum. In conclusion, the benefits of a full day kindergarten program are plentiful. A full-day kindergarten program is a dynamic, hands-on program that allows children time to play. Play, both planned and free choice, is a critical part of the school day. Play is a central component of children’s growth. It enables them to learn about themselves, make meaning of their world and how things work, guides them as they learn how to get along with others and develop the crucial social skills that are necessary for them to succeed. In a full day kindergarten program, children plan their play scenarios; they take on roles, create story lines, and make props as they engage in dramatic and construction play. Through playing with others, language skills are improved. Children learn to take risks, work in groups, and focus their attention in new ways. Play-based learning forms the foundation for future academic success.

References Le, V., Kirby, S., Barney, H., Setodji, C., Gershwin, D. (2006) Ready for school: Can full day kindergarten level the playing field? NASP Center. https://doi.org/10.7249/RB9232 Rafoth, M., Grimes, S., Buzi, B. (2004) Kindergarten - Full versus half-day: Information for parents and early childhood educators. National Association of School Psychologists https://www.naspcenter.org/assessment/kindergarten_ho.html Thompson, J.A., Sonnenschein, S. (2016) Full-day kindergarten and children's later reading: The role of early word reading. J ournal of Applied Developmental Psychology, 42, 58-70. http://dx.doi.org/10.1016/j.appdev.2015.11.005 Chen, Grace (2020) Full day kindergarten: The pros, the cons, and the growing public school debate. https://www.publicschoolreview.com/blog/full-day-kindergarten-the-pros-the- cons-and-the-growing-public-school-debate

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