A Review and Critique of Research on Full-Day Kindergarten

Abstract

This article reviews and critiques research on full-and extended-day, everyday kindergarten programs. Methodological limitations and general weaknesses of the research are described, and areas for future research are identified. The review indicates that the effect of both full- and extended-day kindergarten on basic academic skills is positive. Research on instructional time is suggestive but inconclusive. Although quantitative evidence shows no differences regarding effects on social, emotional, and developmental factors, a range of anecdotal accounts of the benefit of full-day exists. Staff and parent reactions to full-day kindergarten have been highly favorable, although attitudes depend on direct exposure. The research on student attendance is inconclusive regarding absentee rates, but preliminary evidence shows no difference in weekly patterns. Findings pertaining to special education referrals are conflicting, and grade retentions favor full-day. I could find no studies of remedial referrals. Cost analyses have the potential for misinterpretation because of the varied forms of full- and extended-day, and because beneficial effects are not accounted for. The research also indicates that full-day implementation may result in enrollment increases.