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Effect of a full day prekindergarten...
~
St. John's University (New York), School of Education and Human Services.
Effect of a full day prekindergarten on early reading, math and social skill development.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Effect of a full day prekindergarten on early reading, math and social skill development./
作者:
Smyth, Lorraine.
面頁冊數:
1 online resource (103 pages)
附註:
Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:
Dissertation Abstracts International79-01A(E).
標題:
Early childhood education. -
電子資源:
click for full text (PQDT)
ISBN:
9780355404593
Effect of a full day prekindergarten on early reading, math and social skill development.
Smyth, Lorraine.
Effect of a full day prekindergarten on early reading, math and social skill development.
- 1 online resource (103 pages)
Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Thesis (Ed.D.)
Includes bibliographical references
The purpose of the study is to measure the academic achievement in reading, math, and social skills of children in full and half-day pre-kindergarten classrooms to determine which length of school day fosters the greatest impact on prekindergarten school performance.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780355404593Subjects--Topical Terms:
557157
Early childhood education.
Index Terms--Genre/Form:
554714
Electronic books.
Effect of a full day prekindergarten on early reading, math and social skill development.
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Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
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St. John's University (New York), School of Education and Human Services
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The purpose of the study is to measure the academic achievement in reading, math, and social skills of children in full and half-day pre-kindergarten classrooms to determine which length of school day fosters the greatest impact on prekindergarten school performance.
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The research setting is a public, early childhood center educating students in grades PreK-1st, located in suburban Long Island. The sample for the 2015-16 school year included approximately 507 students of which 64.9% were White, 14.5% Hispanic, 7.6% Black/African American, 0.4% Hawaiian/Pacific Islander, 0.2% American Indian/Alaskan Native and 10% Asian. There were seven universal prekindergarten classes. Four classes were universal half-day prekindergarten program with the extended day of the Plus Program and the remaining three classes were full-day.
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This study utilized a quasi-experimental design. Data collection from the mCLASS: CIRCLE assessments during 2015-16 school year was analyzed. Prekindergarten students were assessed three times, beginning of the year (September), middle of the year (March) and end of the year (June). A one-way repeated measures ANOVA was conducted to compare the half-day and full-day groups on reading, math and social skills. Results indicated that there was a significant difference between full and half-day students in the overall components of each area studied.
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Children thrive when they have access to enough time in a program to benefit fully from the instructional support. A child's development is also greatly influenced by factors in his or her environment and the experiences he or she has. This evidence led to a great amount of emphasis on Universal Prekindergarten and the number of hours a child spends in prekindergarten. Preschool children in full-day and half-day programs experience their early educational years differently in terms of social skills and behavior. Therefore the results of the study support the need to extend the half-day universal prekindergarten program to a full-day program.
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