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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.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effect of a full day prekindergarten on early reading, math and social skill development./
Author:	Smyth, Lorraine.
Description:	1 online resource (103 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Early childhood education. -
Online resource:	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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020 $a 9780355404593
035 $a (MiAaPQ)AAI10679393
035 $a AAI10679393
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Smyth, Lorraine. $3 1181535
245 1 0 $a Effect of a full day prekindergarten on early reading, math and social skill development.
264 0 $c 2017
300 $a 1 online resource (103 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Mary Ellen Freeley.
502 $a Thesis (Ed.D.) $c St. John's University (New York), School of Education and Human Services $d 2017.
504 $a Includes bibliographical references
520 $a 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.
520 $a 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.
520 $a 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.
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Education. $3 555912
650 4 $a Educational leadership. $3 585508
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0515
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a St. John's University (New York), School of Education and Human Services. $3 1180120
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10679393 $z click for full text (PQDT)

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