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Full-Day or Half-Day Kindergarten? ERIC Digest.
The majority of five-year-olds in the United States today are more accustomed to being away from home much of the day, more aware of the world around them, and more likely to spend much of the day with peers than were children of previous generations (Herman 1984). These factors, plus the demonstrated ability of children to cope with a longer day away from home, have created a demand in many communities for full-day kindergarten programs.
This Digest examines how changing family patterns have affected the full-day/half-day kindergarten issue, discusses why schools are currently considering alternative scheduling, and describes the advantages and disadvantages of each type of program.
CHANGES IN FAMILY PATTERNS
Among the changes that make full-day kindergarten attractive to many families are the following:
--An increase in the number of working parents. The number of mothers of children under six who work outside the home increased 34 percent from 1970 to 1980 (Evans and Marken 1983). In 1984, 48 percent of children under six had mothers in the labor force (The National Commission on Working Women 1985)
--An increase in the number of children with preschool or day care experience. Since the mid-1970s most children have had some kind of preschool experience in Head Start, day care, private preschools, or in early childhood programs in the public schools. These experiences have provided children\'s first encounters with daily organized instructional and social activities before kindergarten (Herman 1984)