The impact of kindergarten length of day on children's social skills and behavior
Abstract
Decisions regarding length of kindergarten day often take into account the implications for children's cognitive development without considering social, emotional, and behavioral development. Data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K) were analyzed to examine how length of kindergarten day related to children's social and behavioral outcomes throughout the elementary school years. Hierarchical linear regression was utilized to investigate the usefulness of kindergarten length of day as a predictor of parent rated and teacher rated social and behavioral outcomes from four time points (spring of kindergarten, first grade, third grade, and fifth grade). Attending full-day kindergarten was a significant predictor for increased teacher ratings of both internalizing and externalizing problem behaviors at spring of kindergarten. Attending full-day kindergarten versus half-day was also a significant predictor of fewer parent rated impulsive/overactive problems at spring of first grade. Overall, length of kindergarten day did not have a strong or persistent impact on children's social skills or behavior. ^
Subject Area
Education, Policy|Education, Early Childhood
Recommended Citation
Jessica L MacLeod,
"The impact of kindergarten length of day on children's social skills and behavior"
(2012).
Dissertations and Master's Theses (Campus Access).
Paper AAI1508261.
http://digitalcommons.uri.edu/dissertations/AAI1508261