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A Developmental Perspective on Full‐ Versus Part‐Day Kindergarten and Children’s Academic Trajectories Through Fifth Grade
Author(s) -
VotrubaDrzal Elizabeth,
LiGrining Christine P.,
MaldonadoCarreño Carolina
Publication year - 2008
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2008.01170.x
Subject(s) - psychology , developmental psychology , early childhood , perspective (graphical) , longitudinal study , child development , academic achievement , academic skills , reading (process) , mathematics education , medicine , computer science , political science , law , pathology , artificial intelligence
Children’s kindergarten experiences are increasingly taking place in full‐ versus part‐day programs, yet important questions remain about whether there are significant and meaningful benefits to full‐day kindergarten. Using the Early Childhood Longitudinal Study’s Kindergarten Cohort ( N = 13,776), this study takes a developmental approach to examining associations between kindergarten program type and academic trajectories from kindergarten (ages 4–6 years) through 5th grade (ages 9–12 years). Full‐day kindergarten was associated with greater growth of reading and math skills from fall until spring of kindergarten. Initial academic benefits diminished soon after kindergarten. The fade‐out of the full‐day advantage is in part explained by differences in the children who attend part‐ and full‐day kindergarten as well as school characteristics.