Full-Day Kindergarten: The Need for QualityReportar como inadecuado

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Because of the substantial impact on outcomes for children, states and school districts across the country are addressing issues surrounding early learning opportunities and school readiness for young children. Full-day kindergarten plays an important role in both. Colorado has made significant investments in full-day kindergarten as a means of providing high-quality education opportunities to young children, and better preparing them for success throughout their academic careers. Colorado has made a strong commitment to early learning opportunities through the Colorado Preschool Program (CPP) and, with House Bill 08-1388, a substantial investment in full-day kindergarten. CPP provides high-quality learning opportunities for preschool and kindergarten children who have the greatest social and economic need. As the Colorado Preschool Kindergarten Program (CPKP) shifts its full-day kindergarten slots to preschool, once again becoming the CPP, and CPKP standards are no longer required for full-day kindergarten, it is important for districts to consider the design and implementation of high-quality full-day kindergarten programs. Full-day kindergarten is also a key element of the commitment Colorado Governor Bill Ritter has made to the development of a preschool through postsecondary, or P-20, education system. A report from the National Institute for Early Education Research (NIEER) indicates children in full-day kindergarten programs spend more time engaged in valuable learning activities than children in half-day kindergarten programs. Results from empirical research suggest children in full-day kindergarten programs spend: (1) 57 minutes per day in self-selected activities, as opposed to 32 minutes per day for half-day kindergarten students; and (2) 16 percent less time in large-group, teacher-directed activities, and seven percent more time in child-initiated learning activities than half-day kindergarten children. Research has shown that both self-selected and child-initiated activities have long-term benefits on children's learning by promoting cognitive and social-emotional development. Center-based and child-directed play time helps children develop vocabulary skills, increase cooperation with peers, practice handling conflict and develop positive approaches to learning. (Contains 7 footnotes.)

Descriptors: School Readiness, Learning Activities, Educational Quality, Teaching Methods, Emotional Development, Kindergarten, Preschool Education, Vocabulary Skills, Young Children, School Schedules, Early Intervention, At Risk Students, State Legislation, Program Effectiveness, Social Development, Cognitive Development, Vocabulary Development, Peer Relationship, Cooperation, Conflict Resolution, Play, Standards

Colorado Children's Campaign. 1580 Lincoln Street Suite 420, Denver, CO 80203. Tel: 303-839-1580; Fax: 303-839-1354; e-mail: info[at]coloradokids.org; Web site: http://www.coloradokids.org

Autor: Colorado Children-s Campaign

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4200&id=ED538951

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