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2. The Effects of Full Day Versus Half Day Kindergarten: Review ...

   files.eric.ed.gov/fulltext/ED489436.pdf

   Detailed ISTEP+ data were obtained from a very large, urban school district in Indiana. After removing records with missing data, the sample size for the analyses was 1,886. All students were third graders during the 1998-1999 school year and attended either half or full day kindergarten in the same district.

3. Talk, Read and Sing Together Every Day! - U.S. Department of ...

   www2.ed.gov/.../talk-read-sing/preschool-en.pdf

   Encourage back-and-forth exchanges. • Tune into children’s interests and experiences and talk about them. • Take turns communicating. • Show that you are interested in what they are doing and listening to what they say. • Provide time for children to respond. 3. Invite children to talk about what they are doing.

4. Full-day and Half-day Kindergarten in the United States

   nces.ed.gov/pubs2004/2004078.pdf

   Table A4. Percent of U.S. kindergarten children enrolled in a full-day program, by school type and child and family characteristics: 1998–99.....73 Table A5. Percent of U.S. public kindergarten children enrolled in a full-day program by poverty status and primary home language: 1998–99 .....74 Table A6.

5. Kansas Full-Day Kindergarten Guide

   files.eric.ed.gov/fulltext/ED598986.pdf

   The following section of the Kansas Full-Day Kindergarten Guide is a compilation of resources to help teachers plan and implement the kindergarten curriculum. Defining the kindergarten curriculum is a difficult process. It incorporates so much more than a published curriculum kit or a set of reading materials.

6. A STUDY OF THE KINDERGARTEN PROGRAM, FULL-DAY OR HALF-DAY.

   eric.ed.gov/?id=ED017327

   a sample schedule for a full-day kindergarten and a delineation of its goals is presented in this document. these items are based on a plan devised by the fort myer elementary school of arlington, virginia. the estimated costs of implementing such a program in the penn-trafford school district are discussed.

7. Making the Most of Extra Time: Relationships Between Full-Day ...

   files.eric.ed.gov/fulltext/ED511350.pdf

   children’s learning and to prepare them for school success. One such program is full-day kindergarten, which provides young children with additional hours of in-school time beyond what is available in a part-day kindergarten setting. In full-day programs, teachers ideally have more time in the school day to get to know their students

8. ERIC - EJ750264 - Full-Day versus Half-Day Kindergarten: In ...

   eric.ed.gov/?id=EJ750264

   We address these questions with a nationally representative sample of over 8,000 kindergartners and 500 U.S. public schools that participated in the Early Childhood Longitudinal Study-Kindergarten Cohort. More than half of kindergartners experience full-day programs, which are most commonly available to less-advantaged children.

9. ERIC - ED345868 - Full-Day Kindergarten: A Summary of the ...

   eric.ed.gov/?id=ED345868

   This document summarizes the research on full-day kindergarten. The question of whether full-day scheduling is good for children is addressed. The majority of the research justifies the following conclusions: (1) A developmentally appropriate program focuses on activities that are appropriate for the child's age and involve interaction with objects, other children, and adults; (2) A ...