Full-Day or Half-Day Kindergarten? Kindergarten Teachers’ Voices in the Debate

Abstract

Research pertaining to the beneficial and/or detrimental impact of full-day and half day kindergarten attendance for children aged four and five years is limited, with studies conducted overseas focusing on kindergarten children who are 12 months older. A study was designed to investigate Tasmanian kindergarten teachers’ perceptions of the advantages and disadvantages of both half day and full-day kindergarten sessions. Fifty-three full-day and 46 half-day kindergarten teachers responded to the study's postal survey, which was supported by small group interviews. Preparation of children for full-time schooling and enhancement of their social skills were perceived by teachers to be the main advantages of full-day attendance. They referred to the length of the school day and lack of session continuity as disadvantages. Program continuity and children's preparedness to learn were perceived as benefits of half-day attendance. Teachers cited as deficits students’ lack of experience in full-time school routines, and the challenge for parents associated with half day attendance.

Half-Days or Full Days of Kindergarten? How and Why Parents Decide

“…In designing the survey, a range of literature related to the attendance options for kindergarten children was drawn upon (for example, Elicker & Mathur, 1997;Good, 1996;Housden & Kam, 1992;Rothenberg, 1995;West et al, 2000). Results from a study (Boardman, 2002) undertaken with kindergarten teachers, investigating the full-day and half-day attendance issue, also informed the design.…”

“…However, some full-day kindergarten sessions in Tasmanian schools occur on consecutive days of the week (for example Tuesday and Wednesday), and this mode of attendance was not seen by half-day supporters to help children develop regular attendance patterns over the full school week. Teachers in Boardman's (2002) study agreed that consecutive days of full-day kindergarten attendance do not lead to a quality educational program for young learners, owing to the lack of continuity over the week.…”

“…Some parents indicated that this sacrifice is only for one year, but it is obvious that other parents had opted for full days of kindergarten to alleviate family pressures, and not necessarily to suit the needs of their child. Nevertheless, in Boardman's (2002) study, one kindergarten teacher commented that, if teachers are assisting the parent to deal with a stressful situation affecting the family, they are also assisting the child. Perhaps this point is worthy of consideration.…”

“…This change has involved a move from half-day kindergarten sessions (of three or four days a week) to full-day sessions (comprising two full days a week). In a study by Boardman (2002), Tasmanian kindergarten teachers reported increased pressure from many stakeholders in their schools, especially parents, to change from half-day kindergarten attendance to full-day provision. Teachers highlighted family reasons (including issues associated with working families, child care and travel), school-based reasons (issues related to maintaining enrolment numbers and accommodating part-time teachers), and educational reasons (including preparation of children for full-time schooling, enhancement of social interactions, and extended periods of time for learning) for this changed provision.…”