http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
impact of full-day prekindergarten classes on development in selected elementary schools in the Waco Independent School District
The purpose of the study was to determine the longitudinal impact of full-day and half-day prekindergartren programs on children in the cognitive, emotional and social domains. The study compares the growth of the 1997 half-day and full-day prekindergarten students at the end of their kindergarten, first and second grade school years to determine cognitive gains as measured by the Iowa Tests of Basic Skills performance in reading and mathematics. The Social Competence and Behavior Evaluation (SCBE) was administered as a posttest to prekindergarten students. The instrument provides a standardized description of behaviors that is useful to early childhood specialists. Data from the SCBE was analyzed to determine emotional readiness prior to entering kindergarten. Based on the data analyzed, the following conclusions were derived: ·The analysis of variance for the reading and mathematics performance showed no statistical significance between groups. This researcher concludes that the length of day (half-day or full-day) is not an isolated factor in the longitudinal cognitive gains of prekindergarten students when reviewing reading and mathematics performance. ·The SCBE results showed no statistically significant difference between students enrolled in half-day and full-day programs. This researcher concludes that length of day did not determine social or emotional readiness for kindergarten entrance.
"Major Subject: Educational Administration".
Issued also on microfiche from University Microfilm Inc.
Includes bibliographical references (leaves 84-91).