Introduction Since the Korean government started to develop policies aimed at implementing a full-day kindergarten program in in order to meet the needs of dual-income families, Korea has seen a remarkable quantitative growth in full-day kindergartens over the last 15 years.
Government support for full-day kindergartens Funding for improvement of facilities and education environment The Korean government has provided funding for the improvement of facilities and the educational environments of full-day kindergartens since for the purpose of expanding the operation of full-day kindergartens and offering better educational environments for children. Year Amount 15 50 51 The support for full-day kindergarten fees has been provided for low-income families since The total amount of KRW 59, million is subsidized for , children using full-day programs in See Table 3.
Enhancing the Quality of Full-day Kindergarten Education in Korea
The main results of the survey are as follows: Basic information on full-day kindergarten Statistics on kindergartens, classes and enrolled children As noted previously, the total number of kindergartens that offer full-day sessions in Korea stands at 7, as of , with public kindergartens showing a slightly higher rate Statistics on teachers The nationwide statistics on full-day class teachers are as follows: According to this survey, as for the full-day class teachers, the number of non-regular teachers is three times higher than regular teachers.
In addition, the differences by regions are quite high, ranging from two to eight fold. The average number of class teachers per kindergarten stands at three, and the average number of full-day class teachers, regular or non-regular, is one person. Some kindergartens have nutritionists and cooks for the full-day class children, but most of the kindergartens were found not to have these personnel in place.
Table 4 Statistics on full-day class teachers in kindergartens Giving priority for using full-day kindergarten to children from disadvantaged families Several studies have shown the positive effects of full-day kindergartens on disadvantaged children Brooks, ; Schroeder, Enhancing quality of full-day kindergarten programs Provision of support customized to public and private full-day kindergartens According to the national survey, the most pressing issues for public kindergartens are to secure full-day class facilities suited for each developmental stage of children as well as the support for these facilities, to increase the full-day classes for those who are on the waiting list, to secure classrooms dedicated to full-day program, and to hire more regular, full-day class teachers.
The strategies kindergartens could employ to meet such needs of parents are as follows: i Develop specialized music, art and physical education programs as in Germany and France and implement such programs at kindergartens or at the government-supported centers Jung et al. Ahn, J. Early Childhood Education and Care Forum , 1 , 20— Google Scholar. Bae, J. Lee, B. Early Childhood Educational Research , 25 1 , — Brooks, L. Full-day kindergarten: A step towards breaking the cycle of poverty in indiana.
Hong, Y. Early Childhood Educational Research , 27 5 , — Jung, M.
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- Enhancing the Quality of Full-day Kindergarten Education in Korea | SpringerLink.
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Kim, G. Kim, H. Kim, K.
Kim, S. Kim, Y. Journal of Future Early Childhood Education , 13 2 , — Lee, K. Journal of Korean Society for Child Study , 23 4 , — Lee, M. Lee, Y. Journal of the Korean Society for Child Care , 8 , 1— Ministry of Education and Human Resources Development. National Kindergarten Curriculum Document No. Seoul, Korea: Author. Ministry of Education, Science and Technology. Moon, M. Na, J. Park, H.
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Early Childhood Educational Research , 18 2. Park, J. Schroeder, J. Full-day kindergarten offsets negative effects of poverty on state tests. CrossRef Google Scholar. Seo, W. Research on Childcare , 34 , — Google Scholar. Shin, H. Yoo, J. Early Childhood Educational Research , 28 3 , — Personalised recommendations. Cite article How to cite? Full-day Kindergarten: Indicators on Children and Youth. Bethesda, MD: Child Trends. Claessens, A. American Educational Research Journal , 51 2 , — Colorado Department of Higher Education Cooper, H.
Review of Educational Research , 80 1 , 34— Engel, M. Educational Researcher , 45 5 , — Gibbs, C. Le, V. American Educational Research Journal. Lovell, R. Washington, DC: U. Kauerz, K.
Full-Day vs. Half-Day Kindergarten | School Choice for New Hampshire
Morrow, L. Parker, E. Shore, R. PreK-3 rd : Teacher Quality Matters. Walston, J. However, children may not have as positive an attitude toward school in full-day versus half-day kindergarten and may experience more behavior problems.
The review indicates that the effect of both full- and extended-day kindergarten on basic academic skills is positive. Research on instructional time is suggestive but inconclusive. Although quantitative evidence shows no differences regarding effects on social, emotional, and developmental factors, a range of anecdotal accounts of the benefit of full-day exists.
Staff and parent reactions to full-day kindergarten have been highly favorable, although attitudes depend on direct exposure.
Full-Day Kindergarten Programs. ERIC Digest.
The research on student attendance is inconclusive regarding absentee rates, but preliminary evidence shows no difference in weekly patterns. Findings pertaining to special education referrals are conflicting, and grade retentions favor full-day. More kindergarten leads to some early positive effects on cognitive status. The effects of full-day kindergarten on student achievement have been ambiguous.
Oregon goes all-out for all-day kindergarten
Some studies found beneficial effects of full-day kindergarten on student achievement as opposed to half-day kindergarten; others found no difference. This metaanalysis found that, overall, students who attended full-day kindergarten manifested significantly greater achievement than half-day attendees. A new national study provides some of the strongest evidence to date to support what many educators and parents of young children already believe, children learn more in full-day kindergarten programs than they do in half-day programs. The findings are based on federal data from a nationally representative sample of 8, children in public kindergarten programs.
The results show that, on average, the learning gains that pupils make in full-day programs translate to about a month of additional schooling over the course of a school year. We address questions with a nationally representative sample of over 8, kindergartners and U.
A comprehensive evaluation of a newly-implemented full-day kindergarten program was carried out over a 2-year period. When compared with children in half-day kindergarten classrooms, children in full-day classrooms spent more time in absolute and relative terms engaged in child-initiated activities especially learning centers , more time in teacher-directed individual work, and relatively less time in teacher-directed large groups. Parents of full-day children expressed higher levels of satisfaction with program schedule and curriculum, citing benefits similar to those expressed by teachers: more flexibility; more time for child-initiated, in-depth, and creative activities; and less stress and frustration.
Kindergarten report card progress and readiness for first grade were rated significantly higher for full-day children. This study examined differences between students enrolled in a full-day kindergarten program and students in a half-day program. Results indicated no significant differences between the two groups on four measures of academic achievement—visual recognition, sound recognition, vocabulary, and language expression.
Significant differences were found on two scores, comprehension and mathematics concepts and applications. Further analysis determined that the difference in comprehension scores was due to girls in the half-day program scoring higher than boys in the full-day program and could not be attributed to differences in the programs.
The difference in mathematics concepts and applications scores was due to boys in the full-day program significantly outscoring boys in the half-day program. Literacy data obtained on students were examined to assess relationships between kindergarten program model full- vs. Application of multilevel modeling techniques to the time series data collected from kindergarteners in economically disadvantaged school contexts in a large southwestern school district revealed that students exposed to a full day of instruction had greater literacy growth than their peers in half-day classrooms.
Further examination of the program model results revealed that the relative efficacy of full-day kindergarten tended to be greater in smaller class size environments.