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WPCNR SCHOOL DAYS. By John F. Bailey.

ALL-DAY K ADVOCATE: Dr. Sharon Kagan, Professor of Early Childhood and Family Policy at Columbia University Teachers College, and Professor Adjunct at the Yale University Child Study Center for Children, and a consultant to President George W. Bush on the kindergarten issue, delivered an impassioned account of the national phenomena and benefits of all-day kindergarten to 65 persons, including teachers and parents last Monday at White Plains High School. She said that studies have shown that All-Day Kindergarten creates students better equipped to learn when they move to First Grade, with a dramatic drop in first grade retention rates, creating running starts for children, especially minorities. The upgrade to All-Day K will cost the
Superintendent of Schools, Timothy Connors, brought Dr. Kagan to the district to give the Board and
Kagan began with noting the growth of All-Day: she said that today 60% of today’s students who attend kindergarten prior to first grade attend full-day programs. This percentage has grown from 25% in 1979, to 40% in 1990 to today’s 60% level (as of 2000). She noted that the fastest growing segment of learning was “home schooling” which schools 2% of the kindergarten-eligible children in the country.
The professor said the advantages of All Day K included “a more relaxed instructional pace,” “more classroom involvement and time for children to reflect on their learning,” and “greater academic gains.”
She said that private child care facilities have begun offering kindergarten.
Public school kindergartens, she said, have come to look “more like nursery schools, highly structured, child centered.” They see all-day kindergarten as “an antidote to the learning gap affecting children with socio-economic issues and children with difficult backgrounds.”
Getting Ready to Learn.
She noted that studies show ‘Kindergarten makes a difference” in getting children ready to learn. She defined Half-day vs Full-Day, as being on average 4 hours of class a day versus 7 hours a day. The average All-Day Kindergarten she said runs 5 to 6 hours a day.
The reasons for these advantages, she reports, are that the children “spend more time engaged in child-initiated activities,” receive more one-on-one “teacher-directed individual work,” (teachers being able to zero in on individual childrens’ learning paces and devise personalized teaching tracks). She said that the All Day Format cut down the percentage of classtime spent in teacher-directed large groups, according to the Elicker and Mathur study, “What Do They Do All Day?”
She shared with the gathering the Gulb study, “Long Term Educational Effects of Half-Day vs. Full-Day Kindergarten,” which has determined, she said that
- Children who attended full-day kindergarten scored significantly higher than children in half-day programs on both math and reading standardized achievement tests in 2nd grade.
- Fewer children who attended full-day programs were retained in grade by 2nd grade.
- (Children) improved language skills, social development, and academic achievement, particularly for children from low-income backgrounds.
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Debunking myths.
Dr. Kagan dismissed what she characterized as “the myths” of All-Day Kindergarten. The myth that “children tire quickly,” is just that. This is “not so,” she said. “They are more than ready to handle a full day.”
It has been said that most parents will select a half-day K, but Kagan said, the overwhelming majority of parents select All Day programs when they are made available.
The mindset that “public schools should not be in the business of providing custodial child care for young children,” has been, she said, proven to be not a good choice, because of the documented success of early learning programs before age 5 in preparing socio and economically disadvantaged children.
The All-Day K program, she said, continues the environment of the nurturing early learning environment by providing programs that are less didactive less prescriptible than Half-Day, where there is “more time in teacher-directed work and in large groups.”
Address All Areas of Development.
“Dr. K.” advised that any All-Day K would need a well-rounded curriculum, and “fully comprehensive, addressing all areas of (child) development,” including motor development. “To eliminate motor development is wrong. It is essential.”
She said All Day K should develop a child’s approach towards learning. I would ask, “Are they creative? Are they curious?”
Be careful Whom You Select To Teach
In developing an All Day K program, Dr. Kagan noted that many administrators desire the “broadest possible certification requests” in hiring kindergarten teachers. She feels it is crictical to hire teachers trained in early childhood development, and not select just any certification. “I would impose mandatory M-K to M to 1 Certification.”
Ratios.
Kagan said, as is commonly known, that All-Day Kindergarten is most effective with low class room ratios. We see a big difference going from 1 to 19 to 1 to 15.
You can Never Recoup
Kagan’s most serious statement of the evening was her admonition that early learning was critical, citing the studies showing the success of pre-kindergarten programs in addressing socio-economically disadvantaged children. She said “early learning” is critical in getting children ready to learn, “it cannot be recouped.”
Timothy Connors, Superintendent of Schools, in response to a question in the q & a that followed, said that Half-Day would be made available to parents who requested it, however, he expected the percentage requesting that option would be very small. Presently, All-Day kindergarten is parceled out on a lottery basis in
For more information on childrens learning studies, WPCNR refers you to this website of the National Center for Children and Families, based at Columbia University, of which Dr. Sharon Kagan is a Co-Director. The site is at www.ccf.tc.columbia.edu/index.html.

