All Day Kindergarten Programs and Their Anticipated Benefit to Early Literacy Development--Real or Imagined

Autor/in	Soiferman, L. Karen
Titel	All Day Kindergarten Programs and Their Anticipated Benefit to Early Literacy Development--Real or Imagined
Quelle	(2017), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; School Schedules; Educational Benefits; Emergent Literacy; Child Development; Socialization; Preschool Education; Preschool Children; Program Effectiveness; Student Educational Objectives; Skill Development; Oral Language; Language Proficiency; Phonology; Printed Materials; Instructional Materials; Manipulative Materials; Play + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Bildungsertrag; Frühleseunterricht; Kindesentwicklung; Socialisation; Sozialisation; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Fonologie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hilfsmittel; Spiel
Abstract	There has been increasing interest in both Canada and the United States in implementing all-day Kindergarten programs. Education policy makers stress the need for countries to take initiative in educating children so they are more successful once they begin their formal schooling process. But is a longer school day the only solution to the problem of why some children struggle once they enter the school system, or are there other factors that can affect children's ability to successfully navigate learning how to read, write, and do mathematical calculations? The intent of many all-day programs is to socialize the child into the world of academia. As a result, many of the programs are focused on students from socially disadvantaged backgrounds that need a "Head Start" in learning how to learn. This paper discusses some of the problems with just lengthening the school day and provides recommendations for what constitutes an effective preschool program. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01