A Day in Kindergarten

We are fortunate to offer a full-day kindergarten program. Full-day kindergarten allows children time to explore topics in depth and in a less-rushed atmosphere. The ratio of transition time (arrival and opening, clean up and departure) to class time is reduced so there is more instructional time. Students are able to participate in activities offered to other primary children, such as music and PE classes with specialists, and lunch.

What is a typical day in kindergarten like?
A kindergarten day must include a balance of large group, small group and center activities, as well as many opportunities for movement, active play, and hands-on investigations. The following sample is one way for organizing a full kindergarten day. The actual plan will vary according to teaching styles, classroom needs, and special programs. Any schedule must be flexible enough to allow for the "teachable moment," unplanned events, and time of year. For example, total group lessons that require attention in a large group may be shorter in September.

My child still takes a nap. Will there be nap time?
The full day kindergarten schedule includes a "quiet time" for books, reading, and listening to stories, as well as comfortable areas of the classroom for quiet activities. Not all children need a nap, but all children benefit from periods of relaxation to balance their active play. Teachers anticipate that the need for quiet time may be greater in the beginning of the school year as the children become acclimated to school. The transition back to school is hard for children…and teachers!

What does the research say about full-day kindergarten?
Research studies confirm that attendance in full-day kindergarten results in academic and social benefits. After comparing half-day and full-day kindergarten programs in a statewide longitudinal study, researchers found that full-day kindergartners exhibited more independent learning, classroom involvement, and productivity in work with peers. (Cryan et al.,1992; Karweit, 1992). In a later study, full-day kindergartners outperformed half-day students on every criterion measured by norm-referenced achievement tests. Attendance was found to be significantly higher, and fatigue, sometimes assumed to be a problem for children attending full-day, was not a significant factor. Fewer than 8% of all students were identified by parents, teachers, or independent observers as experiencing significant loss of engagement in school (Hough and Bryde, 1996).