scholarly journals The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education

2019 ◽  
Vol 29 (3) ◽  
pp. 42-56
Author(s):  
Janette Pelletier ◽  
Ellen Fesseha
Keyword(s):  
At Risk ◽  
Special Education ◽  
Self Regulation ◽  
Binary Logistic Regression ◽  
Kindergarten Children ◽  
Longitudinal Impact ◽  
Full Day Kindergarten ◽  
Average Group ◽  
The Impact ◽  
Full Day

Two-year, play-based, full-day kindergarten (FDK) has been shown to have long-term academic and self-regulation benefits for young children. This article addresses the question of whether FDK has particular benefits for children who may be at risk for placement in special education. Participants included 592 kindergarten children in their second year of kindergarten, with an average age of 5 years, 9 months. Parent reports indicated that 56% of the children spoke a language other than English at home. The research design exploited a natural experiment that occurred due to the phasing-in of FDK, creating two groups of children who attended either FDK or half-day kindergarten (HDK). Kindergarten children’s outcomes in vocabulary, reading, writing, mathematics, and self-regulation were used to create two achievement groups based on data cut-points: below average and average to above average. Following a series of binary logistic regression analyses, results showed that HDK children were significantly more likely than FDK children to be in the below average group in the areas of reading, vocabulary, and self- regulation. In fact, results for self-regulation showed that HDK children were three times more likely to fall into the below average group. These results are consistent with our larger study on the longitudinal impact of FDK to Grade 3. The article discusses the importance of play-based learning in fostering self-regulation and providing opportunities for small- group learning in the FDK program. For children who struggle academically, full-day learning through play with the guidance of an educator team may present additional benefits.

scholarly journals Well-being in the Kindergarten Eating Environment and the Role of Early Childhood Educators

2018 ◽  
Vol 42 (4) ◽  
pp. 37-52
Author(s):  
Japji Anna Bas
Keyword(s):  
Early Childhood ◽  
Positive Impact ◽  
Well Being ◽  
Kindergarten Children ◽  
Full Day Kindergarten ◽  
Phase Study ◽  
Three Phase ◽  
The Impact ◽  
Full Day

In Ontario, kindergarten children haverecently begun to eat lunch at school with theimplementation of the full-day kindergartenprogram. To date, there are no regulations toaddress the particular needs of young childrenin the school eating environment. Drawing ona year-long three-phase study that followed acohort of 21 children as they transitioned fromfull-day childcare to full-day kindergarten,this study explores the impact of staff trainingand staff relationships on the well-being ofkindergarten students. Findings suggest that thepresence of an early childhood educator (ECE),a minimum staffing of two adults per room, anda collaborative approach between teacher andECE have a positive impact on child well-being.

Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers

2018 ◽  
Vol 85 (1) ◽  
pp. 28-45
Author(s):  
Michael Gottfried
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Education Policy ◽  
Students With Disabilities ◽  
Full Day Kindergarten ◽  
Policy Analysts ◽  
Nationally Representative ◽  
Education Coursework ◽  
Full Day

Some education policy analysts have called for increased participation of young children in full-day kindergarten programs as opposed to part-day kindergarten. However, little is known about whether students with disabilities are increasingly attending these programs and what their teachers are like. This study addresses this gap by examining whether the full-day kindergarten-going patterns have changed within two nationally representative cohorts of kindergartners (Early Childhood Longitudinal Study–Kindergarten classes of 1998 and 2010). The findings suggest that a greater percentage of students with disabilities are enrolled in full-day kindergarten programs in 2010 (approximately 80%) than in 1998 (approximately 55%). Comparing full-day kindergarten enrollees between the two cohorts, there were no differences in teachers’ years of experience or degrees, though full-day kindergarten enrollees in 2010 had teachers with less early education and special education coursework. However, full-day kindergarten enrollees in 2010 were more likely to be in classrooms with a special education teacher’s aide. Implications are discussed.

scholarly journals The Impact of Full-Day Kindergarten on Maternal Labour Supply

2019 ◽  
Author(s):  
Elizabeth Dhuey ◽  
Jessie Lamontagne ◽  
tingting zhang
Keyword(s):  
Labour Supply ◽  
Full Day Kindergarten ◽  
The Impact ◽  
Full Day

The impact of founder’s regulatory focus on the process of firm birth and firm abandonment

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paris Koumbarakis ◽  
Heiko Bergmann ◽  
Thierry Volery
Keyword(s):  
Regulatory Focus ◽  
Self Regulation ◽  
Binary Logistic Regression ◽  
Regulatory Fit ◽  
Content Type ◽  
Firm Birth ◽  
The Impact ◽  
The Relationship ◽  
Promotion Orientation ◽  
Longitudinal Dataset

PurposeThe purpose of this paper is to show how self-regulation influences the relationship between nascent entrepreneurial exploitation activities, firm birth and firm abandonment.Design/methodology/approachThis study draws from a unique longitudinal dataset of 181 nascent entrepreneurs from Switzerland who have been interviewed by phone in 2015 and 2016. It uses a moderated binary logistic regression to test the hypotheses.FindingsThis study provides evidence that discrepancies in promotion orientation can explain different ways exploitation can lead to an increased likelihood of firm birth and a decreased likelihood of firm abandonment while respectively increasing persistence. Findings suggest that this is attributed to the regulatory fit between a promotion orientation and exploitation activities.Research limitations/implicationsFor scholars, our findings provide insights into reasons for entrepreneurial persistence, as well as how firm birth can be achieved with different levels of exploitation activities.Practical implicationsThis study provides entrepreneurs with information on how to increase their persistence as well as the likelihood of firm birth while considering their regulatory focus.Originality/valueBased on regulatory focus theory, this paper highlights different paths to firm birth with varying quantity of exploitation activities. We contribute to a greater understanding of firm emergence by accounting for the impact of regulatory foci.

scholarly journals Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather Braund ◽  
Kristy Timmons
Keyword(s):  
Self Regulation ◽  
Well Being ◽  
Early Years ◽  
Behavioral Regulation ◽  
Policy Document ◽  
Full Day Kindergarten ◽  
Definition Of ◽  
Full Day ◽  
Research Analysis

AbstractResearch has consistently demonstrated that self-regulation is essential for the development and preservation of health and well-being in the early years and across the lifespan. Based on the emerging literature on the important role of self-regulation in promoting healthy child development, policymakers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite efforts to include self-regulation skills in early years curriculum documents, there is limited understanding by teachers, scholars, and policymakers of what self-regulation is and how best to support it in the day-to-day classroom. This limited understanding is perpetuated by a lack of a unified definition of self-regulation. Thus, it becomes important to examine these efforts in a critical way. In Ontario, where the research was completed, a revised play-based full-day kindergarten program was introduced in 2016. In this research we use a qualitative document analysis approach to compare the conceptualization of self-regulation in Ontario’s revised play-based kindergarten program with theory-driven models of self-regulation from empirical research. Analysis was iterative, and themes emerged based upon a coding scheme developed by the research team. Results suggest that co-regulation has a powerful influence on student learning. In addition, the policy document de-emphasizes behavioral regulation and expands cognitive regulation to include more than inhibitory control. Lastly, the kindergarten program discusses metacognition in relation to the use of language to articulate one’s thinking with little attention to goal-directed behaviors. In this paper, explicit recommendations for policymakers and practitioners are provided to ensure that emerging conceptualizations of self-regulation are promoted in early years curricula. Further, empirical evidence is needed to support why it is necessary to understand emerging conceptualizations of self-regulation and outline implications for current early years curricula.

scholarly journals Changes in Development Among Kindergarten Children in Ontario 2012-2015: Linking Developmental, Sociodemographic, and Policy Implementation Data

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Simon Webb ◽  
Magdalena Janus ◽  
Eric Duku ◽  
Ashley Gaskin ◽  
Amanda Offord
Keyword(s):  
Child Development ◽  
School Readiness ◽  
Census Data ◽  
Well Being ◽  
Kindergarten Children ◽  
School Level ◽  
Emotional Maturity ◽  
Knowledge Domains ◽  
Full Day Kindergarten ◽  
Full Day

IntroductionIn Ontario kindergarten children, measures of early child development (ECD) indicate worsening outcomes over the last two provincial measurements (2012-2015), particularly among indicators of early physical, emotional and social development. This is despite significant investments in early childhood in the province through the roll-out of universal full day kindergarten. Objectives and ApproachOur objective is to uncover correlates of change in the measures of ECD using the Early Development Instrument (EDI) between 2012 and 2015, particularly in relation to the average home/neighbourhood environments of students where school-level outcomes declined. This analysis links individual EDI data in Ontario, with 2016 DA-level Canadian Census data aggregated to the school level. The EDI is a kindergarten teacher-completed questionnaire measuring school readiness across five domains of child development. The schools are classified into groups based on whether they experienced statistically meaningful change in the domains of the EDI over the observed timeframe. ResultsThe changes observed at the provincial level were consistent with those observed at the school level. Developmental vulnerability increased overall, in the Physical Health and Well-being, Social Competence and Emotional Maturity domains. Vulnerability decreased in the Language and Cognitive Development and Communication Skills and General Knowledge domains. While the analyses are still ongoing, preliminary findings suggest that schools with a higher proportion of children from high immigrant, and high income neighbourhoods tended to improve more than other schools. These along with some other socioeconomic neighbourhood characteristics identify sub-groups of schools that tended to see more positive or negative change on average across the five domains. We will supplement these findings using the time of introduction of the free full-day kindergarten program in each school. Conclusion/ImplicationsThe presentation breaks down recent trends in kindergarten school readiness to identify schools that did better or worse than average based on socioeconomic and demographic characteristics. The analysis will also incorporate the timing of the introduction of full-day kindergarten into each school, providing insight into the effects of the program.

Full-Day or Half-Day Kindergarten? Kindergarten Teachers’ Voices in the Debate

2002 ◽  
Vol 27 (4) ◽  
pp. 6-11 ◽  
Author(s):  
Margot Boardman
Keyword(s):  
Postal Survey ◽  
Kindergarten Teachers ◽  
Kindergarten Children ◽  
Full Time ◽  
Teachers Perceptions ◽  
Advantages And Disadvantages ◽  
Full Day Kindergarten ◽  
School Day ◽  
Group Interviews ◽  
Full Day

Research pertaining to the beneficial and/or detrimental impact of full-day and half day kindergarten attendance for children aged four and five years is limited, with studies conducted overseas focusing on kindergarten children who are 12 months older. A study was designed to investigate Tasmanian kindergarten teachers’ perceptions of the advantages and disadvantages of both half day and full-day kindergarten sessions. Fifty-three full-day and 46 half-day kindergarten teachers responded to the study's postal survey, which was supported by small group interviews. Preparation of children for full-time schooling and enhancement of their social skills were perceived by teachers to be the main advantages of full-day attendance. They referred to the length of the school day and lack of session continuity as disadvantages. Program continuity and children's preparedness to learn were perceived as benefits of half-day attendance. Teachers cited as deficits students’ lack of experience in full-time school routines, and the challenge for parents associated with half day attendance.

scholarly journals Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten

2021 ◽  
pp. 1-12
Author(s):  
Zuhra Abawi
Keyword(s):  
Early Childhood ◽  
Critical Race Theory ◽  
Racial Socialization ◽  
Power Relations ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Learning Spaces ◽  
Full Day Kindergarten ◽  
The Impact ◽  
Full Day

This paper critically unpacks the racialized and gendered hierarchies between the co-teaching model of early childhood educators (ECEs) and Ontario certified teachers (OCTs) in full-day kindergarten (FDK), and how such positionalities speak to racial socialization in early learning spaces. While young children and early learning spaces are often portrayed as raceless, ahistorical, and apolitical, extant literature suggests that children as young as two years of age are aware of visible and cultural differences between themselves and other groups. The paper employs a reconceptualist framework by drawing on critical race theory to explorehow racialized power relations between ECEs and teachers inform hierarchies of dominance and impact processes of racial socialization in FDK learning spaces. While both professions are predominantly feminized, the overwhelming majority of teachers in Ontario are white and middle class, whereas ECEs in FDK programs are more likely to be racialized and marginalized due to low wages and diminished professional status as care workers rather than educators. Although there has been great emphasis on the importance of diversifying the teacher workforce, there is minimal study on the impact of the hierarchies and racialized power relations between ECEs and OCTs and their impact on racial socialization in FDK programs. This conceptual paper seeks to address this gap.

scholarly journals Joyful Number Talks in Kindergarten

2020 ◽  
Vol 13 (2) ◽  
pp. 43-54
Author(s):  
Deanna Marie Pecaski McLennan
Keyword(s):  
Reggio Emilia ◽  
Kindergarten Children ◽  
Inquiry Based Learning ◽  
Full Day Kindergarten ◽  
Full Day ◽  
Children's Activities ◽  
Number Talks

This article discusses the use of number talks to engage kindergarten children in regular joyful math opportunities in the classroom. As an educator of four- and five-year-old students in a full day kindergarten (FDK) program in Ontario, Canada, I embrace inquiry-based learning to guide children’s activities. Inspired by the childcare centres in Reggio Emilia, Italy, I continually support and scaffold the expressed interests of children in the form of projects. This means that children are engaged in and discover answers to self-directed questions on a regular basis. I have always compared kindergarten to a dance; sometimes I lead and other times I follow.

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