The effects of different models of all-day kindergarten on children's developmental competence

Abstract

In this investigation, two approaches to all-day kindergarten were studied to determine their differential effects on children who participated in them. In one approach, no additional support or training was provided for teachers (ADK-C), while in the other approach (ADK-E), both training and material support were provided. 41 children from the ADK-C program and 73 children from the ADK-E program were part of the study. The children were selected randomly from each of the two approaches. Teachers rated children on developmental competencies, prosocial classroom behaviors, and academic achievement. Children who participated in the ADK-E approach were rated as more developmental competent, exhibiting more prosocial classroom behaviors, and higher achieving. © 1997 OPA (Overseas Publishers Association).