A Comparative Study of “All-day,” “Alternate-day,” and “Half-day” Kindergarten Schedules: Effects on Achievement and Classroom Social Behaviors

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Abstract
A study was conducted to compare the relative effects of three different kindergarten schedules on children's end-of-the-year achievement and prosocial classroom behaviors. Subjects included 82 children attending “all-day” kindergarten, 79 children attending “alternate-day” kindergarten, and 55 children attending “half-day” kindergarten. No significant differences were found among the three groups on a test of entry level development. At the end of the year, the children attending “all-day” kindergarten scored significantly higher than either of the other two groups on a test of achievement. Children attending “alternate-day” kindergarten were rated significantly lower by their teachers on negative social behavior factors than children in either of the other groups. Possible reasons for these differences and implications for kindergarten programming are discussed.