The Effect of Time and Structure on Kindergarten Student Social and Academic Performance

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Abstract
Empirical evidence is presented in this study on the relationship between academic and social functioning of kindergarteners and their daily kindergarten time schedule (all-day versus half-day). Data pertaining to parental attitudes toward programs and time and structure interaction are also reported. The findings are based upon an analysis of scores obtained on four separate instruments. The 96 subjects represent the following four kindergarten programs: traditional, half-day everyday; traditional, all-day alternate day; open-class, half-day everyday; and open-class, all-day alternate day. Results demonstrate significant differences in academic and social skills favoring children attending all-day programs.