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A longitudinal comparison of learning outcomes in full-day and half-day kindergarten

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  • Janette Patricia Pelletier
  • James E. Corter

Abstract

In 2010, the province of Ontario introduced a new universal two-year play-based full-day kindergarten program. The authors exploited the phasing-in of this program over five years, allowing a natural experiment in which children from full-day kindergarten could be compared with those from half-day kindergarten in matched neighborhoods. Children (N = 592) were followed from kindergarten to Grade 2 with direct learning and self-regulation measures. Grade 3 wide-scale achievement test scores were available for 269 of the children. Results showed lasting benefits of full-day kindergarten on children’s self-regulation, reading, writing, and number knowledge to the end of Grade 2, including some benefits for vocabulary. Full-day kindergarten children were significantly more likely to meet provincial expectations for reading in Grade 3. The study points to the benefits of a play-based full-day kindergarten program and brings evidence to bear on the mixed findings in the research literature about the fade-out effects of full-day kindergarten.

Suggested Citation

  • Janette Patricia Pelletier & James E. Corter, 2019. "A longitudinal comparison of learning outcomes in full-day and half-day kindergarten," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(2), pages 192-210, March.
    • Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:192-210
    DOI: 10.1080/00220671.2018.1486280
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    Cited by:

    1. Pierre Lefebvre & Claude Felteau, 2023. "Can universal preschool education intensities counterbalance parental socioeconomic gradients? Repeated international evidence from Fourth graders skills achievement," Working Papers 23-01, Research Group on Human Capital, University of Quebec in Montreal's School of Management.

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