Abstract
This paper discusses the pros and cons of full-day kindergarten in California public schools. The author cites sources in favor of and against full-day kindergarten programs. The author says that these programs may hinder the development of children by not giving them enough time to run and play freely. On the other hand, the author contends, for lower-income families, a full-day program can be very beneficial. The author concludes that full-day kindergarten programs are more of an advantage than a disadvantage to today's children.

From the Paper
"By definition, Full Day Kindergarten (FDK) is a class taught by a certified staff member that exceeds four hours in length, and although districts in California do not receive additional funds to lengthen the kindergarten day, there is growing interest in this subject. Previous to June of 2004, the law regarding kindergarten required that pupils must not be kept in school for more than four hours a day, excluding time for recess. After this date, Assembly Bill 2407 was passed which made FDK an option. In this bill, several requirements for districts that chose to provide FDK included 1) the hours of the extended-day program may not exceed the hours for which services are offered for pupils in other grades that receive instructional services at the school site; 2) the extended-day program shall offer opportunities for rest as well as active experiences; 3)
the extended-day program shall be based on curriculum developed to provide opportunities for social, physical, and intellectual growth and development, and 4) the extended-day program shall meet any other criteria developed by the State Board of Education."

Tags:full, day, half, day, kindergarten, early, childhood, education

Abstract
This paper examines the theoretical and practical aspects of the effects of cultural values on standards for kindergarten readiness. The paper covers such issues as multiculturalism, the No Child Left Behind Act and human development stages. The paper includes a explanation of what kindergarten readiness implies.

From the Paper
"The increasing tendency of the American education system to flood society with high school graduates possessing questionable academic skills together with increasing demands for such skills by institutions of higher education employers and society, generally cause many parents to push their children into academically challenging endeavors at very earlier ages."

Tags:Kindergarten, Readiness, Muturationist, Interactionist, Constructivist

Abstract
The paper examines a study where the effects of attending preschool for one or two years on measures of early vocabulary development, literacy, and math skills are examined shortly after children enter kindergarten. The paper looks at how the researchers use a sample of 1372 kindergartners from 21 of New Jersey's "Abbott" school districts, based on an assessed at the beginning of the school year, and examines how the researchers analyzed school records to determine whether children attended the state-funded preschool program.

From the Paper
"The effects of attending preschool for one or two years on measures of early vocabulary development, literacy, and math skills are examined shortly after children enter kindergarten. The researchers use a sample of 1372 kindergartners from 21 of New Jersey's "Abbott" school districts, based on an assessed at the beginning of the school year. The researchers analyzed school records to determine whether children attended the..."

Tags:kindergarten, first, grade

Abstract
This paper provided a methodological critique of an article testing for differences in kindergarten students' reading in relation to their teachers' theoretical orientation. The paper discusses the whole language approach versus the phonics approach.

From the Paper
"The article that is analyzed in this report is Sacks C., Mergendoller J. "Relationships between teachers' theoretical orientations toward reading and student outcomes in kindergarten children with differential reading abilities". Sacks and Mergendoller examined the reading achievement of kindergarten students for a group of teachers who used the whole language approach to reading and a group of teachers that used the phonics approach. It was hypothesized that students who had teachers with a..."

Tags:phonics, students, teachers, kindergarten, reading, whole language, reading

Abstract
This paper seeks to better understand the correlation between kindergarten readiness and kindergarten achievement in the United States today through a comprehensive and critical review of the relevant peer-reviewed and scholarly literature concerning kindergarten readiness and its relationship to achievement in kindergarten in general. The paper also proposes a study to identify valid measures that can be used to assess children's readiness levels for entry into kindergarten in order to provide them with any specialized services they may require to achieve academic success. This paper contains a table.

Outline:
Introduction
Problem Statement
Nature of the Study
Purpose of the Study
Theoretical Framework
Operational Definitions
Scope and Delimitations
Assumptions and Limitations
Significance of the Study

From the Paper
"In spite of the gains that the majority of poor children make during their enrollment in kindergarten, their more affluent counterparts are progressing academically and behaviorally as well. This suggests that children from socioeconomically disadvantaged families will be required to constantly attempt to overcome any preexisting gap in academic proficiency. Moreover, as Feldman (2003) emphasizes, "Unlike their more advantaged peers, poor children fall back academically during the summer because they usually do not have access to the academically enriching vacation experiences that middle-class children take for granted--museum visits, organized sports, camping, etc." (p. 21). This educator recommends that the provision of kindergarten should be expanded to include summer months and be universally accessible by lower socioeconomic families. "

Tags:constructivist, theory, academic, proficiency, children

Abstract
This paper evaluates the use of assessment measurement tools of kindergarten readiness as based on the idealist/nativist, empiricist/environmental, social constructivist and interactionist theories. Next, the author reviews types of readiness tests, specific assessment tools and reported assessment studies. The paper concludes that, unless assessment results can be judged to measure accurately a child's capabilities, the value and use of these results are limited especially for individualizing instruction.

Table of Contents:
Introduction
Theories of Readiness
Theories and Conceptions of Readiness
Types of Readiness Tests
Common Assessment Tools
Previous Studies
Development and Psychometric Properties of the Early Development Instrument (EDI)
The Lollipop Test
The Phelps Kindergarten Readiness Scale
The Social Constructivist Approach
Precautions Regarding School Readiness Assessment

From the Paper
"Standing in contrast to the idealist/nativist view of the 'empiricist/environmentalist' view that holds that the child's readiness is determined by their knowledge of such things as counting, shapes, colors and so forth. Each of these constructs holds that the solution to the failure of the child in achieving a 'universal level of proficiency would be to give the child more time to mature or to learn these more-basic concepts, by placing the child in less-demanding programs." Yet, it is revealed in research that the individual's age is not as critical insofar as exerting influence upon that child's developmental progress when compared to the effect of schooling.
"The third view related in the work of High (2008) is the 'social constructivist' model which is reported to reject "the idea readiness is an endogenous process or a defined set of knowledge and sees readiness in social and cultural terms. The focus of this model is on the community and its values and expectations, rather than on the child. A potential problem with this view is the lack of focus on the individual child."
"Stated to be the final construct of readiness which has been proposed is what is termed an "interactional relational" model. From this view the focus is squarely on both the child, the child's environment and the interaction between the two."

Tags:language performance-based transition, early development instrument, social constructivist

Abstract
This paper explains that an increasing numbers of affluent parents enroll their children in pre-school programs that include early instruction in basics like reading and math; the question arises as to whether these children are obtaining a competitive edge over their less-fortunate peers. The paper points out that many school districts have responded to the needs of working parents by establishing full-day kindergarten programs, which are expensive for the school system. The paper proposes to use ECLAS scores of the participating children to evaluate whether children enrolled in full-time kindergartens perform better than those enrolled in part-time programs on this test.

From the Paper
"As for the participating students themselves, they will be the City of New York in miniature. This will rule out any differences based on race or class. A workable system will be developed that applies to each student individually and without prejudice. Next, the teachers and staff selected for Groups A and B should be chosen based on faculty and parent recommendations, and even, if possible, on the recommendations of older students who were formerly taught by these same individuals. A choice based on multiple recommendations is essential in order to ensure that the experiment reflects "typical" conditions. A well-liked teacher might motivate her students more than an unpopular teacher. An unusually intelligent or able teacher might skew the outcome. By the same token, a biased or narrow-minded educator might thwart an objective outcome."

Tags:eclas, reading, math, educators, test

Abstract
This paper explains that science education in kindergarten presents the most basic ground for students to understand that science involves them in a dynamic formation of concepts and explanations. The author points out that one teaching approach is the traditional teacher-directed form, used mainly with older students, and the other approach is the informal constructive model, which uses child-initiated activities. The paper underscores that there is no concrete research findings on which of the two approaches are more appropriate to use in kindergarten science education. Rather, many preschool classrooms employ a blend of the two teaching disciplines. The author presents the use of realias, realistic objects common in the environment, as an outstanding tool to teach children scientific concepts.

From the Paper
"The scientific method can already be taught as early as child's kindergarten years. Kindergarten students must start their study of science using their five senses to observe their surroundings. The class must be set up in such a way that it would provide a motivating atmosphere where students learn to explore the physical world around them. Their natural inquisitiveness often leads them to investigate the world by observing and operating objects that are common in the surroundings. In addition, children learn to deduce their observations by gathering bits of information or data for them to base their scientific explanations."

Tags:constructive, child-initiated, blend, realia, dark

Abstract
This paper represents research done by a student teacher in an early childhood program on instructional strategies for teaching effective reading skills in kindergarten. The objective of the paper is to demonstrate and note the importance of coaching students at the kindergarten level in the necessary skills needed to read proficiently or to help identify those students that will need additional assistance due to some reading problems. The paper presents a two-month observation interlude, coupled with information acquired through testing and other research methodologies. The paper explores three specific reading factors and the strategies needed to implement them, including phonemic awareness, reading comprehension, and vocabulary.

Table of Contents
Chapter 1 Introduction
Overview
Personal Perspective and Rational for the Study
Research Questions
Chapter 2 Literature Review
Chapter 3 Methodology
Research Design and Details
Personal Role
Chapter 4 Study Details
Chapter 5 Analysis and Interpretation
Chapter 6 Conclusions
Implications
Recommendations
References

From the Paper
"The younger a child is able to read and read well, the earlier that child can take advantage of the life long learning process. In addition, reading skills carry forward into all aspects of the educational system so the child in earnest can excel at all levels of school. The associated research questions that this report aims to answer are related to instructional strategies for teaching effective reading skills at the kindergarten level. By demonstrating that students at the kindergarten level who receive detailed training in phonemic awareness, reading comprehension and word Knowledge, this report will show that students that receive good training in these areas will do better at reading at their current level or they will be easily identified as students that are in need of additional assistance due to some possible problems."

Tags:education, literacy, young, children

Abstract
This paper is a study of children's behaviour in kindergarten. It includes situations they face, a detailed analysis of their behavior and a plan of how to deal with their behavior, all written by whom they were observed. This paper describes the observations that the author made as well as his conclusions regarding the children's behaviour.

From the Paper
"Observed Behavior: It is playtime, and two of the girls are at the art center having a conversation, during which they both decide that they want to do the same thing with the materials. Abby decides that if they share the piece they will both be happier. Heaven does not think that this is a good idea, for she had the piece of material first, so she argues with Abby telling her that whoever had it first gets the siding (the piece of material). Then as they are fighting, and I think that intervention will be needed, Abby decides to explain the concept of sharing to Heaven and then asks her if she understands. Heaven slowly but surely, nods her head ?yes.? They cut the piece, the person who did not actually cut, got to choose which piece of the siding she wanted in order to make it fair. Then afterwards when I came back, both girls were playing happily."

Tags:analysis, behavour, children, educations, observation, observations, plan