The Battle of the Kindergarten Programs

Parents with children around the age five are faced with a choice of enrolling their child in all-day or half-day kindergarten. They have eight major factors to think about to make the decision on which program their child will attend: time, space, convenience, expenses, transportation, social development and progress, academics and viewpoints of other parents and teachers. Mendoza wrote that, “Governor Janet Napolitano wants to expand the program over the next five years until every school offers all-day kindergarten, at an estimated budget of $200 million. It is part of her early education initiative that includes proposals to rate child-care centers, provide incentives to child-care centers and teachers, and increase children’s access to health care,” (2004). This quote shows that the state of <st1:State w:st="on"><st1:place w:st="on">Arizona</st1:place></st1:State> believes that something needs to be done about all day or half day kindergarten.

Parents have the choice to enroll their child in all day or half day kindergarten, and usually make this decision based upon the time most convenient for them as well as the space available. If both parents work, it is more likely for them to choose all day kindergarten so they do not have to arrange for part time daycare which is an additional expense. Clark noted that, “There are large numbers of single-parent and dual income families in the workforce who need all-day programming for their young children” (2002). This quote shows that there are more families who would benefit from an all day kindergarten program. If only one parent works and the other stays home with the children, those parents would usually choose the half day kindergarten. The half-day kindergarten would still provide an education for the child, but the stay-at-home parent would still be able to spend time with the child (Rothenberg, 1984). If the school across the street provides only half-day kindergarten, then parents are more likely to choose that school and not drive their child to the school with the all day program. Available space is another aspect that has to be considered. All day kindergarten is spread out around Arizona so if a child does get into all day; parents have to consider that the class might be over filled, or the teacher, teacher-aide, and child ratio is not too large (Rothenberg, 1984). All day kindergarten can not accommodate as many students as half-day, therefore, parents may have to begin looking early for the half-day program that they want or that would work best for their family.

Expenses and transportation is a concern for parents, teachers, and schools. As said in the article, “Welcome to Kindergarten-AM/PM Programs,” “All day kindergarten in the Gilbert, <st1:State w:st="on"><st1:place w:st="on">Arizona</st1:place></st1:State> district, costs $2,340.00 a year, which comes out to nine payments of $260.00 a month” (2004). For those families who cannot pay that extensive amount, parents can apply for all day kindergarten scholarships. When the scholarships are granted, the school is then obligated to provide space to accommodate the extra students, which can get expensive (Rothenberg, 1984). Funding is not always available to the schools, which means some families may have to travel further to a program that they can afford without assistance. All day programs save parents and schools money on transportation, because there is no expense for transportation for the half-day students (Rothenberg, 1984). Half day programs cost parents more because they have to make an extra trip to pick their children up or the school has to pay for the extra bussing trip to accommodate the half-day students (Rothenberg, 1984).

The all day or half day decision should also be made upon the child’s social development and child progress. All day kindergarten would provide more time for the teacher to get to know the parents and students as well at the children and parents getting to know the teacher as Clark stated, (2002). Since being away from home all day for the first time might scare the children at first; all day might not be an option for every child, (Rothenberg, 1984). The parents of children who are not comfortable being away from home might feel better starting with half-day. This would still ease them into the school atmosphere, but still allow each child to have a positive kindergarten experience (Rothenberg, 1984). Half day, however, may not be enough time to establish healthy social habits for some children, (Rothenberg, 1984). “All day provides a consistent schedule for children and reduces the ratio of transition time” (“Investing,” 2003). Children attending half-day kindergarten can get disrupted in the process of being moved from one program to another, half-day kindergarten to daycare, (Rothenberg, 1984). All day kindergarten also helps children adjust to being away from home and their parents (Rothenberg, 1984). Students in all day programs are also more likely to approach their teacher with problems than students attending half-day.  These students have spent the additional time with their teacher and are able to develop a confident relationship with them (“Investing,” 2003).

Achievement gaps and at-risk students are a major concern for all grades and schools. A study was done exploring how all day kindergarten closes the achievement gaps and how it helps at-risk students, which was posted on Thisweek Online (Gessner, 2004).  Kyla Wahlstrom of Minnesota University’s Center for Applied Research and Educational Improvement reported that, “Achievement gaps between students in racial and ethnic groups and their white counterparts were eliminated by the end of the year, with all students performing at extremely high levels,” (Gessner, 2004). The study shows that all-day kindergarten helps close the achievement gap between students learning abilities. “The kids that were coming from the more at-risk situations were in fact making terrific progress,” Wahlstrom told the board, (Gessner, 2004). This is part of the at-risk study, which showed that at-risk students who attended all-day kindergarten were making academic progress, (Gessner, 2004).

The attitudes of parents and teachers vary. The parents of children who attend all day are in favor of all day and the parents of children who attend half-day favor half-day. Every situation is different; the decision is not always academic based. Sometimes the decision is based on what fits parent’s schedule. “Teachers tell us they have more time to work with children in full-day programs,” Woodhouse said. “They can individualize instruction. They have time to provide the support for kids, so they are able to take away more” (Mendoza, 2004). Gabriela Humes is an early, half-day kindergarten teacher, who teaches at Madison Elementary School in Mesa, <st1:State w:st="on">Arizona</st1:State>. Mrs. Humes has been teaching for seven years and has accumulated enough information and experience to conclude a reasonable answer on which program is superior.  Mrs. Humes stated with confidence, “All day is better in the future for the students. All day is especially best for students in Title I schools because they get more structured time in class which the students, parents, and teachers all benefit from. There is more time spent building relationships between the students, and more time for the teacher to get to know the students. In all day, students learn more and have more time for reading, writing, and math” (G. Humes, personal communication, October 21, 2004). The attitudes therefore depend upon which program the family chooses and not necessarily what is best for the children.

These choices are made based on many aspects of their child and the situation around them. Remember that “The length of the school day is only one dimension of the kindergarten experience” (Rothenberg, 1984). An all day kindergarten program can provide children the opportunity to spend more time developing socially and progressing faster. All day offers a less stressed classroom for teachers, parents, and students and more time to get to know each other, (Rothenberg, 1984). Even though all day kindergarten will cost the schools more money, it is better in the long run. All day kindergarten is clearly a better and healthier program choice. The money spent for all day education is a good investment because if the child continues into public school, it is only one year that is being paid for. Parents who work would be paying for daycare before or after the half-day program anyway. Therefore, the all day structure is a superior choice for parents and children not only for the financial benefits but more importantly for the learning experience for children.

Schoolhouse: http://nccsc.k12.in.us/perduec/schoolhouse.jpg

Clock: www.madlantern.com

School bus: http://www.fortbend.k12.tx.us/campuses/images/aboutimages/school%20bus.gif

Friends: clip art online

Academics: clip art online

Hands: clip art online

Teacher desk: clip art online

Kindergarten experience: http://www.gilbert.k12.az.us/programs/adk.html