3.1.1 Kindergarten

The use of publicly funded preschool education that is formally connected to public school systems is discussed in this section of our Internet Essay. Community-based and for -profit day-care and preschool programs are discussed in the section dealing with community / agency roles.

Several provinces have increased their efforts to offer such school-linked programs. New Brunswick is moving to a mandatory, full-time kindergarten program in the Fall of 1998. Quebec offers full-day kindergarten for all five-year olds in all school districts. Saskatchewan Education is introducing pre-kindergarten programs for at-risk students in its Community Schools Program.

Two models have emerged in the research literature about kindergartens and preschools. The Perry Preschool (High Scope) ( Schweinhart, 1994) Program and the approach taken in Reggio Emilia in Italy ( New, 1993).

Rothenburg (1995) has discussed the growing use of full-day kindergarten programs as well as studies of their effectiveness. The early studies available at that time appears to confirm that day-long programs result in academic or social gains. Two longitudinal studies are cited that show such gains occur provided that the program is developmentally appropriate. The characteristics of good full-day programs are also presented. The review suggests that schools must resist the temptation to introduce more didactic methods into the extended day. Criteria of effective programs that are based on research studies include:

* · integration of new learning with past experiences

* · involving children in first hand and informal interactions with objects, children and adults

* · emphasizing languages and pre-literacy experiences

* · working with parents to emphasize reading at home

* · offering a balance of small and large group activities

* · assessing student progress through teacher observation

* · developing social skills, including conflict resolution techniques

Go to these pages for more on actions that schools can take:

3.1.2     Instruction

3.1.3    Curriculum / Learning Outcomes

3.1.4    Student Assessment

3.1.5   School Social Climate

3.1.6    School Physical Environment

3.1.7    Involving Parents

3.1.8    Early Prevention

3.1.9    Poverty

3.1.10  Special Needs

3.1.11  Support from School District, Ministry and Other Agencies

3.1.12  Monitoring Progress

Go back to Introduction for actions to support readiness that parents and communities and agencies can take.

See also:

* - Full-Day Kindergarten Programs (ERIC Digest)

* - Financing Preschool for all Children (ERIC Digest)

* - Lasting Benefits of Preschool Programs (ERIC Digest on Perry Preschool Program)