A comparison of full-day and half-day preschool: analyzing behavioral and social development

<p>The purpose of this study was to compare full-day and half-day preschool programs by analyzing behavioral and social development of three-year-old and four-year-old children. Data was collected from 31 participants enrolled in a preschool in Wilmington, Delaware that offered both full-day and half-day programs. Measures of social cooperation, social interaction, social independence, externalizing behavior, and internalizing behavior were obtained from the Preschool and Kindergarten Behavior Scales- Second Edition. Between-subjects analysis of variance tests revealed that the children in the half-day program displayed higher social skills. In addition, one half-day classroom displayed more problem behaviors. Implications for future research on comparing full-day and half-day preschool programs were also discussed.</p>

Name thesis:degree_name

M.A. in School Psychology

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Educational Services and Leadership

Year dc:date.available

2007

Author dc:creator

• Miller, Laura

Contributors dc:contributor

• Dihoff, Roberta
• Epifanio, Frank

• Early childhood education; Preschool enrollment
• Educational Psychology

Repository record dc:identifier

https://rdw.rowan.edu/etd/826

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1819