Finding the right mix for full-day kindergarten

When full-day kindergarten (FDK) was implemented, I remember being relieved that my son had already completed kindergarten when it was a half-day program. He would have found it challenging to be in a formal learning environment all day.

I pleaded for a spot in the morning class so he would be able to stay in daycare, where he could continue to nap every afternoon. He was asleep by 7:30 p.m. and up before 6 a.m. every day. By lunchtime, he was tired. I remember telling the school that it would be to everyone’s advantage not to have an exhausted toddler in the afternoon class. Luckily, they were able to accommodate my request.

The government has indicated full-day kindergarten may not exist in its present form past the upcom- ing school year and I agree there are issues that should be considered as we move forward. Does a full day of learning have to happen in the context of full-day kindergarten?

The Ontario Institute for Studies in Education recently released a study that highlighted benefits of full-day kindergarten. It included improved self-regulation, reading, writing and number knowledge to the end of Grade 2, including some benefits for vocabulary.

That same report acknowledged that, “Despite the increase in FDK, the value of these programs is widely debated.” Other studies highlighted “potential negative impacts of FDK, including the longterm cost-benefit challenges due to fade-out effects.” I

s it worth the cost of the program if positive effects may fade within a few years?

The report went on to acknowledge other research that showed “potential negative impacts include a pushdown of Grade 1, increased child fatigue, separation anxiety, increased costs, and the possibility of resources being taken away from later grade levels or from other potentially effective interventions.”

Do the potential positive effects outweigh the potential negative impacts?

The research was mixed before the decision to implement full-day kindergarten in its present form was made. In a 2007 article for the Economics of Education Review, Philip DeCicca of McMaster University wrote, “I find that full-day kindergarten has sizable impacts on academic achievement, but the estimated gains are short-lived, particularly for minority children. Given the additional expense of full-day kindergarten, information regarding the size and duration of gains should be of great interest to policy-makers.”

I feel a half-day kindergarten program lead by Ontario certified teachers, combined with a half-day program lead by early childhood educators (ECE) resulted in a full day of learning for my son. They complemented each other and allowed him to transition into a full day of formal learning more successfully.

Full-day kindergarten likely has positive and negative impacts. Expenses might be reduced if the ratio of teachers and ECEs was adjusted in order to maintain a full day of learning within a half-day kindergarten context. It may even be better for some children and is worth considering.