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<title>UTas ePrints - The link between different kindergarten attendance modes and the type of educational programs offered by teachers.</title>
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<meta content="Boardman, Margot" name="eprints.creators_name" />
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<meta content="full-day kindergarten, half-day kindergarten, early literacy practices,
literacy-based worksheets in kindergarten, academic pressure in kindergarten" name="eprints.keywords" />
<meta content="Eighty six kindergarten teachers from three Tasmanian school districts participated
in a study to investigate differences in the teacher-directed learning program
provided for children who attend differing modes of kindergarten, and to ascertain
whether these teachers have different perceptions of the learning program. Data
collection was undertaken through the use of postal surveys and small group
interviews. Results from the study indicated that many children in Kinder/Prep
classes were being provided with structured academic programs, whilst their halfday
peers were receiving less didactic programs. The use of big books for the
teaching of early reading was undertaken on a weekly basis in the majority of
kindergartens involved in the study. Kinder/Prep groups and classes taught by halfday/
full-day teachers were the highest users of photocopied worksheets each week.
Kindergarten teachers who taught full days were found to hold similar perceptions
regarding the learning program to teachers who only taught half-day sessions,
although the practices of both teacher groups differed from their perceptions.
Keywords: full-day kindergarten, half-day kindergarten, early literacy practices,
literacy-based worksheets in kindergarten, academic pressure in kindergarten" name="eprints.abstract" />
<meta content="2004" name="eprints.date" />
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<meta content="Eighty six kindergarten teachers from three Tasmanian school districts participated
in a study to investigate differences in the teacher-directed learning program
provided for children who attend differing modes of kindergarten, and to ascertain
whether these teachers have different perceptions of the learning program. Data
collection was undertaken through the use of postal surveys and small group
interviews. Results from the study indicated that many children in Kinder/Prep
classes were being provided with structured academic programs, whilst their halfday
peers were receiving less didactic programs. The use of big books for the
teaching of early reading was undertaken on a weekly basis in the majority of
kindergartens involved in the study. Kinder/Prep groups and classes taught by halfday/
full-day teachers were the highest users of photocopied worksheets each week.
Kindergarten teachers who taught full days were found to hold similar perceptions
regarding the learning program to teachers who only taught half-day sessions,
although the practices of both teacher groups differed from their perceptions.
Keywords: full-day kindergarten, half-day kindergarten, early literacy practices,
literacy-based worksheets in kindergarten, academic pressure in kindergarten" name="DC.description" />
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<h1 class="ep_tm_pagetitle">The link between different kindergarten attendance modes and the type of educational programs offered by teachers.</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Boardman, Margot</span> (2004) <xhtml:em>The link between different kindergarten attendance modes and the type of educational programs offered by teachers.</xhtml:em> Journal of Australian Research in Childhood Education, 11 (2). pp. 14-26.</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2299' );" href="http://eprints.utas.edu.au/1828/1/BOARDMAN_ARECE_11%2C_2%2C_2004%5B1%5D.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2299' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2299"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1828/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1828/1/BOARDMAN_ARECE_11%2C_2%2C_2004%5B1%5D.pdf"><span class="ep_document_citation">PDF (Author Version)</span></a> - Requires a PDF viewer<br />99Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://www.education.monash.edu.au/research/arece/journal.html">http://www.education.monash.edu.au/research/arece/journal.html</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">Eighty six kindergarten teachers from three Tasmanian school districts participated
in a study to investigate differences in the teacher-directed learning program
provided for children who attend differing modes of kindergarten, and to ascertain
whether these teachers have different perceptions of the learning program. Data
collection was undertaken through the use of postal surveys and small group
interviews. Results from the study indicated that many children in Kinder/Prep
classes were being provided with structured academic programs, whilst their halfday
peers were receiving less didactic programs. The use of big books for the
teaching of early reading was undertaken on a weekly basis in the majority of
kindergartens involved in the study. Kinder/Prep groups and classes taught by halfday/
full-day teachers were the highest users of photocopied worksheets each week.
Kindergarten teachers who taught full days were found to hold similar perceptions
regarding the learning program to teachers who only taught half-day sessions,
although the practices of both teacher groups differed from their perceptions.
Keywords: full-day kindergarten, half-day kindergarten, early literacy practices,
literacy-based worksheets in kindergarten, academic pressure in kindergarten</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">full-day kindergarten, half-day kindergarten, early literacy practices,
literacy-based worksheets in kindergarten, academic pressure in kindergarten</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330109.html">330000 Education > 330100 Education Studies > 330109 Assessment and Evaluation</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330100.html">330000 Education > 330100 Education Studies</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330101.html">330000 Education > 330100 Education Studies > 330101 Educational Psychology</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1828</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Scholarly Publications Librarian</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">27 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1828;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&eprintid=1828">item control page</a></p>
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