The link between different kindergarten attendance modes and the type of educational programs offered by teachers.

Abstract

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