Paper researched, written and presented by

Dr Margot Boardman

at

Dr Margot Boardman

University of Tasmania

Increasingly over the past decade, young children in Tasmanian schools have been experiencing a move from half-day to full-day kindergarten attendance with many parents and some teachers pressing for the full-day mode for kindergarten children. Research undertaken in the United States of America regarding this changed attendance provision cannot be directly applied to the local education system, owing to the fact that Kindergarten children in Tasmanian schools are twelve months younger in age than their American counterparts. Tasmanian kindergarten teachers report that there is increased pressure from many parties, especially parents, to expand the full-day kindergarten provision in schools. This paper is designed to investigate current kindergarten teachers' perceptions of the suitability of full-day (FD) sessions for young children in Tasmania.

Researchers, from the United States of America, who have undertaken projects investigating teachers' attitudes towards full-day and half-day kindergarten sessions, have found many teachers preferred all-day sessions. The teachers indicated that all-day kindergarten programs allowed more time for individual instruction (Greer-Smith, 1990; Housden & Kam, 1992). Teachers also indicated that full days provided more time to get to know the children and their families (Elicker & Mathur, 1997), and that this in turn enabled them to provide a learning program more relevant to the needs of each child (Hough & Bryde, 1996). Further, teachers believed that the learning environment was more relaxed during all-day sessions than in half-day classes and that more opportunities were available for children to select and develop their own activities (Good 1996; Bredekamp & Copple, 1997; Elicker & Mathur, 1997). However, other research points to the importance of the quality of the program offered, rather than the length of the school day (Gullo, 1990; Rothenberg, 1995). A group of researchers (Rothenberg, 1995; Clark & Kirk 2000) have indicated that some teachers and parents are pressing for more didactic academic instruction for all-day kindergarten children, and these writers warn of the disadvantages of offering learning programs which are developmentally inappropriate for the age of the child. Given that the kindergarten educational program in Tasmania is designed for younger children, it is important to investigate the mode of attendance from the perceptions of incumbent kindergarten teachers to allow a deeper understanding of this provision to be obtained.

The potential participants in the study were kindergarten teachers (n=104) from all state primary and district high schools (n=92) within three of the six Tasmanian school districts. This sample size was selected to ensure that there was an adequate representation of the overall kindergarten school population. There was an 83% response rate to the postal surveys with 86 kindergarten teachers responding. The respondents comprised full-day (FD; n=53) and half-day teachers (HD; n=46), with 13 of these teachers having responsibility for teaching both full-day and half-day kindergarten sessions (FD/HD) each week. A section of the survey, designed in a Likert scale format, sought teachers' perceptions concerning statements using a four point scale (1=Strongly Agree; 2=Agree; 3=Disagree; 4=Strongly Disagree) and nine of these statements have been considered in the writing of this paper. During data analysis, mean scores were calculated for each statement as they pertained to the three groups of teachers and t tests were undertaken to indicate whether there were statistically significant differences between the groups. In addition, follow-up focus group interviews were conducted with eight to ten self-nominated teachers from each of the three school districts, to further consider aspects arising from the survey data.

Comparison of the mean score results for each of the three groups of teachers (FD, HD, FD/HD) highlighted some common perceptions concerning children's attendance at FD kindergarten sessions. These commonalities of opinion are shown in Table 1 below.

The mean scores indicated that all groups of teachers agreed that parents are pressing for FD sessions of kindergarten for their children. Further, all groups agreed in their perceptions that FD attendance is more convenient for a child's parent. All three groups of teachers disagreed with the statement that FD programs are more focussed on academic learning.

Statistical analysis showed that significant differences existed between the opinions of the three groups of teachers. Comparisons of the responses from HD and FD/HD teachers which showed significant differences are shown in Table 2.

When the perceptions of HD and FD/HD teachers were compared there were statistically significant differences on four of the statements. The HD teachers' group more strongly agreed with the following statements than their FD/HD peers: FD children are more tired in the afternoons (p= .004) and FD children's learning is more disrupted by longer breaks between sessions (p=.002). The other two statements showed HD teachers being more strongly opposed than FD/HD teachers and these items are: FD classes offer a more relaxed day (p=.013) and children are more prepared for FD sessions because they attend pre-school sessions (p=.008).

Comparison of the FD and HD teachers' results showed five statements with significant differences in opinions. These are shown in Table 3.

Comparison of FD and HD teachers' responses indicated that FD teachers agreed that FD kindergarten offers a more relaxed day (p= .000); and with more children attending preschool programs children are better prepared for FD sessions (p=.000). Conversely, HD teachers more strongly agreed than FD teachers that FD children demonstrate higher levels of fatigue in the afternoons (p=.000) and that children's learning is more disrupted by the long breaks between sessions in FD classes (p=.000). HD teachers more strongly disagreed with the statement that teaching FD classes is just as hectic as HD classes (p=.017).

Comparison of the FD and FD/HD teachers' results for statements with significant difference are displayed in Table 4.

Comparison of FD and FD/HD teachers' results showed only one statement returning a significant difference. This was FD programs have a greater focus on academic learning (p=.002) where FD/HD teachers more strongly disagreed with the statement than FD teachers.

Results from this study provide a number of clear directions related to full-day attendance at kindergarten by young children, based upon the teachers' perceptions. Positive and negative views from the three teacher groups will be explored in an attempt to develop a deeper understanding of the suitability of the FD attendance mode for kindergarten children.

Teachers were of the opinion that FD programs were not more focussed on academic learning than those in HD kindergartens. This finding is in disagreement with previous research from the United States of America where it was found that FD programs were more structured academically (Clark & Kirk, 2000), with a greater emphasis being placed on worksheets and formal writing tasks (Rothenberg, 1995) than in HD programs. Within this study, the strongest disagreement came from FD/HD teachers who strongly opposed the fact that there were academic differences between FD and HD programs. These teachers' views must be given credence as they have the responsibility of teaching both sessions of kindergarten each week and are therefore more practically able to ascertain the differences and similarities between the groups with greater ease than teachers in the other two groups with single attendance mode involvement.

Agreement was apparent between all three teacher's groups that more parents are pressing for full-day sessions of kindergarten for their child and that they find full-days more convenient. When the focus group interviews were undertaken the aspects related to parental choice and convenience were examined a little further.

Implications of full-days on the child were foremost in teachers' minds with one respondent noting: It's not always what is best for the child.

Another teacher commented: I don't know if we are considering the children. I think when my school changed (to full-days) a few years ago the kinder teachers weren't consulted. We were told this is what we are going to do. I think it was so we didn't lose enrolments to the other school that had to offer full-days because they had bus children.

However, another teacher gave a differing perspective on this issue: I just think...who are we here for - the kids or the parents? They (the parents) want time to themselves. Now some people would argue that if you're giving the parent a day off, you're probably helping the child anyway.

These comments highlight some key issues related to parents opting for full-day sessions, with teachers indicating that parents need time for themselves (supporting previous research by Housden & Kam, 1992); different processes are being employed in different schools to allow parents the option, or not, of selecting full-day attendance in kindergarten for their child; parents will opt to send their child to the school that best suits their family and schools are feeling this pressure; and concern that all the children's needs are not being met within the full-day provision of kindergarten.

FD/HD (mean score 2.40) and FD (means score 2.25) teachers agreed that FD programs provide a more relaxed, unhurried school day. However, HD teachers disagreed (mean score 3.25) and there were statistically significant differences between HD and FD teachers (p= .000) and HD and FD/HD teachers (p=.013). Further, another perspective was placed on the teaching of FD sessions of kindergarten, which provided a conflicting opinion from the participants in the study. FD (mean score 2.71) and HD (mean score 3.21) and FD/HD (mean score 2.87) teachers indicated that teaching FD days was just as hectic as HD sessions for the teacher, with a statistically significant result (p=.017) being shown between FD and HD teachers' perceptions. The teachers in the interviews, however, agreed that it is more relaxed teaching FD kindergarten and they made comments such as: I've got two groups. My morning group's like rush, rush, rush, rush, to get everything done. My FD it's ah, we can finish it off this afternoon. You know everyone's more relaxed.

Another teacher agreed stating: I can get things done really easily with the FD's and I battle to get it done with HD.

There was a strong consistency of opinion in the interviews that FD sessions are less hurried and more relaxed. This finding concurs with previous research (Bredekamp & Copple, 1996; Elicker & Mathur, 1997). Parents have also been cited as indicating that their child feels rushed when attending HD sessions of kindergarten (Clark & Kirk, 2000). However, it is interesting to note that in this study HD teachers disagreed that FD sessions are more relaxed. One possible reason for this difference could be that the HD teachers haven't experienced teaching FD sessions. However, this is not the case as only twenty percent of HD teachers had not experienced FD kindergarten teaching, thus leaving the reasons for their perceptions a puzzling issue.

Kindergarten teachers reported there is a growing opinion by many parents that their child will be ready for FD attendance because he/she has attended child-care or pre-school sessions prior to kindergarten.. When teachers' opinions were sought on this aspect, FD teachers agreed (mean score 1.99), FD/HD teachers were in less agreement (mean score 2.47) and HD teachers disagreed (mean score 3.00). Furthermore, there were statistically significant differences between the views of FD and HD teachers (p=.000) and, FD/HD and HD teachers (p=.008). Once again, it is the HD teachers who hold opposing views to the teachers in the other two groups. It must be queried whether HD teachers have had children from child-care or pre-school settings who have not coped effectively with HD sessions of kindergarten and are thus questioning the ability of these children to attend full days. However, credibility must be given to the opinions of FD/HD teachers in this regard, as they are the only teachers who are concurrently experiencing these aspects with children in both modes of attendance.

Investigation of this issue was further pursued when the focus group interviewees were posed the question "There is a core belief or misbelief amongst some parents and teachers that kindergarten children are more able to cope with FD kindergarten than in the past, because they have been to child-care or pre-school. Do you agree or disagree? Why/not?".

The first respondent captured the feeling of the majority of the groups in this comment: I think people think because their child's been to child-care that they automatically cope with FD kinder. I don't think that's true. Well it's not true for the children I have who have been to child-care.

However, another teacher made a contrasting comment: I think that children who have been to crèche all day for three years are much more able to cope with FDs at school, than a child who has been at home and hasn't left the mother's side more than four times in its life.

Furthermore, another interesting dimension was added to this discussion when one teacher said:

I think children have changed. I think they've become more resilient.

There was general agreement within the group on this point. In addition, one participant acknowledged the knowledge and skills of parents, in relation to their child's needs and agreement was forthcoming from other participants: The children in my FD group, their parents chose that group for them and I've said all year they chose the right group for their children. It just goes to show parents know what is right for their kids.

From these discussion points, it would appear that FD and FD/HD teachers agree that children who have been exposed to pre-school situations cope satisfactorily in FD sessions. However, it is important to note that teachers in the interviews believed children are more resilient today and that parents do know their child and should have the opportunity to provide input into the selection of their child's mode of kindergarten attendance. In relation to the HD teachers' perceptions, it would seem advisable for this issue to be investigated more thoroughly as their viewpoint deserves greater investigation than was achievable in this study.

There was clearly a concern from the three teacher groups about the children's level of fatigue when they attend FD sessions. Analysis showed statistically significant differences between HD and FD teachers (p=.001) and HD and FD/HD teachers (p=.004) with HD teachers more strongly agreeing with the statement that children who attend FD kindergarten sessions demonstrate greater level of fatigue in the afternoon.

During the interviews this issue was raised and all groups had strong views elaborating on the behaviours observed such as: Some children complain of not feeling well. Some want to curl up, but others get cranky; and they're more easily upset. Something that they normally tolerate, in the afternoons it's dissolved; and, I just find they can't concentrate like they do in the mornings; further,

My children get lethargic. I don't do much with them, because they get aggro or non-compliant... even at this time of the year (November) some still fall asleep.

It is apparent that a variety of non-compliant behaviours are occurring, such as intolerance, aggressiveness, lack of concentration, and a predisposition by some children to sleep. Previous research by Elicker and Mathur (1997) reported that teachers found the children became tired, but that it virtually disappears by the middle of the school year. However, this is in total disagreement with the teachers' perceptions in this study, with teachers noting many children were still demonstrating fatigue late in the kindergarten year. This could be explained by the fact that the study's population of children were one year younger than their counterparts in America and thus it is suggested that the effects of full days at school would be more detrimental on the child for longer periods of time. Further, it would appear that some teachers are taking on the role of a child carer and, it must be questioned what educational value afternoons hold for many FD children, and if children's education is being compromised in real terms when the two afternoons they attend each week are not a time for quality teaching and learning. Indeed, some critics contend that teachers are in effect subsidising child-care for parents when they undertake this caring role (Gullo & Maxwell, 1996) instead of providing quality teaching for which they are employed.

There was general agreement between all teachers (mean scores - FD=2.31; HD=1.48; FD/HD=2.27) that FD children's learning is disrupted by the longer breaks between sessions. However, there were statistically significant differences between the groups on this issue with HD teachers more strongly agreeing than FD (p=.000) and FD/HD (p=.002) teachers. A number of teachers reported breaks of up to five days between kindergarten sessions each week, as is the case when children attend consecutive days of kindergarten, such as Tuesday and Wednesday. The suitability of this practice must be questioned, as the lack of continuity within the learning program must be an issue for kindergarten children and their teachers. Indeed, a couple of comments by teachers reinforced how problematic this scheduling can be: Children have forgotten information learned by the time they get back to school for the second week, and, children need frequency of attendance to reinforce learning, in addition the break of up to five days means children take longer to settle each week.

A differing perspective on this was provided by one of the interviewees: I've found with HD children if they're not feeling one hundred per cent the parents tend to keep them at home. But with FD children... they often come to school so they don't miss any time.

Another teacher commented: A child can afford to miss half a day but you really can't afford to miss one day or that is half of the week.

Continuity in the provision of FD sessions of kindergarten is certainly an issue for further consideration by school authorities. Teachers in this study were keenly aware of the disadvantages for children who attended consecutive days of kindergarten each week and were then away from school for another five days. Recent research (Hildebrand, 2001) confirms the importance of continuity in attendance for young learners. Continuity is a key factor in successful teaching and learning, and this needs to be considered when allocation of full days of kindergarten are made at each school.

In conclusion, it is apparent that kindergarten teachers in this study overwhelmingly agreed that parents are seeking full day sessions of kindergarten for their children and that parents find this mode of attendance more convenient for the family. However, there was some unease amongst participants in this study who felt that schools are being driven to offering full days of kindergarten to hold their student enrolment numbers. They felt that greater consideration needs to be given to the organisation of full day sessions to avoid consecutive days which would, in turn, lead to greater continuity within the learning program. There were conflicting results about full days being less hectic for teachers and less hurried for the child. Children's capacity to cope with full days at school were questioned by many teachers and examples of children's non-compliant behaviours and lethargy were cited by the teachers, causing concern to be levelled at the suitability of this provision for children who are as young as four years of age. FD and FD/HD teachers did agree that full day sessions appear to suit children who have been exposed to extended periods in child-care settings.

Finally, all kindergarten teachers and their supervisors would be well advised to heed the message of Gullo and Maxwell (2000) who contend that the challenge for educators is to design and implement programs and attendance schedules which best suit the children's needs, because full day kindergartens are probably here to stay. Nevertheless, it would appear from the results of this study that the majority of teachers are resisting FD sessions of kindergarten for the reasons cited throughout this paper. Could it be that Tasmanian teachers see the move to all day sessions as a means to progress the downward movement of academic focussed learning to children in kindergarten? A similar concern was highlighted as an issue for teachers in the research conducted by Cryan, Sheehan, Wiechel and Bandy-Hedden (1992). The reality is that the growth in the number of FD sessions currently being offered in Tasmania is certainly on the rise and if attendance at kindergarten is to be re-constituted for young children and their families in Tasmania, then reliable research data are needed as a starting point to enable informed debate to be undertaken within the educational community. This study is an attempt to try and focus this debate and provide some pertinent data to inform that process.

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