Counselor Education and Supervision (ExCES)
School of Education
Joseph F. Maola
behavior, behavioral adjustment, early childhood
This study investigated and compared the behavioral adjustment of first-grade students that participated in a full-day kindergarten program and first-grade students that participated in a half-day kindergarten program. The researcher also examined gender interactions between the two groups. The study was conducted in two elementary schools in western Pennsylvania. Participants in the study included 10 first-grade teachers. Participants completed a total of ninety-three behavioral questionnaires. Student's t-tests and analysis of variance were used to analyze the data. Results of the study showed no statistically significant difference in overall behavioral adjustment, impulsive acting out behaviors, passive-aggressive behaviors, impulsive overactive behaviors, repressed behaviors, or dependent behaviors between first-grade students that attended a full-day kindergarten program and first-grade students that attended a half-day kindergarten program. Results from the study indicated that first-grade boys attending a full-day kindergarten program displayed more problem behaviors than boys that attended a half-day program and girls that attended both full and half-day programs. No significant gender interactions were found in passive-aggressive, impulsive overactive, repressed, or dependent behaviors between boys and girls in either group.
Shaffer, D. (2004). A Comparison of the Behavioral Adjustment of First-Grade Students that Attended a Full-Day Kindergarten Program and First-Grade Students that Attended a Half-Day Kindergarten Program (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1176