Key findings from year 1 of full-day early learning kindergarten in Peel
Janette Pelletier, Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto, March 2012
The research is part of an ongoing longitudinal study on the implementation and impact of school-based integrated Full-Day Early Learning Kindergarten (FDELK) in Peel. The preliminary results show promise for both the implementation and short-term outcomes of the program:
- Senior Kindergarten children in FDELK were ahead of control group children, who attended half-day kindergarten, in vocabulary and reading. There were no significant differences between ELL and English First Language children in early reading.
- Junior Kindergarten and Senior Kindergarten children in FDELK were ahead of control group children in phonological awareness. ELL children scored significantly lower than English First Language children, but FDELK ELL children were ahead of control group ELL children.
- Parents of Senior Kindergarten children in FDELK rated their children as being “more ready” than parents of control children in muscle development, getting along with other children and adults, letter-sound knowledge, number knowledge, and speaking.
- Staff members reported that integrating childcare and kindergarten into a seamless full-day program is beneficial to children and families. The majority of staff members are supportive of interdisciplinary collaboration between ECEs and Kindergarten teachers, and of the coordination of childcare and kindergarten into one full-day early learning program.
- FDELK teachers and ECEs report feeling strongly supported by their school community. Both ECEs and Kindergarten teachers participate in daily planning. Kindergarten teachers tend to do more long-term planning than ECEs.