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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

Item Type:	Article
Authors/Creators:	Boardman, M
Keywords:	full-day kindergarten, half-day kindergarten, early literacy practices, literacy-based worksheets in kindergarten, academic pressure in kindergarten
Journal or Publication Title:	Journal of Australian Research in Childhood Education
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