Research studies on the length and time scheduling of the school day, class sizes and teacher self-concept were examined in an attempt to determine the influence of these variables on the academic success and developmental growth of children during their kindergarten year and beyond. Section I reviews research literature on class size and discusses nine major statements on the effects of class size on both teachers and students. Section II reports on the results of several studies dealing with the length and scheduling (full day, half day, alternate full days) of the school day. Section III contains conclusions and recommendations. Major results are discussed. The literature reviewed on class size generally supported the smaller class size as being more beneficial than larger classes in the areas of cognitive development, academic development, social development, emotional development, teacher effectiveness and teacher satisfaction. The literature search on length and scheduling of the school day did not produce conclusive evidence as to the advantages of half-day or full-day programs for children. However, teachers who worked with two groups of children each day indicated frustration with trying to provide for all the needs and interests of two different sets of children. Teacher self-concept appeared to be a variable that affected student self-concept and school achievement. (Author/SE)