Practitioner Perspective. Full-Day Kindergarten Perspective.

Damian, Betsy

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Peer reviewed

ERIC Number: EJ563075

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0885-2006

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Practitioner Perspective. Full-Day Kindergarten Perspective.

Damian, Betsy

Early Childhood Research Quarterly, v12 n4 p485-86 1997

Asserts that the study by Elicker and Mathur, with its commitment to high-quality early childhood education and developmentally appropriate practice, and its understanding of the complex demands on kindergarten curricula, can help educators look closely at their own programs in terms of teaching style and philosophical beliefs. (EV)

Descriptors: Developmentally Appropriate Practices, Full Day Half Day Schedules, Kindergarten, Outcomes of Education, Primary Education, Program Evaluation, Research Needs, Teacher Attitudes

Publication Type: Journal Articles; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: This article is a commentary on a study by Elicker and Mathur; see PS 527 758.