Long-Term Effects of Universal Play-Based Full-Day Kindergarten on Children's Self-Regulation

• In Event: Crown Plaza Roundtable Session 4
  In Roundtable Session: Early Childhood Impacts Roundtable

Abstract

This study examined the long-term impact of a publicly-funded, two-year play-based full-day kindergarten program on children’s self-regulation. Self-regulation outcomes were examined at the end of kindergarten, end of Grade 1 and end of Grade 2. Due to the phasing-in of the FDK program in the province of Ontario, Canada, a natural experiment could be exploited in which FDK children could be compared over time with children from half-day kindergarten (HDK) programs from similar neighborhoods. Using multi-level modeling, results clearly showed that FDK children from this play-based program outperformed HDK children at the end of kindergarten and remained ahead until the end of Grade 2. These results point to the importance of play in fostering lasting self-regulation outcomes.

Authors

• Janette P. Pelletier, University of Toronto

• James E. Corter, Teachers College, Columbia University

• Carl M. Corter, University of Toronto - OISE