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Alabama
I have taught both first grade and kindergarten. First grade children who have experienced full-day kindergarten are better equipped to handle first grade. They seem to be better able to handle the length of a first grade day even without the nap they had when in kindergarten. As a kindergarten teacher, I spend the last 9 weeks or so of school easing back on the amount of time for nap and have usually ended it by the last couple of weeks of school. I still use that time as quiet and rest time but the children are not required to nap. I encourage them to do quiet activities to get them ready for not having this time in first grade. Half-day programs do not prepare them for a whole day of school. Those students are ready to end their day by lunch and have difficulty adapting to a longer day once they reach first grade.

Being in a full-day program, in my opinion, does not make the students stronger academically. Some who have been in a full-day program will struggle while some who have been in a half-day program will have no difficulty academically.

I strongly believe that the academic requirements for kindergarten and first grade are putting too much pressure on our students. In Alabama, we are required to give the DIBELS test to our students. (Dynamic Inventory of Basic Literacy Skills.) This data is used by some (mostly those who do not teach) to determine our successful readers. My experience has shown me that the results do not accurately reflect my students' abilities. I've had children to strongly benchmark but could not read (this was in first grade.)--- If you're not familiar with the test: in kindergarten it tests beginning sounds, letter naming fluency, phonemic segmentation fluency, and nonsense word fluency. In first grade, it tests PSF, NWF, and oral reading fluency. Most of these tests last for one minute and the children know they are being timed. They feel immense pressure to perform well.--- The Alabama Reading Initiative is also followed. While the theories are good, the application needs to be adjusted. I have also had to teach using a scripted program which is the absolute worst thing I have had to do in the classroom. The entire program was awful in the way it put together a reading program. Those students did not have a love for reading. I was used to have children in kindergarten who loved to learn to read. Now, ARI (and scripted program) want only literacy centers to be used and everything to revolve around reading. My students seem to be much less interested in reading. They moan and groan about the centers now. I strongly believe in a good reading program for younger children. I also believe that these young children need more than just total focus on reading. This is the age that they learn so much from exploration. This is the age for blocks, puzzles, paint, active play, etc. All of these activities are very appropriate for children this age. The push in education today seems to be to try to force children to read. Kindergarten is an age where reading is developmental. Some children are just not ready to read in kindergarten. They become very frustrated and unhappy in a setting where the primary focus is on a skill that they are unsuccessful at.

I believe that this pressure is setting children up for failure. Teachers are forced to teach in ways that they know are developmentally inappropriate for the children which lead to frustration all around. We are constantly being told that we should make teaching decisions based on the data we get from the tests. We are told to follow the research. Apparently, we should only follow the research on reading. The "powers that be" seem to be ignoring the research on the importance of play and exploration for children this age. It is time for education to allow the teachers to make the decisions about the children in their classrooms, not someone who has no idea about the dynamics of each classroom.

VA
This is interesting considering I have only taught full-day kindergarten. The children adapt quickly to our routine, but look forward to our afternoon rest time. Approximaletly 20% will go to sleep while the other children listen to classical music, look at a books on their mat, have quiet activities or just lay back and relax. What a life! I couldn't ask for a better way to make begin and end my day!

Mo
I have taught for 23 years. I have taught Kindergarten for 6 years. Three years have been with all day Kindergarten. I think the majority of my children are too young and do not have the social skills or are not developmentaly ready for all day Kindergarten. The curriculum is much too hard on these kids! They are VERY tired and restless by 1:00. I KNOW THE COMMUNITY WANTS KINDERGARTEN FULL DAY FOR CHILDCARE REASONS but I do not think it is appropriate for five year olds. I feel sorry for these kids that are here all day long especiall those who go to before care and after care each day!!