Editors Note: In the first of two articles based on a new report by EdSource titled “Early Learning Time: Accessing Full Day Preschool and Kindergarten in California,” we examine the state’s progress in providing full-day preschool and the current financial disincentives to offering a full-day program built into the way California funds these programs. In part two, we will look at full-day kindergarten.
Despite continuing efforts to expand learning time for young children, large numbers of low-income California children still lack access to full-day programs in state-supported preschool, according to a new EdSource report.
The report, titled “Expanding Early Learning Time: Accessing Full Day Preschool and Kindergarten in California,” points to compelling research that shows that attending high-quality, full-day preschool is associated with improved learning outcomes for students. A study in the Journal of the American Medical Association, for example, found that full-day preschool attendance contributed to greater school readiness on four measures: social-emotional development, language development, math performance and physical health.
[For more of this story, written by Louis Freedberg and Susan Frey, go to https://edsource.org/2017/cali...day-preschool/579205]
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