Methodological Issues in Full-day Kindergarten Research

Abstract

This study examined essential methodological characteristics of the research on full-day and extended-day, everyday kindergarten. Based on systematic searches, 46 articles and reports were identified. A distinction was made between the research literature, and the research base; the latter including only studies containing original data. Twenty-nine studies were identified as representing the research base.

The research literature was reviewed in terms of publication status, and proportion of articles and reports according to primary purpose. The research base was reviewed by publication status, experimental design, internal and external validity, and associated characteristics.

The review revealed serious methodological limitations involving experimental design, and external and/or internal validity. In addition, there was a lack of integration, a paucity of basic conceptual tools, an impoverished theoretical framework, a preponderance of repetitive work, and a general absence of direction and progression. Discussion involves the distinction between applied research and program evaluation.