(L,Jyrning) IDENTIFIERS Alternate Day Scheduling; *Forgetting; Full Day Programs; Half Day Programs

Thirty-five kindergarten and 28 prekindergarten children were studied * to determine the amount of forgetting that children experience in differeAt learning situations. Two types of attendance scheduling patteins were used: (1) a full-day, alternate-day schedule; and (2) a half-day, every-day schedule. A relative balance existed between children's age and sex in both schedules. Randomly grouped, the children were presented a lessonand interviewed either 1, 2, or 5 days later. Four standardized tests were also administered.'Results demonstrated a drop in recall between the 1-day and the 2-day groups in all aspects investigated. The 5-day group performed better-than the 2-day group on initial recall of lesson components, but not on recall of lesson component details (with the exception of recall of a story). Three of the four standardized tests were found to correlate with children's recall ability. Implications of the study were seen to concern appropriateness of alternate-day scheduling for all children and the need to identify accommodations teachers must make in curriculum content and teaching methods. (Author/BJD) * Reproductions supplied by EDRS are the best that can be made * * from the original document.