The purpose of this study was to identify the characteristics of full-day and half-day kindergarten programs through individual surveys and classroom observations. Through the survey and observation of key players, this study unveiled the identifiable developmentally appropriate best practices in full-day and half-day kindergarten classrooms based on parents', teachers', and administrators' perceptions in a southeastern Virginia public school division during the 2007-2008 school year with a student population of nearly 71,000.

Two important issues, which influence the kindergarten philosophy, provided the focus of this research study: (a) the amount of time in kindergarten, and (b) the nature of the curriculum, either more content oriented or more developmentally appropriate. How principals, teachers, and parents perceive these two variables affects the curriculum in kindergarten classrooms. Data analysis included parent, teacher, and administrator surveys and teacher observations during the 2007-2008 school year.

The results of the data suggested the teachers involved in this study exhibited stronger developmentally appropriate beliefs than did administrators or parents. Although teachers generated a higher mean score, administrators', teachers', and parents' responses on the Beliefs Survey were aligned. A majority of teachers surveyed were able to accurately define developmentally appropriate according to this study's definition of developmentally appropriate: "Suitable activities and instruction based upon a student's age and individual needs."

Data suggested administrators and teachers referred to both academics and socialization as key aspects of a kindergarten program. A greater percentage (23.6%) of parents referred to academics separately in describing the purpose of kindergarten. A majority (56.9%) of the surveyed parents and almost half (45.9%) of the teachers mentioned future learning as the primary purpose of kindergarten, with many parents and teachers describing kindergarten as the "foundation of education" or "foundation of future success."

Data revealed a majority of the observed full-day and half-day kindergarten teachers spent a greater percentage of their time in more developmentally inappropriate practices. Although the full-day kindergarten classes did provide greater opportunities, overall, neither program offered a great percentage of developmentally appropriate activities.