Early development doesn't end when a child begins kindergarten. And these days, more and more people are pushing to make it full time.

Joe McMahon, Eastgate Elementary principal, says that more than 60 percent of kindergartners in the U.S. are attending a full-day everyday program. He adds that researchers say it is the best approach during critical years of learning.

Developmentally, 5 and 6 year olds are ready for the academic challenge of learning to read, according to McMahon, and if they don't read after the first grade, students only have a one in eight chance of catching up to reading at grade level.

McMahon believes full-time kindergarten provides time to deepen the curriculum, not broaden it. He says it provides more time for intensive interventions to students in need and more time for extension activities for high achievers. It also provides additional learning time for activities not directly tied to reading and math such as exploration time, science and social studies.

Currently, three schools in the Helena School District offer all-day, everyday kindergarten. Bryant Elementary, for example, is in its third year of offering the program and has its highest enrollment yet with 60 students in three sections, according to Principal Russ Van Hook.

Not all of those students live in the attendance area and Van Hook believes it is because of full-day kindergarten.

Eastgate Elementary has optional full-time kindergarten and 100 out of 125 students are enrolled, with almost half of those paying a $1,300 stipend. The other half who attend full time are students whose families qualify for free or reduced lunch, and the district covers their costs through federal money.

The concept of 5 and 6 year olds attending school all day does not come without a heartfelt debate and many parents think it is too much too early.

Clancy mother Beth Emter testified against a recent legislative bill that would fund full-time kindergarten.

"Children should enter into a lifetime of education in a gradual way," she said at the hearing.

Pamela Choc, a Helena mother of three agrees, adding that it only offers short-term returns and children of this age should be home with parents and siblings because learning doesn't only happen in desks in a classroom setting.

Michelle and Jim Schweyen of East Helena took a long look last spring at whether to enroll daughter, Courtney, in the full-time program.

After researching and weighing both sides they decided putting Courtney in the full-time program at Eastgate Elementary was best and haven't regretted their decision.

One of the factors they considered was time. Michelle works at a credit union where she gets the opportunity to talk to teachers and one of the most common comments she heard is they don't have enough time to cover the material they needed and wanted to.

In Courtney's case, she is on the older side of kindergartners because of a late birthday, so her parents felt she needed the extra stimulation and that she would be able to grasp the extra information.

Michelle said a full-time program gives Courtney the opportunity to be with children her own age to learn social skills and build those essential long term relationships.

Those involved in Gov. Brian Schweitzer's 2006 school-readiness summits agree that full-time kindergarten is key in preparing students statewide.

State Superintendent Linda McCulloch is a supporter of optional full-time kindergarten. She testified at the Capitol in favor of a bill that would fund a state-wide program last month. She said nationwide around 63 percent of kindergartners attend full-time, while Montana sits at only 29 percent.

While the debate about establishing a full-time kindergarten program statewide is going strong, it is hard to ignore its growing popularity nationwide.

If Montana were to establish a full-time kindergarten program, administrators and legislators promise, at this point, it will be optional for parents.

Preparing for kindergarten

Success in school begins before kindergarten and parents, families and the community play a part in a child's school readiness. The equation for a child to be prepared to enter in to a lifetime of education is: ready families + ready communities + ready services + ready schools = children ready for the school.

n Families play a role by proving love and attention, a predictable world, play time, enriching conversation, understanding, patience and time to digest new information.

n Communities play a role by provided early childhood services, family-friendly work places, child-friendly places and good neighborhood conditions.

n Services play a role by providing a child-care resource and referral service, health and dental care, early childhood mental and health service and parent education.

n Schools play a role by providing developmentally appropriate curriculum, parent-teacher partnerships, academic and social guidance, individualized instruction and a qualified staff in well-equipped classrooms.

Montana Department of Public Heath and Humans Service