da Costa, J. L., & Bell, S. (2000). Full Day Kindergarten at an Inner City Elementary School: Perceived and Actual Effects.
 

Heagle, K., Timmons, K., Hargreaves, F., & Pelletier, J. (2017). The social kindergartener: Comparing children’s perspectives of full- and half-day kindergarten. Early Child Development & Care, 187(5/6), 978-989.
 

Janus, M., Duku, E., & Schell, A. (2012). The Full Day Kindergarten Early Learning Program: Final Report.
 

Janmohamed (2014)
 

Lapointe (2005)
 

A meta-perspective on the evaluation of full-day kindergarten during the first two years of implementation. (2013). Government of Ontario, Ministry of Education.
 

Arimura, T. N. (2015). Understanding how Ontario's Full-Day Early Learning Kindergarten works for families: Building a program theory based on parents' voices. (Doctor of Philosophy Ph.D.), Ontario Institute for Studies in Education, University of Toronto, Ann Arbor.
 

da Costa, J. L., & Bell, S. (2001). A Comparison of the Literacy Effects of Full Day vs. Half-Day Kindergarten. Paper presented at the Annual Meeting of the American  Educational Research Association Seattle, WA.
 

Pelletier, J. (2012). Key findings from Year 1 of Full-­Day Early Learning Kindergarten in Peel. Toronto, ON, Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto: 7 p.
 

Pelletier, J. (2014). Key Findings from Year 3 of Full-­Day Early Learning Kindergarten in Peel. Toronto, Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto: 24
 

Rothschild, N. L. (2017). A Comparison of Full-Day and Half-Day English and French Immersion Kindergarten: Children's Outcomes and Experiences. Department of Applied Psychology and Human Development. Ann Arbor, Ontario Institute for Studies in Education, University of Toronto. Doctor of Philosophy: 209.
 

Warburton, W. P., Warburton, R. N., Hertzman, C. (2012). Does Full Day Kindergarten Help Kids?, Canadian Public Policy. 38(4), 591-603.
 

Youmans, A.S., Kirby, J. R., Freeman, J. G., (2018). How Effectively Does the Full-Day, Play-Based Kindergarten Programme in Ontario Promote Self-Regulation, Literacy, and Numeracy?, Early Child Development and Care, 1288 (12),1786-1798.
 

Zakaluk, B. L., Straw, S. B. (2002) The Efficacy of an Extended-Day Kindergarten Program: A Report for the St. James School Division (1999-2000, 2000-2001). University of Manitoba.
 

Zakaluk, B. L., Straw, S. B., Smith, K. E. (2005). The Efficacy of an All-Day, Every-Day Kindergarten Program: A Seven Year Cumulative Report for the St. James-Assiniboia School Division. University of Manitoba.