The Concept of School Readiness in Kindergarten
Lincove, J. A., & Painter, G. (2006). Does the Age That Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes. Educational Evaluation and Policy Analysis, 28(2), 153-179. The article “Does the Age That Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes” authored by Jane Lincove and Gary painter explains the social and long-term educational outcomes of children starting school at an early and late age. Notably, the authors evaluate the effects of redshirting on the academic performance of a child. Redshirting is a situation where a child is delayed by one year and joins kindergarten at an age above the recommended six years. …show more content…
“ authored by Maria Cantalini-Williams, Jessica Perron, and Andrew Biemiller describes the effect of age and gender on kindergarten admission. The authors performed an exploratory study that induced a review of existing literature on the effect of age and gender on a child’s school preparedness. To this end, the researchers sought to analyze the concept of school readiness with respect to age and gender. The study revealed that children that start schooling at an older age exhibit better emotional, social, and behavioral development than students that start schooling at a younger age. Notably, older students to their environment faster than younger students and, therefore, build positive relationships with peers and teachers. Besides, students that start schooling early have self-esteem issues that affect their social and emotional development, which affects their academic performance negatively. On gender, the researchers found out that girls mature faster than boys, which makes girls ready for schooling earlier than boys. Additionally, girls exhibit faster social, emotional, and behavioral development than boys of the same age at school, which gives girls an academic advantage. Therefore, the authors concluded that school policy makers and parents need to understand the discrepancies that exist among young learners and adjust the age for school
Lincove, J. A., & Painter, G. (2006). Does the Age That Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes. Educational Evaluation and Policy Analysis, 28(2), 153-179. The article “Does the Age That Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes” authored by Jane Lincove and Gary painter explains the social and long-term educational outcomes of children starting school at an early and late age. Notably, the authors evaluate the effects of redshirting on the academic performance of a child. Redshirting is a situation where a child is delayed by one year and joins kindergarten at an age above the recommended six years. …show more content…
“ authored by Maria Cantalini-Williams, Jessica Perron, and Andrew Biemiller describes the effect of age and gender on kindergarten admission. The authors performed an exploratory study that induced a review of existing literature on the effect of age and gender on a child’s school preparedness. To this end, the researchers sought to analyze the concept of school readiness with respect to age and gender. The study revealed that children that start schooling at an older age exhibit better emotional, social, and behavioral development than students that start schooling at a younger age. Notably, older students to their environment faster than younger students and, therefore, build positive relationships with peers and teachers. Besides, students that start schooling early have self-esteem issues that affect their social and emotional development, which affects their academic performance negatively. On gender, the researchers found out that girls mature faster than boys, which makes girls ready for schooling earlier than boys. Additionally, girls exhibit faster social, emotional, and behavioral development than boys of the same age at school, which gives girls an academic advantage. Therefore, the authors concluded that school policy makers and parents need to understand the discrepancies that exist among young learners and adjust the age for school