¿Qué es la entrada demorada?
Esta práctica se llama "redshirting" en inglés. La palabra "redshirting" (en español, "camiseta roja") originalmente se refería a la práctica de posponer por un año la participación de un atleta universitario en los juegos regulares del equipo para darle un año adicional de crecimiento y práctica y mejorar sus habilidades para temporadas futuras. Estos atletas se distinguían por las camisetas rojas que usaban.
La entrada académica demorada de niños pequeños se refiere a la práctica de posponer la entrada al kindergarten de niños con la edad apropiada para entrar con el fin de darles tiempo adicional para su crecimiento socio-emocional, intelectual o físico. Generalmente, los niños a quienes se les aplaza la entrada en la escuela tienen las fechas de nacimiento tan cerca de la fecha límite para entrar al kinder que probablemente serían los niños más jóvenes en su clase de kindergarten. Este Digest discute lo que los estudios de investigación han señalado hasta la fecha sobre la entrada demorada y sus posibles efectos y ofrece sugerencias a los padres que están considerando aplazar la entrada de su hijo al kindergarten.
¿Con qué frecuencia ocurre la entrada demorada?
El National Center for Education Statistics (Centro Nacional de Estadísticas Educativas, o NCES) informa que la entrada demorada en la escuela ocurre anualmente al 9% de niños en edad para el kindergarten (West et al., 2000b). En el pasado, la entrada demorada ha sido más común en las comunidades adineradas y entre los niños que asisten a escuelas privadas, aunque algunos eruditos especulan que posiblemente haya habido un aumento reciente en ciertos distritos escolares públicos (Brent et al., 1996). Según el NCES, los niños varones son demorados con más frecuencia que las niñas y los niños que nacen en la última mitad del año tienen más probabilidad de tener la entrada demorada que los que nacen más temprano en el año. El informe de NCES también demuestra que los niños blancos-no hispanos, tienen más de dos veces la probabilidad que los niños negros-no hispanos de entrar al kindergarten en una fecha posterior a lo que permitirían sus fechas de nacimiento (West et al., 2000b).
La entrada demorada tal vez se deba a las demandas de mayor preparación para la escuela comparadas con años anteriores (Graue y DiPerna, 2000; May et al., 1995). En una encuesta nacional, algunos maestros indicaron que el 48% de sus estudiantes no estaban listos para el currículo actual de kindergarten (NCEDL, 1998). Un porcentaje alarmante de maestros indicó que la mitad de sus estudiantes carecía de habilidades importantes, incluso "cumplir las instrucciones" (46%), "habilidades académicas" (36%) y la capacidad de "trabajar independientemente" (34%). En vista de tales datos, muchos eruditos sugieren que los currículos académicos no son apropiados para los niños pequeños (Graue y DiPerna, 2000; May et al., 1995; Shepard y Smith, 1988).
¿Cuáles son los efectos de la entrada demorada?
La investigación sobre la entrada demorada hasta el momento no ha logrado proveer una explicación clara de sus efectos de corto y largo plazo. Algunos estudios han examinado los efectos de la entrada demorada que ocurren inmediatamente o durante los primeros años de la primaria. Otros han examinado los efectos de largo plazo. Tanto los defensores como los opositores de la entrada demorada frecuentemente utilizan la misma evidencia pero llegan a conclusiones opuestas. Por eso es poco evidente que la entrada demorada represente una solución a los problemas de preparación para la escuela.
Efectos inmediatos. La investigación sobre la entrada demorada en la escuela sugiere que en el corto plazo, esta práctica (1) eleva tanto el logro académico del niño (en la matemática, la lectura, el conocimiento general) como su conducta hasta que iguala o sobrepasa el de compañeros menores de clase (West et al., 2000a); (2) aumenta la confianza del niño en interacciones sociales y su popularidad entre los compañeros (Spitzer et al., 1995); y (3) tal vez simplemente añade a la diversidad normal de edades y habilidades dentro de la clase. No obstante, también existe cierta especulación que, en clases con niños con entradas demoradas a la escuela, algunos niños mayores se sientan enajenados por sus compañeros menores y algunos sienten que los compañeros mayores quizás tengan una ventaja injusta sobre sus compañeros menores en el tamaño físico y en las habilidades psicomotoras y sociales. La presencia de niños con una amplia gama de edades, tal vez cree también una clase tan diversa que el maestro no la pueda manejar bien.
Efectos en los grados 1-3. Los investigadores han observado otros efectos de la entrada demorada durante los primeros tres años de la escuela primaria, incluyendo (1) logros académicos más o menos iguales a los de sus compañeros de grado (West et al., 2000a), (2) una probabilidad menor de recibir "respuesta negativa de los maestros acerca del rendimiento académico o la conducta del niño en clase" (Cromwell, 1998; West et al., 2000b), y (3) menos necesidad de educación especial que compañeros de clase que fueron retenidos en el kindergarten (Kundert et al., 1995; May et al., 1995). Sin embargo, también existe evidencia que algunos estudiantes del primero al tercer grados cuyas entradas al kindergarten fueron demoradas precisaban un uso mayor de servicios de educación especial que sus compañeros que ni tuvieron la entrada aplazada ni fueron retenidos (Graue & DiPerna, 2000; May et al., 1995).
Efectos de largo plazo. Los defensores de la entrada demorada muchas veces señalan que no hay evidencia definitiva que demuestre que ésta haga daño a los niños en el largo plazo. No obstante, Byrd et al. (1997) hallaron que los adolescentes cuya entrada a la escuela se había demorado, exhibían más problemas de conducta que sus compañeros de clase. Además, en vista de la evidencia que los jóvenes cuya entrada había sido demorada utilizaban la educación especial a una tasa más elevada que sus compañeros de clase, se especula que muchos individuos cuyas entradas al kindergarten fueron demoradas tal vez tuvieran necesidades especiales que se diagnosticaron equivocadamente como falta de madurez y que deberían haber recibido algún tratamiento de intervención directa en vez de la entrada demorada (May et al., 1995; Graue y DiPerna, 2000).
Tabla A: Efectos sugeridos de la entrada demorada
Estudios recientes de correlación sugieren que la entrada demorada podría tener variados efectos inmediatos y de corto y largo plazo en los niños. Sin embargo, la evidencia es poco concluyente.
|
PRO |
CONTRA |
|
|---|---|---|
|
INMEDIATOS |
Impactos en el individuo Logros académicos en la matemática, la lectura y el conocimiento general, además de la conducta, generalmente iguales o mejores que los de sus compañeros de grados menores (West, 2000a) Logros académicos y conducta iguales a los de niños de la misma edad en el grado superior Niños de kindergarten con entrada demorada muestran más confianza en las interacciones con compañeros y suelen llevarse bien con los demás con más frecuencia que los compañeros menores (Spitzer et al., 1995) Impactos en la clase Se aumenta la diversidad normal de edades y habilidades en la clase |
Impactos en el individuo Sentimientos de ser enajenados por los compañeros Impactos en la clase Mayores diferencias en las habilidades podrían dificultar el manejo de la clase por parte de los maestros El niño cuya entrada fue demorada tal vez tenga una ventaja injusta sobre los compañeros menores en cuanto a las habilidades psicomotoras y sociales y a su tamaño físico |
|
EN LOS GRADOS 1-3 |
Logros académicos más o menos iguales a los de sus compañeros de grado Menos probabilidad que los compañeros menores "de recibir respuesta negativa de maestros sobre su rendimiento académico o la conducta del niño en clase" (Cromwell, 1998) Logros académicos mayores y menos necesidad de educación especial que los niños que fueron retenidos en el kindergarten (Kundert et al., 1995; May et al., 1995) |
Un uso mayor de servicios de educación especial que los niños sin entradas demoradas o los que no fueron retenidos (ni cuyas entradas fueron demoradas) (Graue y DiPerna, 2000; May et al., 1995) |
|
LARGO PLAZO |
No está claro si la entrada demorada definitivamente hace daño a los niños en el largo plazo |
Adolescentes mayores que sus compañeros de grado exhibían más problemas de conducta que los compañeros que no habían sido retenidos (Byrd et al., 1997) Las necesidades especiales (a veces algunas serias) que podrían haberse diagnosticado y tratado hasta en el kindergarten, tal vez se pasaran por alto como mera falta de madurez y se resolvieron con la entrada demorada (May et al., 1995; Graue y DiPerna, 2000). |
Sugerencias para padres que están considerando demorar la entrada de su hijo en la escuela
Debido a que la investigación es poco convincente sobre los efectos de la entrada demorada y que pocos distritos escolares la prohíben, los padres suelen ser quienes toman la decisión de retener a su hijo fuera del kindergarten por un año adicional. A continuación se presentan unos puntos que los padres pueden considerar al tomar una decisión:
- Conozca bien las características específicas de su hijo que le hacen dudar de su preparación para entrar al kindergarten con niños de su edad. En otras palabras, no demore la entrada al kindergarten solamente porque el niño será uno de los más pequeños de la clase o porque tiene la fecha de nacimiento en el verano.
- Examine los procedimientos o pruebas de la escuela para clasificar la preparación de los niños para el kindergarten y así formar una idea de cómo lo pasaría su hijo en la clase de kindergarten que probablemente se le asignará.
- Sea persistente en informarse sobre lo que la escuela espera de los niños que entran al kindergarten y las sugerencias de ésta sobre cómo usted puede ayudar a su hijo a estar preparado.
- Solicite las ideas del maestro preescolar de su hijo sobre la preparación de éste para el kindergarten. Pregúntele, por ejemplo, si su hijo ha entablado amistades en su grupo preescolar; la capacidad de entablar amistades ayudará a su hijo a ajustarse al kindergarten. ¿Podía generalmente seguir instrucciones? ¿Le parece que su hijo podrá empezar la instrucción académica?
- Entérese de la naturaleza del programa de kindergarten. ¿Es muy formal? ¿Su organización está basada primariamente en la instrucción formal en habilidades básicas, o en "centros de aprendizaje" más informales? Al organizar el aprendizaje de los niños alrededor de centros de aprendizaje informales, se puede acomodar una gama más amplia de niveles de desarrollo en vez de un arreglo formal y estructurado en el que se enseñan habilidades básicas a todo el grupo de niños sentados en filas de escritorios.
- ¿La clase de kindergarten va a tener más de 25 niños? Un niño muy tímido quizá tenga más dificultad en ajustarse a ésta de lo que tendría en una clase con 20 o menos. El número de estudiantes en la clase tal vez sea una consideración más importante para un niño tímido que lo sería hasta para un niño que no es tímido pero que carece de coordinación física.
- ¿Qué más haría su hijo si no entrara al kindergarten? ¿Tendría acceso fácil y seguro a compañeros de juego y espacios para jugar? ¿Hay buenos programas preescolares de fácil entrada (y a precios razonables) a los que su hijo puede asistir?
- Pídale sugerencias al que será el maestro de kindergarten de su hijo sobre lo que usted puede hacer en casa antes del año escolar para ayudarlo a llegar al mismo nivel de habilidades que tendrán los compañeros de clase.
- Cuídese de no comunicarle a su hijo su ansiedad sobre la entrada de éste a la escuela. Si usted se plantea el comienzo del kindergarten con un sentimiento de confianza genuina y suficiente tranquilidad, y de ser posible, si comparte con el maestro las preocupaciones que tenga, es probable que su hijo se ajuste rápidamente.
- Cuídese de no exagerar lo divertido que será el kindergarten al hablar con su hijo. Probablemente sería mejor decirle cosas como "Conocerás a amigos nuevos, podrás hacer muchas cosas interesantes, pero habrá momentos cuando querrás estar en casa. Pero esos momentos pasarán. ¡Lo vas a ver!" Las advertencias de este tipo muchas veces pueden impedir que un niño pierda los estribos cuando ocurren los inevitables momentos difíciles.
Conclusión
La estrategia que tal vez ayude más a los padres puede ser el obtener sugerencias de la escuela, e idealmente del futuro maestro también, sobre la mejor manera de ayudar al niño durante los primeros meses de escuela. Es probable que un niño se ajuste a la transición a la escuela cuando los padres tienen cuidado sobre cómo comunican sus preocupaciones. Los padres pueden ayudar más al niño tranquilizándole y ofreciéndole apoyo y resistiendo la tentación de discutir sus propias ansiedades y preocupaciones enfrente del niño. Por lo general, la evidencia sobre los efectos de corto y largo plazo de la entrada demorada es poco concluyente. La evidencia sugiere que algunos beneficios de la entrada demorada perduran poco y en el largo plazo pueden constituir una desventaja (Spitzer et al., 1995; Graue y DiPerna, 2000).
Referencias
Brent, D., May, D. C. y Kundert, D. K. (1996). The incidence of delayed school entry: A twelve-year review. Early Education and Development, 7(2), 121-135. (ERIC Journal No. EJ520504)
Byrd, R. S., Weitzman, M. y Auinger, P. (1997). Increased behavior problems associated with delayed school entry and delayed school progress. Pediatrics, 100(4), 654-661.
Cromwell, S. (1998). Starting kindergarten late: How does it affect school performance? Education World [En línea]. Disponible: http://www.educationworld.com/a_admin/admin045.shtml Nota del Editor: Este sitio de Internet ha cambiado a otra dirección:http://www.educationworld.com/a_admin/admin/admin045.shtml.
Graue, M. E., y DiPerna, J. (2000). Redshirting and early retention: Who gets the "gift of time" and what are its outcomes? American Educational Research Journal, 37(2), 509-534.
Kundert, D. K., May, D. C. y Brent, D. (1995). A comparison of students who delay kindergarten entry and those who are retained in grades K-5. Psychology in the Schools, 32(3), 202-209. (ERIC Journal No. EJ517406)
May, D. C., Kundert, D. K. y Brent, D. (1995). Does delayed school entry reduce later grade retentions and use of special education services? Remedial and Special Education, 16(5), 288-294. (ERIC Journal No. EJ510039)
National Center for Early Development and Learning (NCEDL). (1998). Kindergarten transitions. NCEDL Spotlights [En línea], 1. Disponible: http://www.fpg.unc.edu/~ncedl/pages/spotlt.cfm
Shepard, L. A., y Smith, M. L. (1988). Escalating academic demand in kindergarten: Counterproductive policies. Elementary School Journal, 89(2), 135-145. (ERIC Journal No. EJ382617)
Spitzer, S., Cupp, R. y Parke, R. D. (1995). School entrance age, social acceptance, and self-perception in kindergarten and 1st grade. Early Childhood Research Quarterly, 10(4), 433-450. (ERIC Journal No. EJ516737)
West, J., Denton, K. y Germino-Hausken, E. (2000a). America's kindergartners. (NCES No. 2000-070). Washington, DC: U.S. Department of Education.
West, J., Meek, A. y Hurst, D. (2000b). Children who enter kindergarten late or repeat kindergarten: Their characteristics and later school performance. (NCES No. 2000-039). Washington, DC: U.S. Department of Education.
Recursos en el Web (en inglés a menos que se indique lo contrario)
School Entry Age
(La edad de entrada a la escuela)
http://www.excellence-earlychildhood.ca/documents/StipekANGxp.pdf
At What Age Should Children Enter Kindergarten? A Question for Policy Makers and Parents
(¿A cuál edad deberían los niños entrar al kindergarten? Una pregunta para formadores de políticas y padres de familia)
http://www.srcd.org/documents/publications/SPR/spr16-2.pdf
The Pros and Cons of Holding Out
(Las ventajas y desventajas de desplazar la entrada al kindergarten)
http://www.wceruw.org/news/coverStories/pros_cons_holding_out.php
An updated look at delaying kindergarten entry
(Una mirada
actualizada a las demoras de la entrada al kindergarten)
http://www.journal.naeyc.org/btj/200309/DelayingKEntry.pdfNota del Editor: Esta dirección de Internet ya no está activa.
Research Link / When Children Aren't Ready for Kindergarten
(Enlace de Investigación / Cuando los niños no están preparados para el kindergarten)
http://shop.ascd.org/productdisplay.cfm?productid=103033
Children Who Enter Kindergarten Late or Repeat Kindergarten: Their
Characteristics and Later School Performance
(Los niños que entran tarde al kindergarten o lo repiten: Sus características y su rendimiento escolar posterior)
http://nces.ed.gov/pubs2000/2000039.pdf
Delaying Kindergarten: Effects on Test Scores and Childcare Costs
http://www.rand.org/publications/RB/RB9082/ Nota del Editor: Este sitio de Internet ha cambiado a otra dirección:http://www.rand.org/pubs/research_briefs/RB9082/index1.html
Estudio examina
los efectos de la entrada académica demorada a la escuela
(Study Examines Effects of Academic Redshirting)
http://www.news.wisc.edu/2993
Unacceptable Trends in Kindergarten Entry and Placement
(Tendencias
inaceptables en la entrada y ubicación en el kindergarten)
http://naecs.crc.uiuc.edu/position/trends2000.html
Su cumpleaños
es en el verano: El dilema de la edad de entrada al jardín
pre-escolar
(He Has a Summer Birthday: The Kindergarten Entrance Age Dilemma)
http://ceep.crc.uiuc.edu/eecearchive/digests/1999/cross99s.html
(en español)
http://ceep.crc.uiuc.edu/eecearchive/digests/1998/crosse98.html
(en inglés)
Otra perspectiva
sobre lo que los niños deben estar aprendiendo
(Another Look at What Young Children Should Be Learning)
http://ceep.crc.uiuc.edu/eecearchive/digests/2000/katz00s.html
(en español)
http://ceep.crc.uiuc.edu/eecearchive/digests/1999/katzle99.html
(en inglés)
Readiness: Children and Schools
(La preparación: Los niños y las escuelas)
http://ceep.crc.uiuc.edu/eecearchive/digests/1991/katz91.html
La Evaluación
del Desarrollo de los Alumnos Preescolares
(Assessing the Development of Preschoolers)
http://ceep.crc.uiuc.edu/eecearchive/digests/1995/evalu95s.html
(en español)
http://ceep.crc.uiuc.edu/eecearchive/digests/1994/lk-ass94.html
(en inglés)
Midiendo el
Desarrollo de los Niños: Un Acercamiento
(A Developmental Approach to the Assessment of Young Children)
http://ceep.crc.uiuc.edu/eecearchive/digests/1998/katz98s.html
(en español)
http://ceep.crc.uiuc.edu/eecearchive/digests/1997/katz97.html
(en inglés)
NCEDL Spotlight No. 3: Assessing Readiness
(Enfoque No.
3 de NCEDL: La evaluación del estado de preparación)
http://www.fpg.unc.edu/~ncedl/pages/spotlt3.cfm
ReadyWeb (Sitio
Web sobre la preparación para la escuela)
http://readyweb.crc.uiuc.edu/
Readiness for School: A Survey of State Policies and Definitions
(La preparación para la escuela: Una inspección de políticas y definiciones estatales)
http://ecrp.uiuc.edu/v2n2/saluja.html
Recursos de ERIC
Cómo obtener documentos de ERIC y artículos de revistas:
Las referencias identificadas por ED (documento de ERIC), EJ (periódico de ERIC) o por un número PS se citan en la base de datos ERIC. El texto completo de algunos documentos de ERIC (citaciones identificadas por un número ED) se ofrece sin costo en el sitio Web de ERIC: http://www.eric.ed.gov. Los artículos de periódicos están disponibles del periódico original, por medio de servicios de préstamos entre bibliotecas, o de servicios de reproducción de artículos.
Haga una búsqueda en ERIC utilizando "delayed school entry" (entrada demorada en la escuela) o "redshirting" como "identificador" o "holding out" (aplazar la entrada) como frase clave ADEMÁS DE "kindergarten" como "descriptor."
Si le gustaría
llevar a cabo sus propias búsquedas gratuitas de la base
de datos ERIC por medio del Internet, sírvase ir a http://www.eric.ed.gov/ERICWebPortal/Home.portal?_
nfpb=true&_pageLabel=ERIC_Search.
ERIC database search through 03/2005
EJ679115 PS534833
Title: Opportunity Deferred or Opportunity Taken? An Updated Look at Delaying Kindergarten Entry. Research in Review.
Author(s) Marshall, Hermine H.
Source: Young Children, v58 n5 p84-93 Sep 2003
Publication Date: 2003
ISSN: 0044-0728
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJJUN2004
Discusses assumptions and pressures underlying academic redshirting for kindergartners. Examines teachers' and parents' beliefs about kindergarten readiness. Summarizes research on the effects of the academic and social domains of delaying children's entry into school. Offers suggestions for early childhood educators about how to help families in their decisions. (KB)
Descriptors: Beliefs; Decision Making; Definitions; *Kindergarten; *Kindergarten Children; *Learning Readiness; Maturity (Individuals); Parent Attitudes; Parent School Relationship; Parent Teacher Cooperation; School Entrance Age; *School Readiness; Teacher Attitudes
Identifiers: *Academic Redshirting; *Delayed School Entry; Late Entry Students
EJ679116 PS534834
Title: What To Do with Lee? Academic Redshirting of One Kindergarten-Age Boy.
Author(s) Taylor, A. Sean
Source: Young Children, v58 n5 p94-95 Sep 2003
Publication Date: 2003
ISSN: 0044-0728
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJJUN2004
Recounts the experience of one family whose son's August birthday was close to the September kindergarten cutoff date and their decision to delay his kindergarten entry. Discusses the family decision to enroll the child in an alternative kindergarten program designed for children with summer birth dates. Reports that although the decision was difficult, the placement was the right one for this child. (KB)
Descriptors: Decision Making; *Kindergarten; Parent Student Relationship; Personal Narratives; Preschool Education; *Student Placement; *Young Children
Identifiers: Academic Redshirting
EJ666037 EA540743
Title: When Children Aren't Ready for Kindergarten.
Author(s) Holloway, John H.
Source: Educational Leadership, v60 n7 p89-90 Apr 2003
Publication Date: 2003
ISSN: 0013-1784
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJSEP2003
Target Audience: Practitioners
Research suggests that delayed entry into kindergarten has a better chance than kindergarten retention of helping at-risk children avoid school failure. Educators are cautioned to take into account the interactions among race and ethnicity, gender, socioeconomic status, and age. Some researchers view full-day kindergarten as one way of providing more support for children who need it. (Contains seven references.) (MLF)
Descriptors: *Academic Achievement; Early Childhood
Education; *Grade Repetition; *High Risk Students; *Kindergarten;
*Kindergarten Children; *School Readiness
Identifiers: *Delayed School Entry
ED458948 PS029900
Title: Kindergarten: The Overlooked School Year. Working Paper Series.
Author(s) Vecchiotti, Sara
Author Affiliation: Foundation for Child Development, New York,
NY.(BBB00201)
Pages: 49
Publication Date: October 2001
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Foundation for Child Development, 145 East 32nd Street,
14th Floor, New York, NY 10016-6055. Tel: 212-213-8337; Fax: 212-213-5897;
e-mail: guest6@ffcd.org. For full text: http://www.ffcd.org.
Language: English
Document Type: Opinion papers (120)
Geographic Source: U.S.; New York
Journal Announcement: RIEAPR2002
Based on the view that because kindergarten is caught between early childhood education and compulsory public education, the year is often overlooked as an important time for learning. This paper aims to mobilize interest in kindergarten as an educational issue ripe for research, debate, and policy action. The paper begins by briefly reviewing kindergarten history. Next, the provision of kindergarten is discussed using various state and federal data sources, with exploration of issues such as length of the kindergarten day, compulsory attendance, uncertainty about entrance age, and state differences. Current policy issues are presented, including kindergarten mandates, entrance age, curriculum and instructional methods, screening and assessment, delaying kindergarten entrance, teacher shortages, and the links between prekindergarten and kindergarten. Finally, suggestions for future research are made, as well as recommendations for state and federal policy action. Appended are lessons from New Mexico's full-day kindergarten campaign based on an interview with the executive director. (Contains 59 references.) (KB)
Descriptors: Educational History; Educational Policy; Educational Practices; Full Day Half Day Schedules; *Kindergarten; *Kindergarten Children; Preschool Curriculum; Preschool Teachers; Primary Education; *Public Policy; *Research Needs; School Entrance Age; Student Evaluation; Teacher Shortage
EJ652637 PS533510
Title: "Still" Unacceptable Trends in Kindergarten Entry
and Placement--An NAECS/SDE Position Statement.
Source: Young Children, v56 n5 p59-62 Sep 2001
Publication Date: 2001
ISSN: 0044-0728
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJJAN2003
Presents overview of a position statement from the National Association of Early Childhood Specialists in State Departments of Education endorsed by the NAEYC Governing Board regarding entry and placement in kindergarten. Identifies questionable educational practices resulting from trend toward demanding more of kindergarten children. Lists principles for developmentally appropriate kindergarten entry and placement. (KB)
Descriptors: *Developmentally Appropriate Practices; Educational Policy; Elementary School Curriculum; Equal Education; *Kindergarten; *Kindergarten Children; *School Entrance Age; *School Readiness; Standards; *Student Placement; Teacher Responsibility
ED443570 PS028733
Title: Children Who Enter Kindergarten Late or Repeat Kindergarten:
Their Characteristics and Later School Performance. Stats in Brief.
Author(s) West, Jerry; Meek, Anne; Hurst, David
Author Affiliation: National Center for Education Statistics (ED),
Washington, DC.(EDD00004); Education Statistics Services Inst.,
Washington, DC.(BBB36143)
Pages: 6
Publication Date: June 2000
Notes: For a related document on children who enter kindergarten
late or repeat kindergarten, see ED 414 076.
Report No: NCES-2000-039
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel:
202-502-7393; e-mail: EdithMcArthur@ed.gov. For full text: http://www.nces.ed.gov.
Language: English
Document Type: Information Analysis (070)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJAN2001
Government Level: Federal
Raising the age of eligibility to enter kindergarten has not eliminated variations in children's readiness for school, and parents and teachers have used delayed entry and retention as strategies to accommodate these variations. Information from the 1993 and 1995 National Household Education Survey is used to describe the numbers and characteristics of children who experienced delayed kindergarten entry or kindergarten retention, as well as their subsequent performance and adjustment in school. The 1993 and 1995 surveys indicate that 9 percent of all first- and second-graders had been held out of kindergarten, and that boys experienced delay more often than girls. In 1995, white, non-Hispanic children were twice as likely as black, non-Hispanic children to have entered kindergarten late. Overall prevalence of kindergarten retention was similar for 1993 and 1995, affecting 6 and 5 percent, respectively. In terms of school performance and adjustment, in 1993, parents of children who had experienced delayed entry received less negative feedback from teachers on two of five indicators; in 1995, parents were less likely to report school performance problems on one of four indicators. Children who had been required to spend 2 years in kindergarten performed significantly worse than their first- and second-grade classmates on all 5 of the 1993 indicators and on 2 of the 4 indicators in 1995. Multivariate analysis of delayed entry, retention, and school performance indicated that when demographic, socioeconomic, and developmental factors were taken into account, the differences in school performance between delayed-entry students and other students was small but significant in 1993, but the differences were essentially eliminated in the 1995 data. The same was true for differences between students who had been retained and other students. (HTH)
Descriptors:
*Grade Repetition; Individual Differences; *Kindergarten; *Kindergarten
Children; *Performance Factors; Primary Education; *School Entrance
Age; School Readiness; Student Characteristics; Student Needs
Identifiers:
*Academic Redshirting
ED439815 PS028429
Title: Born in December: Ready for School?
Author(s) Warder, Kristin
Pages: 13
Publication Date: December 1999
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; New York
Journal Announcement: RIESEP2000
This study examined the impact of pupil age at time of school entry in a large public school in Bronx, New York. Results from a literacy assessment were examined for kindergarten, first-, and second-grade students. The assessment rated children on their knowledge of the alphabet, sight-word vocabulary, phonemic awareness, reading, and writing mechanics. Test results were analyzed by birth date and gender. Findings indicated that: in kindergarten, 64 percent of children born in the first third of the year were at or above grade level on the alphabet/sight word portion of the test; 27 percent were at or above grade level on reading; and 4 percent were at or above grade level on writing mechanics. Findings for children born later in the year indicated that achievement did decrease with birth date, although not steadily. For first-graders, achievement decreased with birth date in the areas of alphabet, sight words, and reading, but did not consistently decrease in phonemic awareness or writing mechanics. For second-graders, achievement did decrease consistently with birth date in all testing areas, with the biggest gap between those born in the first and final thirds of the year. Also, female students achieved grade level more often than male students in almost all grades and months of birth. Based on these findings, it was concluded that moving the cut-off date for kindergarten entrance from December 31 to September 1 would help to lessen occurrences of failure among the youngest students. (Contains 18 references.) (EV)
Descriptors:
Academic Achievement; *Age Differences; Enrollment; Individual Development;
Learning Readiness; Performance Factors; Primary Education; *School
Entrance Age; School Readiness; Sex Differences; Student Adjustment;
Student Placement
Identifiers:
Academic Redshirting; New York City Board of Education; *Season
of Birth; Winter
ED414076 PS026085
Title: The Elementary School Performance and Adjustment of Children
Who Enter Kindergarten Late or Repeat Kindergarten: Findings from
National Surveys. National Household Education Survey. Statistical
Analysis Report.
Author(s) Zill, Nicholas; Loomis, Laura Spencer; West, Jerry
Author Affiliation: Westat, Inc., Rockville, MD.(BBB22888)
Pages: 78
Publication Date: November 1997
Sponsoring Agency: National Center for Education Statistics (ED),
Washington, DC. (EDD00004)
Report No: NCES-98-097
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: National Library of Education; phone: 800-424-1616;
fax: 202-219-1696 (single copy, free).
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEAPR1998
Government Level: Federal
Some parents have chosen to delay their children's enrollment in kindergarten by a year because of individual differences in the pace and pattern of children's development. In other situations, some schools recommend delaying a child's school entry based on "readiness" testing or require that some kindergartners attend kindergarten for a second year. Data from the 1993 and 1995 National Household Education Surveys show that about one child in seven either entered kindergarten late or was required to repeat kindergarten. The surveys found similarities between these two categories of children, but also some notable differences pertaining to gender, race, and developmental delays. The surveys found striking differences in later school performance (in grades one and two) between children who were held out of kindergarten and children who repeated kindergarten. The performance of those who had been held out of kindergarten was found to be better in first and second grade than that of children who entered kindergarten at the prescribed age. In contrast, those who were required to repeat kindergarten were doing worse than their first- and second-grade peers. First- and second-graders in 1993 who had repeated kindergarten were more likely than children who had not repeated kindergarten to receive negative feedback from their teachers. When demographic, socioeconomic, and developmental factors were taken into account, the differences in school performance were reduced, but remained significant in the 1993 survey. In the 1995 survey, however, controlling for these background factors essentially eliminated the differences between student who were held out and other first- and second-graders. The same was true of performance differences between the students who had been retained and other students. The surveys did not find evidence that children who may have been at increased risk of experiencing difficulties in school benefited from (or were harmed by) delayed kindergarten entry. The same was true of kindergarten retention. (Interview items from both years, analyses, and logistic regression model coefficients are appended. Contains 44 references.) (HTH)
Descriptors:
Academic Achievement; Developmental Delays; *Grade Repetition; Grade
1; Grade 2; Individual Development; *Kindergarten; Kindergarten
Children; *Performance Factors; Primary Education; Racial Differences;
School Entrance Age; *School Readiness; Sex Differences
Identifiers:
*Delayed School Entry
EJ543340 PS526333
Title: But He Has a Summer Birthday: The Kindergarten Entrance Age
Dilemma.
Author(s) Crosser, Sandra
Source: Early Childhood News, v9 n2 p43,47-48 Mar-Apr 1997
Publication Date: 1997
ISSN: 1080-3564
Language: English
Document Type: Guides--Classroom--Teacher (052); Journal articles
(080); Reports--
Research (143)
Journal Announcement: CIJSEP1997
Notes that the practice of delaying school entrance for summer-born children, especially boys, to give them some academic advantage, is not substantiated by sufficient research. Describes a subsequent study indicating higher achievement for children held-out than those entering school on time. Argues for more research and consideration of the individual child's academic, physical, social, and emotional development. (SD)
Descriptors:
Academic Achievement; Cognitive Development; Early Admission; Emotional
Development; Enrollment; *Individual Development; *Kindergarten;
Kindergarten Children; *Learning Readiness; Physical Development;
*School Entrance Age; *School Readiness; Student Adjustment; Student
Placement
Identifiers:
*Academic Redshirting; *Birth Date; Summer
EJ517406 CG547890
Title: A Comparison of Students Who Delay Kindergarten Entry and
Those Who are Retained in Grades K-5.
Author(s) Kundert, Deborah K.; And Others
Source: Psychology in the Schools, v32 n3 p202-09 Jul 1995
Publication Date: 1995
ISSN: 0033-3085
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJUN1996
Explored whether there were differences in IQ and achievement (at grades two, five, and seven) between students who delayed school entry and those who were retained in later elementary grades, as well as any interactions with gender. Concluded that instructional reform may be more effective for improving student success. (JBJ)
Descriptors:
*Academic Achievement; Academic Failure; *Achievement Rating; Achievement
Tests; Comparative Analysis; Elementary Education; Elementary School
Students; Grade 2; Grade 5; Grade 7; *Grade Repetition; *Intelligence
Quotient; Kindergarten; Kindergarten Children; Sex Differences
Identifiers:
*Delayed School Entry
EJ509687 CG547372
Title: Kindergarten Practices and First-Grade Achievement for Latino
Spanish-
Speaking, Latino English-Speaking, and Anglo Students.
Author(s) Cosden, Merith; And Others
Source: Journal of School Psychology, v33 n2 p123-41 Sum 1995
Publication Date: 1995
ISSN: 0022-4405
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJAN1996
Assessed impact of gender, ethnicity/home language, holding out, retention, and social promotion on first-grade achievement. Found that Latino students were more likely to be promoted to first grade, despite concerns about their performance, than were Anglo students. Interventions, such as retention, yielded no positive effects. (RJM)
Descriptors:
Academic Achievement; Children; *Comparative Analysis; Elementary
Education; Elementary School Students; Family Environment; *Hispanic
Americans; *Kindergarten; *Spanish Speaking; *Special Needs Students;
*Student Promotion; Teacher Behavior; Whites
Identifiers:
*Latinos
ED364320 PS021774
Title: The Relationship of Gender, Ethnicity, and Home Language
to Age of School Entry, Kindergarten Retention and Social Promotion.
Author(s) Cosden, Merith; And Others
Pages: 24
Publication Date: April 1993
Notes: Paper presented at the Annual Meeting of the American Educational
Research Association (Atlanta, GA, April 12-16, 1993).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; California
Journal Announcement: RIEAPR1994
Over the past 10 years, kindergarten classes have escalated their academic demands in order to prepare children to begin first grade. In tandem with curricular changes, many parents have elected to "hold out" their children from first grade for an additional year, and increasingly, schools are using kindergarten retention in response to early school failure. A study assessed the impact of student characteristics on holding out and retention or promotion practices. Data on all 1,089 kindergarten students in one South Central California school district were analyzed, including student age, gender, ethnicity, home language, age of entry, and decisions regarding grade retention, promotion, and advancement. Approximately 68% of the students were Latino, and 32% Anglo. Study findings included the following results: (1) on average, boys started school at 67.5 months and girls at 66.7 months; (2) neither ethnicity nor home language influenced age of school entry; (3) over 10% of the children had been held out of school an extra year by their parents, 4.2% had been previously retained, 5% were recommended for retention the following year, and 19.9% were advanced to first grade with concerns about their promotion; (4) children in the youngest part of their cohort were more likely than older children to be held out, retained, or recommended for retention; and (5) English-speaking Latino students were more likely to be recommended for retention than Spanish-speaking Latinos, although the reasons for this particular pattern were unclear. (Contains 28 references.) (AC)
Descriptors:
Academic Failure; Age Grade Placement; English (Second Language);
*Grade Repetition; *Kindergarten; Kindergarten Children; Minority
Groups; Preschool Children; *Preschool Education; Primary Education;
*School Entrance Age; *School Readiness; Sex Differences; *Student
Characteristics
Identifiers:
California (South); *Latinos
ED374921 PS022806
Title: Promoting Successful Transition into School: A Review of
Current Intervention Practices.
Author(s) O'Brien, Marion
Author Affiliation: Kansas Univ., Lawrence. Kansas Early Childhood
Research Inst.(BBB32099)
Pages: 15
Publication Date: June 1991
Notes: Portions of this paper were presented at the conference,
"New Directions in Child and Family Research: Shaping Head
Start in the 90s" (Arlington, VA, June 1991).
Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)
Contract No: H024U80001
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Descriptive (141); Speeches/meeting papers
(150)
Geographic Source: U.S.; Kansas
Journal Announcement: RIEFEB1995
Three types of intervention strategies are helping children make a successful transition into kindergarten: early intervention programs, school survival skill training, and delayed school entry. Early intervention programs are early childhood and preschool programs such as Head Start. The overall long-term effectiveness of such programs has generally been impressive; however, increased kindergarten readiness scores for participating children do not always transfer to the public schools, suggesting a discrepancy in classroom organization and teacher style between preschool and primary school. School survival-skill training involves direct instruction in specific skills immediately prior to the child's transition into school. Controversy over this approach has focused on whether preparation for kindergarten is an appropriate and necessary function of preschool programs. This controversy might be eased if some of the broader developmental tasks faced by children during early school transitions could be addressed, such as learning to view themselves as successful students, and formulating strategies for learning. Delay of school entry for children who appear at-risk for early difficulties often involves placing such children in "developmental" kindergarten or first-grade programs. The thrust of this movement is maturational rather than educational. Despite the increasing use of this strategy, a review of research into delayed school entry, placement in developmental programs, or retention following kindergarten or first grade indicates overwhelmingly that these practices are rarely helpful and sometimes harmful. Factors contributing to successful school transition include personal characteristics of the child, children's school performance, family and parent characteristics, and teacher characteristics. (HTH)
Descriptors:
At Risk Persons; Early Childhood Education; *Early Intervention;
Educational Strategies; Grade Repetition; Grade 1; Kindergarten;
*Program Effectiveness; School Entrance Age; *School Readiness
Identifiers:
Delayed School Entry; Project Head Start
ED338340 PS019826
Title: Age of Entry, Holding Out and Kindergarten Retention: Differences
as a Function of Gender and Ethnicity.
Author(s) Cosden, Merith; Zimmer, Jules
Pages: 44
Publication Date: April 1991
Notes: Paper presented at the Annual Meeting of the American Educational
Research Association (Chicago, IL, April 3-7, 1991).
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers
(150)
Geographic Source: U.S.; California
Journal Announcement: RIEMAR1992
This study tested hypotheses regarding the relation of differences in kindergarten entry and rentention that relate to gender and ethnicity. Hypotheses were: (1) the age at which children enter kindergarten would vary as a function of their gender and ethnicity; (2) children who were held out of kindergarten would be in the younger part of their cohort, and Anglo boys would be held out more frequently than females or Latinos; (3) kindergarten retention would be affected by age, gender, and ethnicity. Data on kindergarten students in three southern California school districts were collected between 1989 and 1991. School records were used to obtain data on students' birthdates, gender, and ethnicity. Teachers indicated which students were retained or would be retained the following year. Information on students who had been held out of kindergarten was obtained. Results showed that in the school district with the lowest Latino population, the child's age of entry varied as a function of gender and ethnicity; the predicted holding out pattern for boys and Anglos was evident; and retention decisions were also affected by age, gender, and ethnicity. These results were not duplicated in the other two districts, which had larger Latino populations. A list of 30 references is included. (BC)
Descriptors:
Ethnicity; *Grade Repetition; High Risk Students; *Hispanic Americans;
*Kindergarten; *Kindergarten Children; Primary Education; *School
Entrance Age; School Readiness; *Sex Differences
Identifiers:
California (South)
ED326329 PS019286
Title: Increasing the Awareness of Questionable Trends and Practices
in Kindergarten for Administrators and Teachers through a Series
of Presentations.
Author(s) Frantz, Stephanie J.
Pages: 67
Publication Date: 1990
Notes: Ed.D. Practicum, Nova University.
Available from: EDRS Price MF01/PC03 Plus Postage.
Language: English
Document Type: Dissertations/Theses--Practicum papers (043); Test/questionnaires
(160)
Geographic Source: U.S.; Iowa
Journal Announcement: RIEAPR1991
An education agency's early childhood resource developer implemented and evaluated a practicum intervention designed to increase administrators' and teachers' awareness of questionable trends and practices in kindergarten education. Most of the kindergartens in the agency's area had a highly academic, lock-step curriculum; used standardized testing and screening as school entry procedures; and actively practiced redshirting and other forms of retention. Intervention consisted of the development of four research-based presentations on kindergarten trends and practices. The presentations were aired live through closed circuit television at sites in a seven county area. Sixty-four teachers and administrators registered and participated in the series of four sessions. Presentations: (1) offered an update of changes in kindergarten education and recent research findings on children's learning; (2) focused on assessment of a kindergarten program and components of a developmentally appropriate curriculum; (3) addressed the issues of testing, retention, redshirting, and 2-year kindergarten programs; and (4) reviewed the issues of grade cards, the value of observations and portfolios, and parent involvement. Evaluation data indicated that outcomes were positive. Related materials, such as surveys and questionnaires, packet descriptions, and presentation agendas, are appended. (RH)
Descriptors:
Administrators; *Educational Practices; *Educational Quality; *Educational
Trends; *Kindergarten; Preschool Teachers; Primary Education
Identifiers:
*Academic Load; *Developmentally Appropriate Programs
EJ410164 EA524443
Title: Retention and Redshirting: The Dark Side of Kindergarten.
Author(s) Holloman, Susanne T.
Source: Principal, v69 n5 p13-15 May 1990
Publication Date: 1990
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJNOV1990
Developmentally appropriate kindergarten programs produce excellent long-term results for children, allowing them to reach their full potential while preserving their self-esteem. This article suggests that principals weigh nursery school teachers' recommendations to help parents decide whether a child is ready for kindergarten. Includes seven references. (MLH)
Descriptors: *Administrator Responsibility; *Age Differences; *Kindergarten; *Principals; *Readiness; *Transitional Program
