CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
A SJUDY OF PARENTS' PERCEPTIONS OF THE
EFFE~S OF DELAYED ENTRANCE TO KINDERGARTEN
A thesis submitted in partial satisfaction of the
requirements for the degree of Master of Arts in
Education
Educational Psychology, Early Childhood
by
Dora Deane P. Pttinney
June, 1979
The Thesis of Dora Deane P. Phinney is approved:
!-1 i zab'eth
H. Brady
..
:./
//
California State University, Northridge
ii
ACKNOWLEDGEMENTS
The satisfactions that come through the pursuit of a goal are
found not only in the final realization but in the many pleasurable
associations along the way.
I acknowledge the children I have known in nursery school.
It
is through their growth that I have learned.
I thank the parents who have shared their children and their
thoughts with me.
I have enjoyed and learned from our times
together.
I especially thank the teachers who have been with me at nursery
school through the years.
Their dedication, strength, humor and
understanding have built a community where growth has happened.
I gratefully acknowledge my friend and fellow teacher, Jan
Brandt.
Her interest in this study has actualized into help and
support all along the way.
I appreciate the education I have received at California State
University, Northridge not only for the academic excellence but for
the humanistic values.
Special thanks go to Dr. Sarah Moskovitz
for her guidance and inspiration.
I am most grateful to my husband, Harold Phinney, for the many
times and many ways he has found to encourage, assist, support and
provide time in order to make all of this happen.
iii
ABSTRACT
This research was undertaken to discover whether parents who
delay their child's entrance to kindergarten in order to have the
child older, rather than younger, than the majority of their class._
mates view their decision as correct.
The parents of 62 children were polled.
All of the parents
had enrolled their chil-dren in the same nursery school at some time
between the years of 1963 and 1978.
The children attended the
nursery school during the year in which they normally would have
been enrolled in kindergarten.
The children entered kindergarten
the school year immediately following the nursery school experience
and are now enrolled in school at grade levels ranging from kindergarten to college.
The study records and analyzes parents' perceptions of the
correctness of their decision ·to delay kindergarten entrance.
The
parents' willingness to repeat the decision and to suggest the idea
to others is examined.
Also considered are parents' perceptions of
the quality of the child's response to later school experiences, and
the possible influence of delayed kindergarten entrance and nursery
s·chool attendance on the response.
Sex differences shown in the study
. group are analyzed.
Results of this study overwhelmingly support parental satisfaction with delayed entrance for chtldren young for their grade level.
Parents enthusiastically support their original decision, would make
the same decision again and would suggest the same to others.
i v.
The
most frequently reported benefits to the child derived from nursery
school attendance and late kindergarten entrance are added maturity,
good social and emotional adjustment, and enjoyment of school.
Parents of boys delay kindergarten entrance with much greater
frequency than parents of girls.
However, with respect to delayed
entrant girls there is a greater percentage of learning problems.
v
TABLE OF CONTENTS
THESIS APPROVAL .
ii
ACKNOWLEDGEMENTS.
iii
ABSTRACT.
iv
CHAPTER I INTRODUCTION AND REVIEW OF THE LITERATURE.
1
Background of Study . • . . . . • . . . .
1
School Entrance Based on age Requirements
2
Physiological Aspects of Maturity .
3
Sex Differences in Maturation . .
5
Intelligence in Relation to Age at School Entrance. .
6
Other Factors in School Readiness
7
Experiental Aspects of Readiness.
9
The Role of the School in Providing for Individual
Differences . . . . . . . . . . • .
. . . . . . .
11
Research Studies of Relative Age at School Entrance
12
Rationale for Present Study .
15
CHAPTER II METHODOLOGY .
20
CHAPTER III RESULTS . . .
24
Parental Satisfaction with_ th.e Decision to Delay
Kindergarten Entrance . . . . . . . . . . . . . .
25
Parental Perceptions of the Quality of the Child's
Response to Later School Experiences. • . . . . . .
31
Parental Perceptions of the Ways in Which Nursery
School Experiences Carried Over Into Later School
Experiences . . .
37
Sex Differences . . .
40
Summary of Results. .
41
vf
CHAPTER IV
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
43
Parental Satisfaction with Delayed Entrance
43
Role of the Nursery School. . . • . . . . .
44
Effects of Late Entrance vs·. Effects of Nursery
School Attendance . . . . • • . . .
45
The Nursery School in the Community
46
Stability of Study Group. .
46
Areas for Further Study • .
48
Parents' Reports of Academic Achievement. .
49
Parents' Descriptions of Effects of Late Entrance .
49
Parents' Descriptions of Effects of Nursery School
Attendance. . . . . . . . . . .
50
Sex Differences . . . . . . . . . . .
50
Age as a Criteri'on for Admis-sion to Kindergarten. .
51
Importance of Study .
51
REFERENCES . . . . . : . .
53
REFERENCES CITED IN TABLE 1
56
APPENDICES
APPENDIX A
Subjects . . . . . . . . . . • . . . . . .
59
APPENDIX B
Sample of Cover Letter and Questionnaire .
62
APPENDIX C
Stability of Study Group . . . . . . . . .
65
vii
LIST OF TABLES
Table 1
Analysis of Results of Studies of Late School
Entrance. . . . . • . . . . . . . . . . . .
15
Table 2
Month of Birth of Subjects . . .
21.
Table 3
Present Grade Level of Subjects
24
Table 4
Parents• Perception of Advantage to Child in
Delayed Kindergarten Entrance . • .
25
Table 5
Parents• Justification for Correctness of Decision
for Late School Entrance. . . . . . . . . . . . . . .
26
Table 6
Decision for School Entrance Age That Parents
Believe They Would Make Today . . . . . .
27
Advice to Other Parents on De 1ayed School Entrance. .
29
Table 8
Quality of Child's Response to Later School
Experiences . . . . . . . . . . . • .
32
Table 9
Problems to Child in Delayed Entrance to
Kindergarten. .
. . . .
34
· Tab 1e 7
Table 10 Number of Girls and Boys in Study . . .
40
Table 11 Numb.er of Girls and Boys with Learntng and/or
Behavior Problems . . . . . . . . . . . . . .
41
Table Cl Stability of Study Group as Shown by Number of
Children Remaining in School District Where They
Entered Kindergarten. . . . . . . . . . . . . . .
65
Table C2 Stability of Study Group as Shown by Number of
Schools_Attended Following Nursery School . . .
65
viii
L
CHAPTER I
INTRODUCTION AND REVIEW OF THE LITERATURE
Background of Study
In September, 1963 two families with children of kindergarten
age applied for admission to the Burbank Methodist Church Nursery
School.
The two children, a boy and a girl, had late November
birthdays and would have been among the youngest in the kindergarten
class.
The parents had chosen to give their children the benefit
of another year's growth before the commencement of formal schooling.
In the years since this beginning 70 children have attended
the same nursery school during the year in which they first became
eligible for entrance to kindergarten.
Following their nursery
school experience they entered kindergarten at the oldest end of the
age range.
They have remained among the oldest in their classes
throughout the grade levels.
Was this delayed entrance to formal education beneficial for
those children who would otherwise be in the youngest quarter of
their classes? Parents who have made this decision have often
returned to the nursery school with favorable comments.
Some of
these parents had originally made the choice easily, but others had
experienced much indecision.
This study was undertaken to determine
whether the satisfaction informally expressed by these parents is
true of a significant number of parents who have made the same
decision.
1
2
The present study records and analyzes parents' perceptions of
the correctness of their decision to delay school entrance.
It is
hoped that the insights gained through the study will be of value
to other parents and to nursery school administrators considering
delayed school entrance for young children.
Review of Literature
School Entrance Based on Age Requirements
Historically, public schools in this country have been organized
into grade levels according to the age of the children enrolled.
Children have been admitted to school when they reach a specified
chronological age.
Age requirements are objective, provable and
easy to administer.
They will probably continue to be the most
commonly used admission criterion (Hedges, 1978).
The underlying assumption in using age as the criterion for
school admission is that enough homogeneity exists within an age-grade
level so that a single curriculum can be developed.
However, as is
commonly recognized, children of the same chronological age vary in
maturity and ability.
They are not equally successful as they enter
and progress through school.
In an effort to better fit children
into school programs, additional criteria for determining school
readiness have been investigated.
Various criteria have been given importance through the years.
Physical and.physiological measurements received early emphasis.
Later the behavioral aspects of maturity took precedence and as time
3
went on more and more aspects of behavior were considered important
for readiness.
Finally, the effect of experience on behavior has
received consideration.
At the present time the practice of estab-
lishing any criteria, other than chronological age, for admission to
school is open to question.
The schools are being challenged to
consider new ways of providing for the individual needs of all
children.
Physiological· Aspects of Maturity
Physical and physiological aspects of maturity as they relate
to readiness for school have received attention through the years.
11
Physiological Age and School Entrance is the subject of an early
11
doctoral dissertation (Beik, 1913).
Later a study by Simon (1959)
differentiated early, intermediate and middle childhood body types
as evidence of growing maturity, and related school success to body
maturity.
Skeletal age, including the rate of bone development and
the eruption of permanent teeth, has continually been used as a
measure of maturity (Ames, 1966; Hedges, 1978).
The maturational theory developed by Arnold Gesell relies on
observation of physical integrations of behavior.
Gese11•s studies
emphasized the natural, predetermined unfolding of behavior which
he believed came about mainly through physiological development.
According to Gesell:
11
accidental by-products.
8ehavior patterns are not whimisical or
They are the authentic end-products of a
total developmental process which works with orderly sequence.
They
4
take shape in the same manner that the underlying structures take
shape.
They begin to assume characteristic forms even in the fetal
period, for the same reasons that the bodily organs themselves assume
characteristic forms 11 (Gesell and Amatruda, 1948, p. 4).
relegated to environment is illustrated by the statement:
The position
11
In
certain somewhat extreme instances, the trend of development can be
elevated by improved environmental conditions 11 (Gesell and Amatruda,
1948, p. 116).
Gesell regards behavior patterns as symptoms.
11
A developmental
diagnoS-is is essentially an appraisal of the maturity of the nervous
system with the aid of behavior normsn (Gesell and Amatruda, 1948,
p. 15).
Behavior can be assessed to determine a child's school
readiness or appropriate grade placement (Ilg and Ames, 1978).
Gesell's assumptions have been the foundation upon which the concept
of school readiness has developed (Weber, 1970}.
A recent study (Kaufman, 1971) has analyzed the behavi.oral
tasks described by Gesell and related them to Piagetian tasks,
mental age and teething level.
A correlation of .60 is found between
each of the two sets· of tas·ks: and mental age.
A correlation of only
.15 is found between each set of tasks and teething level.
Kaufman
suggests caution in ;·nterpreting results· because of the restricted
age range of the sample (only five and six year olds were tested}.
The study may a 1so suggest lfmitati'ons in the predictive va 1ue of
teething level.
5
Sex Differences in Maturation
Sex differences in maturation have long been recognized.
Pauly
(1951) suggested that these differences created a disadvantage for
boys in their school experiences.
He believed that boys and their
parents would be less frustrated if the differences were recognized
through the publication of separate age norms for boys and girls,
and through the establishment of different legal school entrance age
requirements.
Pauly's additional suggestion that the state provide
custodial care for boys until they reach the higher entrance age
clearly reflects the belief in a fixed academic curriculum for each
grade 1eve 1 . ·
Many studies confirm the existence of significant sex differences
favoring girls during the early school years.
Bentzen (1966) states
that at the chronological age of six, when most children begin first
grade, girls are approximately twelve months ahead of boys in developmental age.
By the age of nine years, the developmental differential
increases to about eighteen months.
Less difference between the
sexes is reported by the Gesell Institute.
However, their belief is
that boys would have more academic success if their average age were
six months older than girls at the time of entrance to kindergarten
(Ilg and Ames, 1978).
Studies in Sweden (Johansson, 1965) show significant differences
favoring girls in reading and fine motor readiness.
In addition,
readiness is found to be affected by age far more in boys than in
girls.
~---~_:_
___ _
-- --
.._
__
6
In a comprehensive review of the literature, Hedges (1978)
reports that sex differences favoring girls are_significant at age
six.
These differences diminish over time but do not disappear until
after puberty.
Reading problems are consistently higher for boys
in elementary school than they are for girls.
Hedges also comments
on the variation in readiness within each sex.
Arbitrary entrance
age requirements, higher for boys than for girls,
~tiOuld
not only
discriminate against some boys but would discriminate against some
girls.
Intelligence in Relation to Age at School Entrance
It is generally recognized that intelligence is an important
factor in school success.
However, intelligence alone is an insuf-
ficient criterion for determining school readiness.
The Gesell
Institute (Ames, 1966) experience shows that high IQ must be supported
by high behavior age in order to predict school success.
Hedges (1978)
points out that intelligence is no guarantee of social and emotional
readiness.
Research also supports the position that although bright young
children may succeed in school, their school performance would have
been even better if they had been older (Beattie, 1970; Halliwell,
1966; Hedges, 1976).
This fact is often masked by research that
compares intellectually superior children who are early school
entrants only with children of normal intelligence who were admitted
to school at the same time.
Halliwell refers to a study by Green and
l_
7
Simmons (1962) which shows that at each grade level studied the gain
in achievement for
bright~
young children is about three months greater
than it would have been at the lower grade placement.
The Green and
Simmons study also shows that postponement of entrance to first grade
is most beneficial to children with an IQ over 130.
Green and Simmons
consider this to be an unreal finding, but Halliwell disagrees.
Halliwell sees the advantage of late entrance to first grade as very
real.
He believes that a child's superior achievement in relation to
his own ability, as well as an advantaged position within the class,
can be help-ful as the child progresses through school.
According to
Halliwell superior achievement, rather than acceleration in school,
is the important factor in gaining admission to accelerated high
school programs, colleges or professional schools.
Other Factors in School Readiness
As the behavioral aspects of school readiness receive more
attention, the question of what behavior to measure becomes an issue.
While many different tests purporting to measure the global concept
of readiness have appeared in recent years, many different areas are
measured.
Some researchers emphasize perceptual and motor skills in
testing.
Kephart (1974) suggests that readiness screening should
consist of academic, fine motor and gross motor tests.
When immatu-
rity is found in these areas, parents may be asked to consider
holding children out of school in order to help them with skill
development.
8
Abbott and Crane (1977) suggest that the skills measured in
readiness screening are those which are considered to be prerequisites
to school learning experiences.
These skills include visual and
auditory discimination; verbal comprehension; recognition of letters,
words and numerals; reproduction of symbols including drawing or
copying geometric forms, letters and numbers.
Johansson (1965) sees readiness as being made up of four factors:
a general readiness factor closely related to the level of verbal
development; a personality factor including social, emotional and
work readiness; mathematical readiness; fine motor coordination.
Weininger (1972) points out that all aspects of development
interact to determine readiness.
He sees that readiness is affected
by physiological maturity, physical health, prior learning, cultural
influences, attitudes of parents toward learning, emotional
11
Set
11
,
self-concept, position in the family, peer interaction and other
factors.
that:
The principles to consider in looking at readiness are
all aspects of development interact; physiological maturing
prepares one to profit from experience; experiences are cumulative;
certain times in life are formative periods (Cronback, 1963}_.
The concept of readiness has changed through the years, but the
issue of what constitutes: readiness is far from being settled.
In
addition, as the relation of experience to readiness comes into consideration, additional issues appear.
The role of the school in
readiness testing or in providing readiness experiences comes into
focus.
9
Experiental Aspects of Readiness
Hunt (1972, p. 42) states that "the notion that .•. 'readiness'
is a matter of predetermined maturation, as distinct from learning or
past encounters with.circumstances, is basically wrong and potentially
damaging."
In thisstatement Hunt shows the shift in thinking from
Gesell's emphasis on the genetic predetermination of development to
a Piagetian position.
Piaget has shown the active role that children
play in their own intellectual growth.
Hunt has analyzed the work of
Piaget to show that envtronment not only tnfluences what development
will take place, but when it will occur (Weber, 1970).
With this change in emphasis, the role of the school in readiness
screening or in providing experiences to develop readiness for school
learning comes into question.
Kulberg and Gershman (1973) question
the role of the school in providing special readiness classes because
of the lack of knowledge about which experiences to provide.
The
Kulberg and Gershman study compares three types of programming for
immature five year olds:
delayed admission, an experimental readiness
class and a traditional kindergarten class.
The delayed admission
group includes children who either spent the year at home without
attending an organized group; attended a traditional nursery school,
or took part in the Head Start program.
The readiness group includes
children who attended a class consisting of 7 to 12 children with a
teacher and an assistant.
Each child's activities were planned and
implemented on an individual basis.
The traditional kindergarten
group includes children who were part of a class of 18 to 25 children
'
--~·---
10
with one teacher.
The general goals of the class were group
socialization, reading and arithmetic readiness.
Little or no advantage is shown for delayed admission, and little
difference in effectiveness is seen between the readiness class and
the traditional kindergarten.
This study measures success in terms
of achievement and length of time taken to progress through school.
The results do not rule out the possibility of differences between
the readiness and the traditional kindergarten classes in the
attitudinal and affective domain.
That is, even though children
attending readiness classes may take a year longer to progress
through school, they may experience fewer frustrations and have
better feelings about
themselve~
as learners.
If readiness is affected by experience, then readiness screening
may discriminate against those children who have been denied good
developmental experiences.
Wendt (1978} questions readiness testing
on ethical grounds, pointing out that test instruments may not only
be inadequate but culturally biased.
Screening may be used to explain
the failure of children who do not fit it.
It may lead to labeling,
and labeling without providing help amounts to creating a new caste
system.
Screening may be used to justify existing curriculum centered
programs or lead to the creation of checklist curriculum.
Screening
may, then, be a reflection of the abuses within the educational
system rather than a means for improving educational experiences.
Gredler (1978, p. 31) states:
11
The practice of selecting
candidates for kindergarten and first grade is to be abhorred as a
11
negative practice, and must be reconsidered.
It is time for parents,
concerned educators, and psychologists to endorse a philosophy that
all children be allowed to enter school and once they are there, to
develop worthwhile diagnostic and intervention programs for any who
need special help ...
A number of other writers have argued for the appropriate use
of readiness testing (Abbott and Crane, 1977; Lidz, 1977; Wendt, 1978;
Zeitlin, 1976).
Criterion referenced tests, rather than standardized
norm referenced tests, may be used to set appropriate expectations,
design individual programming, and provide appropriate experiences
so that all children may have success in the classroom.
The Role of the School in Providing for Individual Differences
As the schools develop programs of individualized learning, the
issue of age at entrance to school will become less important.
How-
ever, individualized learning programs must be accompanied by
evaluation practices that do not place younger or immature students
at a disadvantage.
Gredler (1973) points out that younger children
often have to meet the criteria of success defined by what the older
children accomplish.
He suggests that achievement should-be measured
in terms of rate of growth and year to year gains rather than in
absolute performance.
Pidgeon (1965) concurs that younger children
in any school group are at a disadvantage.
This, he sees, can be
remedied only by individualized learning and by competition with self
rather than with classmates.
12
Weber (lg70, p. 123) sees the promotion of individualized
learning as one of the most significant, promising and far-reaching
changes now taking place at the primary school level.
11
She points out:
This change, when logically carried out, reaches every aspect of
the curriculum - the teacher, the motivations for learning, and,
necessarily, what is learned.
It is frequently accompanied by a
revitalization of curriculum and a strengthened bond between the
world of the classroom and the world outside. 11
However, until the change to individualized learning is complete
children will continue to be in competitive and pressured school
situations.
Our culture's expectations for the behavior of young
children continues to be too demanding for many children's perceptual
understanding and control capacities (Weininger, 1972).
at all socio-economic levels.
This is true
Weber (_1970) believes that the middle-
class child in particular is subjected to achievement pressures which
have appalling individual as well as social costs.
Research Studies on Relative Age at School Entrance
Given the existing school structure and the emphasis on early
cognitive growth, the appropriate age for entrance to school continues
to be a consideration.
Studies of age in relation to classmates are
especially pertinent.
A study evaluating the early entrance program in the Grosse
Point, Michigan schools is cited by Moore and Moore (1975).
After a
fourteen year period this school district gave up on early entrance
----------~
- - - - - --~-
13
finding that:
1/3 of the early entrants were poorly adjusted; only
1 of 20 was an outstanding leader; 3 of 4 were entirely lacking in
leadership; 1 of 4 was either below average or had had to repeat a
grade.
A review of the literature made by Beattie {1970) covers twenty
studies made since the 193o•s.
Much of the research he describes
shows that underage children tend to have more problems in social
and emotional adjustment than do children of normal age for their
class.
However, some of the studies show that many young children
achieve good social adjustments in their school classes.
The~
majority of the research on academic achievement indicates that
children who enter at an early age have more problems than later
entrants.
Hedges (1978) review of the literature covers more than two
hundred studies made between the years 1915 and 1976.
Hedges states
that the research supports the following conclusions on the effects
of early admission:
1.
11
Chi 1dren entering kindergarten under five years of age
have more scholasttc, s·ocial and emoti-onal problems than children
entering at an older age. 11
2.
11
No matter what the entrance age limit may be, the chi.ldren
who enter at the earliest possible age have more problems and achieve
less than those of equal IQ who enter at the top of the legal
entrance age range. 11
~-
-
-
-
-
-
-
-
l
--- -
-
--
-
-
___ ___
...).
~
14
3.
11
There is definite evidence that sex differences favoring
girls exist in small quantities and in various areas, but they are not
as great as the variation among boys as a group and among girls as
a group. 11
A review of twenty-four doctoral dissertations written between
1975 and 1960 confirms the advantage of late school entrance.
shown is the advantage that girls have over boys.
Also
Results are
presented in Table 1.
Rationale for Present Study
In spite of the research findings on the advantage of older
relative age at each school grade level, the impression exists among
parents that children should be entered in school at the earliest
possible age.
This position is sometimes supported by pediatricians
and school administrators.
Parents considering delayed school
entrance for young children are often uncertain in the face of
opposition from family, friends and professionals.
However, many parents do carefully consider the alternatives and
arrive at the decision for late entrance to kindergarten for their
children.
It seems likely that their perceptions of the effects of
this decision will have meaning to other parents.
The nursery school in which the present study was made supports
the position that children who are older for their grade level have
an advantage in their school experiences.
The nursery school also
maintains that young children, especially boys, are at a disadvantage.
Table 1
Analysis of Results of Studies of Late School Entrance
Results Favoring Late Entrance
Researcher
Grade Studied
Boys
Girls
Sex Not
Differentiated
Results Negative
to Late Entrance
'~
I
Haines (1975)
Grade 6
Higher achievement
Higher achievement
Evans (1975)
Grade 4
Inner city
Fewer behavior
problems
Fewest behavior
problems
Highest achievement
Bonnette (1975)
Grades 5, 6
Boys
Combined variables
(social, skeletal
maturity, age,
intelligence)
related to higher
achievement
,.I
~
I
l
I
Fleniken (1974)
Grades 1-4
Higher achievement
Highest achievement
Switzer ( 1973)
Grades 3-6
Higher achievement
Highest achievement
Whyte (1971)
Grades 1-8
Two racial
groups
Higher achievement
Less grade
retention
Higher achievement
Less grade
retention
1-'
U1
Results Favoring Late Entrance
Researcher
Grade Studied
Boys
Girls
Beattie {1970)
Grade 3
Sex Not
Differentiated
Results Negative
to Late Entrance
Higher achievement
Younger children
superior personal,
social development
Age little or no
effect on
achievement
Race, IQ, SES had
effect
Denoyer (1970)
Melvey (1970)
Grade 3
Higher achievement
Youngest boys least
likely to be
successful
Harrell (1970)
High school
graduates
Higher achievement Higher achievement
More attend college More attend college
Montgomery (1969)
Grades 6, 12
Greater educational
success
Greatest educational
success
Koch (1968)
Grades 1-6
Higher achievement
Less grade
retention
Higher achievement
Toqui nto (1968)
Grades 1-5
Higher achievement
Highest achievement Fewer retentions
Higher achievement
Oldest girls most
likely to be
successful
Effects vary
between schools
1-'
m
I
I-
Results Favoring Late Entrance
Sex Not
Differentiated
Results Negative
to Late Entrance
Clouser (1965)
Grades 1-2
Higher achievement
Preschool mental
age best predictor
Fehrle (1964)
Grade 4
Academically
talented
Higher achievement
(IQ controlled)
Researcher
Grade Studied
Boxs
Girls
I
I'
Gott (1963)
Grades K-6
Five ability
groups
Higher achievement
Higher achievement
More leadership
honors
Greater socialemotional
development
Ilika (1963)
Grades K-6
Higher achievement
Higher achievement
At grade
comparisons favored
late entrants
At age comparisons
initially favored
early entrants advantage eroded
with age
Younger achieve as
well as older
Bell ina (1963)
Grades 1-6
Howe 11 (1962)
Grades K-5
Higher achievement
Highest achievement
DeWitt (1961)
Grades 2-6
Higher achievement
Age more effect on
boys
Highest achievement
I
I
I·
I
~
.........
Results Favoring Late Entrance
Researcher
Grade Studied
Boys
Girls
Sex Not
Differentiated
Results Negative
to Late Entrance
Age significant at
readiness level
Higher achievement
until 5th grade
Younger at no
educational disadvantage by 5th
grade
I·'
Langerak (1960)
Weiss (1960)
Kindergarten
Higher achievement
in arithmetic and
language
Higher achievement
and adjustment
Higher achievement
and adjustment
Stokes {1960)
Grades 5-6
Intellectually
superior
Stauber (1960)
Grade 3
'
Age no effect on
sociometric status,
mental health,
attitude toward
school
Greater probability
of success in
reading
I,_
I
'
'
'
I
'
Many young successful readers
I
I,_
I
I
I
I
I
I
I
I
'
1-'
co
19
The nursery school does not formally test for readiness, suggest such
testing nor make specific individual recommendations.
The possibility
of an additional year at nursery school is presented as a viable option
but to as large an extend as possible parents are presented objective
information and they are encouraged to arrive at their own decisions.
An attempt is made to clarify the point that the advantage of increased
age does not mean that younger children cannot succeed.
Any decision
made by the parents is respected by the nursery school.
Nursery school administrators are confronted with the same
public attitudes about late kindergarten entrance as are parents.
Administrators, too, may be helped by knowing how parents view this
important decision as they look back through the years.
The present study attempts to answer the following questions:
(A) Are parents who choose to delay kindergarten entrance for
children who, because of the month of their birth, would normally
be among the youngest in their class satisfied 111ith their decision?
(.B} What do parents perceive to be the quality of their child's
response to school experiences following an additi.onal year of
nursery school and 1ate entrance to kindergarten?
CC)_ Do parents perceive that the quali'ty of the later school
experiences is affected by experiences received at nursery school?
(D) Do parents of late entering boys, as compared with parents
of girls, perceive school experiences differently?
-~·
-------..,.------------
_ .________ . ·
_).
. CHAPTER II
METHODOLOGY
The subjects in this study are 62 children who attended the
Methodist Church Nursery School in
years of 1963 and 1978.
subjects.
Burbank~
California between the
Four pair of siblings are included as
All of the children attended the nursery school during
the major part of the school year in which they were first eligible
for admission to kindergarten.
Some, but not
all~
of the children
attended nursery school for two or three school years.
All entered
kindergarten the school year immediately following their nursery
school experience.
Children in California are normally admitted to kindergarten
in September if they reach the age of five on or before December 2.
Children in this study reached the age of five at some time between
June 1 and December 1, but parents elected to have them remain in
nursery school until the following school year.
A search of the past nursery school records was made to identify
the subjects.
Seventy children, 59 boys and 11 girls, were found
(see Appendix A).
The distribution by month of birth, preceding from
youngest to oldest, is shown in Table 2.
It is easily seen that the
majority of subjects are children born between September 1 and
December 2, the last quarter of the school eligibility year.
A
total of 63 children, 90% of the total group, have birthdays after
September 1.
If they had entered school at the normal time they
would have been in the youngest quarter of their school classes.
20
A
<
-~-----~--
21
total of 7 children, 10% of the total group, have birthdays between
June 1 and August 30.
If they had entered school at the normal time
they would have been in the youngest half of their school classes.
Table 2
Month of Birth of Subjects
Boys
December
November
October
September
August
July
June
Total
2
29
13
Girls
0
9
1
9
0
4
0
0
0
2
59
1
11
Mailing addresses were located for 62 of the 70 families.
An
initial contact was made by telephone with many of the families in
order to confirm current address and to re-establish communication.
Questionnaires were mailed to the 62 families.
A cover letter,
personal note, and self-addressed stamped envelope were included
(see Appendix B).
Fo 11 ow-up phone ca 11 s were made to fami 1i es lflhen rep 1i es were
not received within a reasonable time period.
In a few cases a
second questionnaire with another personal note was mailed.
In one
instance a parent with a known neurological problem and resulting
difficulty in written expression was invited to respond through an
interview.
22
Questionnaires were designed with open-ended questions in order
to elicit a range of responses and to determine areas of importance
or concern as expressed by respondents.
Data derived from the questionnaire were used as follows:
A.
Parental satisfaction with the decision to delay kindergarten
entrance.
Data were derived from questions #2, #7 and #8 of the
questionnaire
#2.
How do you feel about your decision to give your child
an additional year of nursery school and to have him/her enter
kindergarten as a six year old?
#7.
Would you make the same decision again about giving
your child the additional year at nursery school?
#8.
What would you say to parents who are now making the
decision about age (about six years old) for entrance into kindergarten that you made for your child?
B.
Parental perceptions of the quality of the child s response
1
to later school experiences.
Data were derived from questions #1
and #4 of the questionnaire.
#1.
experience?
How did your child respond to his elementary school
In addition, if your child is now beyond elementary
school, what has been the quality of junior and senior high experiences?
#4.
Did the additional year of nursery school create
problems for your child?
If so, when? what?
23
C.
Parental perceptions of the ways in which nursery school
experiences carried over into later school experiences.
Data were
derived from questions #3, #5 and #6 of the questionnaire.
#3.
In what ways, if any, was the additional year of
nursery school helpful to your child?
#5.
Do you feel there was a relationship between the
nursery school experience and the initial kindergarten experience?
If so, in what ways?
#6.
Do you feel the nursery school experience has had a
continuing effect on your child s school experiences?
1
If so, in
what ways?
D.
Sex differences shown in the study.
the entire questionnaire.
Data were derived from
CHAPTER III
RESULTS
Sixty-two questionnaires were sent and all were returned.
i
Many
I
of the parents responded at length and with
enthu~iasm.
A few
parents included supplementary materials such as report cards, a
school picture, a newspaper clipping about a child's sports
activities, and the address of an additional child to be contacted.
A large number of respondents indicated that they were interested
in hearing the results of the study.
The returned questionnaires show that the children have proceeded
through the grades at the normal rate.
grade or accelerated.
education programs.
None has been retained in a
Two of the children are in ungraded or special
As can be seen in Table 3, the present grade
level of the 62 children ranges from kindergarten to college.
The
distribution is as follows:
Table 3
Present Grade level of Subjects
K 1 2 3 4 5 6 7 8 9 10 11 12
c
~
Total
Boys
4 4 8
4
5 8 3 6 4 0
2
0
1
1
1
51
Girls
1 0 4
0 1 1 0 0 1 1
0
0
0
1
1
11
62
K - kindergarten,
C - college,
24
Sp - special education
25
Parental Satisfaction with the Decision to
Delay Kindergarten Entrance
Question #2 asks:
How do you feel about your decision to give
your child an additional year of nursery school and to have him/her
enter kindergarten as a six year old?
The results appear below.
Table 4
Parents• Perceptions of the Advantage to Child
in Delayed Kindergarten Entrance
Decision is to child's advantage
Decision is questionable
Total
Number
Percent
61
1
62
98
2
100
Parents responded to questions about the correctness of their
child 1 s late entrance to kindergarten with overwhelming conviction,
only 2 percent questioning the decision.
There was positive
emphasis rather than tentativeness in the statements they made.
of the words repeatedly used to _describe feelings were "wise, 11
"good, 11 "happy, 11
11
Some
11
best, 11
glad," "positive." The comments included phrases
such as "firmly convinced, 11
11
Continually reaffirmed, 11
11
Smartest
thing we did, 11 11 0ne of the best decisions we have made for our child. 11
Only one parent now has any question about the correctness of the
decision.
-~
--~------~-------
-
.
.
~~---~-
26
A number of parents commented on the difficulty of the decision.
One parent reported:
11
1 did not have the support of my pediatrician
or elementary school in making this decision.
I wanted the nursery
school or someone to say 'He is not ready for kindergarten!'
would.
No one
I did not feel confident about my decision for about two
years ... Another parent replied:
11
lt was initially hard because
there was little information for us to go on.
It was definitely a
step of faith to venture away from what most parents have always
done. 11
Many parents elaborated on the reasons the decision for late
school entrance was advantageous to their child.
The categories of
response with the frequency of comments are shown be 1ow..
Table 5
Parents• Justification for Correctness of Decision
for Late School Entrance
Number of comments
General maturational advantage
Social, emotional advantage
Academic advantage
Increased coordination skills
Physical growth
16
13
8
4
3
It is apparent from the distribution of the comments that the
parents' satisfaction comes from their child•s overall adjustment
and not exclusively from academic achievement.
General maturity
and social, emotional development are suggested as advantages with
27
greater frequency than is academic achievement.
Growth in coordination
and perceptual abilities is mentioned by a few parents.
Parents of
three young boys who are small in stature mentioned the advantage of
a year•s physical growth.
Question #7 asks:
Would you make the same decision again about
giving your child the additional year at nursery school?
The results appear below.
Table 6
Decision for School Entrance Age that
Parents Believe They Would Make Today
Same decision would be made again
Yes, emphatically
25
Yes
33
Yes, probably
2
Number
Percent
60
97
2
3
62
100
Different decision would be made
Earlier kindergarten
1
Earlier special education 1
Sixty parents, 97% of the total group, would repeat the decision
for late school entrance if they were to decide today.
Many parents
strongly reaffirmed their belief in the correctness of the decision
for late entrance.
11
Definitely, ..
11
absolutely and 1 most certainly
11
11
would are typical responses to the question of repeating the
11
decision.
28
Only two parents were tentative about their decision.
One
parent indicated that the decision might have been different if the
child had not had a speech problem.
The other might reconsider on
the basis of the child's height.
The one parent who questions the value to her child in late
kindergarten entrance believes that she would now make a different
decision.
The decision was originally made to keep the child from
having to compete with an older sibling at the same grade level.
Social adjustment problems in junior high, which the parent believes
to be related to early physical maturation, outweigh the original
consideration.
One parent now wishes for earlier special education, but realizes
that a regular kindergarten program would have been a mistake.
From
the standpoint of the nursery school, conferences were held with the
parent at intervals throughout the child's nursery school experience
to help her recognize the existence of a learning problem.
Question #8 asks:
\~hat
would you say to parents who are now
making the decision about age·{about six years old) for entrance
into kindergarten that you made for your child?
The results appear below.
••.
.i.
--·--~-------_L--
.L_- --
----
29
Table 7
Advice to Other Parents on Delayed School Entrance
I would encourage others to do the same
I would ask others to gather information
and consider their child's needs
I would tell our experience if asked
Good idea if the nursery school is good
If everyone did, the advantage would be
gone
No response
Total
Number
Percent
33
53
24
39
3
2
1
1~
1
1!a
1!a
100
1
62
Consistent with the results previously shown which view late
school entrance favorably, 53% of parents would encourage others to
make the same decision.
The second largest group of responses, while
still positive to late entrance, has a slightly different emphasis.
Rather than giving direct advice, these parents imply that the
advantages of late entrance can be appreciated by those who take time
to consider.
Parents are most articulate in describing what they might say
to other parents considering late school entrance for their child.
They reflect on the values of the decision for their child, write
about school experiences they or other family members have had, and
ask others to reach their own decision rather than merely conforming
to the majority.
11
The descriptions carry feeling as well as meaning.
0ne more year before school will not hurt you, but one more
year before school will help the child for the rest of his or her
life. 11
30
11
! would tell them it's the best decision they could make for
their child.
I'm a teacher's aide and to see an early starter and
a late starter in school together is very sad ...
11
I'm outspoken on the subject and recommend it without qualifi-
cation for any boy, and maybe girl, born in September, October or
November ...
11
Sit down and make a list of advantages and disadvantages.
Examine motives for what you're doing and feeling ...
11
Children need to be where they feel comfortable.
If you
question that your child might not be, go to a kindergarten class
at your elementary school and picture your child in it.
Will he be
as anxious to go there every morning? ..
11
! wanted my child definitely ready for school because of the
stigma attached to a child who is labeled an 'early bird' from
kindergarten through second grade ...
11
lf there is any doubt I would keep my child out.
I was the
youngest student in my class for most of my school years.
as emotionally mature as the others.
I was not
I always seemed to be out of
step and not really ready for new experiences."
11
lt means a year of frustration and challenge for the parents,
but gives the child such a solid introduction to school that I think
it's worth it."
.. Naturally if everyone did it the advantage would be gone, but
as long as everyone doesn't I feel it's a terrific idea ...
- - - - - ---'- -
31
11
School is competition.
For some children giving them a little
edge just opens up the learning experience to being a very positive,
exciting thing.
11
And, a year of 'play• is a thing to be cherished. 11
1 think it can give your child the advantage of always being
ahead of the game and not a little behind it_.'
11
It seems to me that while there ar:-e good reasons for giving a
chilrl an extra year before starting school, the reasons against
forcing a seventeen year old out the door and into the 'unsheltered'
world are even more compelling.
I, too, started early to school.
Personable, intelligent children seem to be pushed ahead before their
time.
I was.
The extra year would have helped me."
The next results to be considered deal with parents' perception
of the quality of the school experience after the delayed entrance.
Parental Perceptions of the Quality of the
Child's Response to Later School Experiences
Question #1 asks:
school experience?
How did your child respond to his elementary
In addition, if your child is now beyond
elementary school, what has been the. quality of junior and senior
high experiences-?
The results appear below.
32
Table 8
Quality of Child s Response to Later School Experiences
1
Positive response to school
Slow beginning, increasingly positive
Negative response to school
Inconsistent response to school
Total
Number
Percent
51
82
5
3
3
8
62
100
5
5
The majority of parents, 82% of the total, perceive their child•s
initial adjustment to school as positive.
An additional five parents,
8% of the total, feel that adjustment improved over time.
Four of
'the five children who made slow beginnings are those with health or
perceptual disabilities that received early remediation.
The fifth
child is one described as .. socially immature, a follower, extremely
hyperactive .. throughout his elementary and junior high school years.
At the time of high school the family moved to a small town.
The
mother believes that the small school situation is to his advantage
and that he is now showing more social maturity.
The parents of only three children, 5% of the total, perceive
their child•s initial response to school as negative.
These three
children have learning disabilities that were unrecognized or
unremediated during nursery school and the early years of elementary
school.
Parents of three children reported that their child 1 s adjustment
was inconsistent.
One child did well in kindergarten, acquired a
33
11
bad boy 11 image in first grade which began to change in fifth grade.
A second child 11 did average work in elementary school, below average
in junior high, and is doing very well in his first year of high
school.
He has finally decided that school is important. 11 A third
child showed serious adjustment problems beginning in junior high.
Parents describe the quality of school experiences most
frequently in terms of the child's enjoyment of school or their
avera 11 rna turity.
A11 of the parents with children who are now in
kindergarten or grade one respond in this way.
Examples are:
11
He
likes school and is able to handle the new situations that arise. 11
11
He was anxious to begin school and is still enjoying it. 11
confident and secure about going to school. 11
11
Very
Even the child who
rides a bus to a special education program is described in this way:
11
He is happy getting on the bus to go to school.
He comes home
happy, excited and exhausted. 11
The enjoyment and good adjustment continue through school:
has always looked forward to school starting in the fall. 11
in the seventh grade and just loves it. 11
11
11
11
He
He is
Teachers report that he
is a fine student and an asset to his school. 11
11
She was chosen as
one of the two outstanding seniors for an award by the Chamber of
Commerce. 11
Academic achievement is the next most frequent category parents
use to describe the quality of their child's school experiences.
However, there are only about half as many comments about academic
success as there are about social and emotional adjustment.
The
34
range in achievement is from "outstanding academic performance" to
"scholastically average" to "still a slow learner."
The weight of
the comments is on the side of good achievement.
Very few parents relate physical size or physical growth to the
quality of school experiences.
A number of parents do comment on
their child's good coordination or advantage in sports.
A few
parents comment on physical problems which are related to learning
di sabi 1iti es.
Question #4 asks:
Did the additional year of nursery school
create problems for your child?
If so, when, what?
The results appear below.
Table 9
Problems to Child in Delayed Entrance to Kindergarten
No problems
No problems - however, child was
aware of age difference and some
explaining was done
· Previous enrollment in kindergarten
caused some embarrassment
Height or size of some concern
Advanced academic achievement is
potential problem
Total
Number
Percent
40
65
15
24
1
1
5
3
3
62
5
100
Nearly two-thirds of the parents reporting stated that no
problems were created by allowing their child an additional year of
nursery school followed by late entrance to kindergarten.
Included
35
in this number is the parent who now questions her decision and might
now opt for non-delayed entrance to kindergarten.
This response seems
inconsistent but is possibly explained by the parent's evaluation of
other factors which have contributed to her daughter•s problems.
An additional large group of parents report that even though no
problems exist in late entrance to kindergarten, explanations about
age are necessary.
At some point in time children become aware that
they are older than most or all of their classmates.
cate that they give simple, factual explanations.
Parents indi-
"I just tell him
that he is two years younger than his brother, and we thought it
best that they be two years apart in school."
"We simply told him
that children mature and are ready for school work at different ages.
We loved him and wanted him to do well in school so we gave him an
extra year to grow and get ready for it."
"Each time he mentioned
that he was older I would take the time to explain that he had not
been ready to go to kindergarten.
thinks nothing of it now."
•It was not his time.•
He
According to parents the need for
explanations lasts only a limited period of time.
A· few children entered and attended kindergarten for a few weeks
before their parents decided to have them return to nursery school.
The parents of only one child report any problems related to this
decision.
This child attended kindergarten until Christmas vacation
before, at his own request, he returned to nursery school.
When he
re-entered kindergarten the next year he experienced some discomfort
because of the remarks of his former classmates.
36
Being tall in comparison to classmates proves to be a minor
problem.
Although many children were known to be tall at the nursery
school age, only three parents mentioned height as a concern.
parents describe their disconcertedness as follows:
These
one child had
overcome the problem by third grade and now in seventh grade enjoys
being the oldest and the tallest; one child was less concerned than
the parent; one child's growth problems were a part of other developmental problems.
High academic achievement in relation to classmates is considered
a potential problem by three parents.
programs of individualized learning.
These parents see a need for
11
The problem, as I see it, is
getting the schools to provide individual, stimulating programs for
the children rather than lumping them academically without regard
for the emotional/social aspect of the student.
11
In some cases the schools have provided individualization.
11
He
is more advanced in most school subjects but the teachers have been
able to accommodate and challenge him.
They let him work ahead of
his grade level but remain with his contemporaries. 11
11
In many ways
he could handle the next grade level, particularly since many of his
classmates are slow achievers.
He has been •saved,• challenged and
inspired by good teachers and extra work.
a tutoring program and other
He takes part in orchestra,
activities.~~
Burbank schools do not provide classes for mentally gifted
minors.
However, some neighboring communities do.
Two children are
enrolled in such classes and parents see this as an advantage.
37
Another chi 1d, at teachers • requests, was tested for the mentally
gifted minors program three years in a row without ever scoring high
enough to participate.
The parent of this child feels that her son's
achievement in the classroom, as we11 as his leadership role with
his peers, is the result of increased age and maturity.
The next results to be considered deal with parents' perceptions
of the ways-nursery school experiences relate to later school
experiences.
Parental Perceptions of the Ways in Which
Nursery School Experiences Carried Over Into
Later School Experiences
Question #3 asks:
In what ways, if any, was the additional year
of nursery school helpful to your child?
Question #5 asks:
Do you feel there was a relationship between
the nursery school experience and the initial kindergarten experience?
If so, in what ways?
Question #6 asks:
Do you feel the nursery school experience has
had a continuing effect on your child's school experiences?
If so,
in what ways?
The responses to these questions show that parents value the
year at nursery school not only because it allows their child another
year to grow, but because it provides positive educational experiences
which have lasting effects.
38
Parents comment frequently on the additional year of nursery
school as a way of giving their child time.
for maturation and physical growth.
They see it as a time
It is a time to be enjoyed and
to learn without the pressures of more formal education.
Parents
remark:
"It gave him one more precious year to be a child."
11
It gave him a year to explore learning on his own without the
pressure to •be good or be right.
1
11
1
It gave him more time to grow at his own pace and become more
ready for elementary school.
11
111
11
A time to learn and grow without pressure - something so many
of us need."
A few parents see the time as valuable for their own learning
or satisfaction:
11
It gave me an extra year to learn how to work with and under-
stand my son.
His motivation is so different than his father's or
mine that I had to learn that he was not destined to be a drop-out.
The school did wonderful things for our relationship ...
11
It gave us a chance to discover and work on his perceptual
problems ...
11
Even though my son's problems are unique, I feel the extra
year in nursery school was invaluable
11
especially to me.
11
I loved letting him be a baby a little longer ...
Time was also valuable at the high school age.
One parent
commented that her son did not have to watch his classmates receive
39
their drivers licenses while he was still too young.
He was old
enough when they were.
Parents see nursery school as a way of giving their child time,
but as more than a year of waiting.
They comment that good beginnings
have a lasting effect, or that fun at nursery school shows that
school can be enjoyable.
They also see nursery school as providing
specific learning experiences which benefit their child during the
following school years.
Social and emotional development in nursery school is mentioned
by parents more frequently than any other area of learning.
Children
in nursery school are seen to learn to relate to other children,
to accept a teacher, and to be a part of a group.
As a part of the
socializat-ion process they gain confidence and positive self-concepts.
They learn to handle new situations:, accept differences in people
and to verbalize their feelings.
Parents believe these experiences
provide the foundation for success in elementary school.
Parents see that their children enter kindergarten "ready and
eager for learning experiences."
"After a successful three years
at nursery school he wanted to go on and he is still a 'goer.'"
Intellectual growth through nursery school experiences is seen
by parents as carrying through to the following school years.
"He
was more than ready for the Distar Reading Program in his kindergarten
because he had had the play experiences and readiness in preschool.
These play experiences are a necessary part of reading readiness."
"I somehow feel it is impossible for a child to be bored if he has
40
learned to draw from himself for motivation.
I think the nursery
schooJ encouraged decision making by the child, independent work
habits, completion of projects.
The last year of nursery school
helped develop the type of work-play habits that lead to successful
experiences in learning in school. 11
The final results to be considered deal with the differences
between girls and boys in the study and with differences in their
parents' perceptions of their school experiences.
Sex Differences
Table 10
Number of Girls and Boys in Study
Number
Percent
Girls
11
18
Boys
51
62
82
100
As shown above, the parents of boys chose to delay entrance to
kindergarten with much greater frequency than parents of girls.
There
were nearly five times as many boys as girls included in the study.
If a11 chi 1dren who attended nursery schoo 1 as five year o1ds had
been located, there would have been more than six times as many boys
as girls.
41
Table 11
Number of Girls and Boys with
Learning and/or Behavior Problems
Girls with learning disabilities
and/or behavior problems
Boys with learning disabilities
and/or behavior problems
Number
Percent of
Same Sex
4
36
6
12
These results seem to bear out that boys are much more readily
allowed late entrance to kindergarten, but girls who are allowed late
entrance have a greater percentage of learning problems.
No other differences between the sexes are apparent from the
parents 1 reports.
Some boys and some girls are high achievers.
Children of both sexes are reported as "enjoying learning" whether
or not they are at the top of the class academically.
Maturity,
and emotional adjustment are similarly reported .
social
•
Parents of boys and girls perceive their decision for late
kindergarten entrance to be correct for their child.
The benefits
believed derived from nursery school attendance are similar, although
only parents of .boys mention it as a year for physical growth.
·"'
Summary of Results
It may be seen that the questions asked at the beginning of this
study are answered as follows:
42
A.
Parents who choose to delay kindergarten entrance for
children young for their grade level are overwhelmingly satisfied
with their decision.
B.
A large majority of the parents of late kindergarten
entrants perceive a positive quality to their child's later school
experiences.
Only a few minor problems in relation to late entrance
are seen.
C.
Parents perceive a positive relationship between the
additional year of nursery school and later school experiences.
D.
Parents of late entering boys and girls perceive their
decision for late entrance and their child's later school experiences
similarly.
However, boys are more frequently allowed late entrance.
Girls who are allowed late entrance show a greater percentage of
learning and/or behavior problems.
CHAPTER IV
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
The parents of 62 children who chose to delay kindergarten
entrance for their children by one school year shared their perceptions of the correctness of their decision.
The parents made
the decision to delay school entrance in order to have their children
be older, rather than younger, than the majority of their classmates.
All of the children attended the Burbank Methodist Church Nursery
School during the year of delay and entered kindergarten the school
year immediately following their nursery school experience.
They
have proceeded through the grades at the normal rate with their
present grade level ranging from kindergarten to college.
Parental Satisfaction with Delayed Entrance
The reports from the parents clearly support the informal
impressions that preceded the study.
adhere to their original decision.
Parents enthusiasti-cally
They believe that the choice
for late kindergarten entrance has served their child well.
They
would not hesitate to repeat their decision or to tell others about
their experiences.
Some parents seem not only willing but anxious to pass their
stories along.
In some cases this seems to be related to the dif-
ficulty they experienced in reaching a decision.
Parents often find
that to delay kindergarten entrance is to act in opposition to
accepted practice and to oppose the advice of well-meaning friends
43
44
and relatives.
After reaching what is perceived as an uncommon
decision and finding it satisfactory, parents want to share and
recount their experiences.
Other parents want to share their stories because they see their
child's school experiences as a positive contrast to their own.
Some parents feel that they are still struggling to overcome the
effects of being young and immature at each grade level.
Their own
disadvantage in grade placement is somehow rectified by their
child's advantage.
The child's confidence and happiness validates
their decision about late kindergarten entrance.
It is of interest that the one parent who
doe~
question the
decision for late entrance has a daughter who matured physically at
an early age.
The mother comments:
11
It is hard to control body
feelings when you mature bodily before mentally. 11
For this reason
the parent would now have second thoughts about holding a girl back
in school.
Role of the Nursery School
Nursery school administrators can be supportive to families
contemplating the decision for late kindergarten entrance by making
the experiences of other families known.
Parents are looking for
this kind of support not only to reduce their own uncertainty but
to justify their decision to friends and family members.
Often a
child's mother must be sure enough of the decision to persuade her
45
husband to agree.
The high probability of long term satisfaction
with the decision can be an important factor in the deliberations.
Caution should be used in attempting to offer advice to parents
or to make the decision for them.
This study cannot be generalized
to predict what parents might perceive if the choice is not their
own.
It is well known that the act of making a decision may in
itself change the perception of the decision and later behavior
related to the decision (Festinger, 1957).
Although some parents
seem to want to be told what to do, it is more appropriate for
nursery school administrators to provide information, introduce
options and be supportive in the decision making process.
The fact
that the parents in this study have been responsible for their
decision may account for their ability to successfully communicate
the reasons for the decision to the child.
Effects of Late Kindergarten Entrance vs. Effects of Nursery School
Attendance
The effects of late entrance to kindergarten cannot be separated
from the effects of nursery school attendance in this study.
It
is not known what parents might perceive if they had not provided
nursery school experience for their child during the year of delay.
Neither can the amount of influence the nursery school has had on
the parents
1
thinking be measured.
The nursery school's standing
in the community, as well as its support of the practice of late
kindergarten entrance, may have influenced the results of the study.
46
Respect for the nursery school may have contributed to willingness
to delay kindergarten entrance as well as to continued belief in
the correctness of the decision.
The Nursery School in the Community
The 100% return of the questionnaires is indicative of the
good relationship between the nursery school and the families
involved.
Nursery school staff members are an integral part of
the community.
Most are long time residents of Burbank who take
part in many community activities.
The nursery school director,
the present researcher, has lived in the community and been at
the nursery school throughout the period of study.
There are, then,
many opportunities for ongoing, informal contacts between nursery
school staff and nursery school families which contribute to an
ongoing rapport.
For many families the period of close contact with the nursery
school has been maintained for a number of years while two or three
children have progressed through the school.
are included in this study.
Four pair of siblings
In two of these cases a third sibling,
not included in the study, has also attended nursery school.
Stability of Study Group
In addition to reflecting a good relationship between the
nursery school and the families involved, the complete return of
the questionnaire is an indication of the stability of the
47
.I
!
community.
A large majorfty of the children in the study are
presently attending school in the same school district where they
entered kindergarten (see Appendix C).
Many of the families have
not changed residences since their children were in nursery school.
Families that have moved have not moved frequently.
The children
have not often changed schools (see Appendix C).
The City of Burbank borders the City of Los Angeles but is a
separate entity.
feeling.
In many ways the city has a small town, community
Many of the nursery school families are second and third
generation Burbank families.
The families are predominantely
middle-class, Caucasian.
It is not known how the parents' established place in the
community and the children's continuity of experiences have affected
the results.
It seems likely that these factors would enhance the
quality of the children's school experiences and positively influence
parents' perceptions of their decision.
This is further reason for
caution in the interpretation and generalization of the results of
this study.
Parents from different socio-economic classes or with
different ethnic backgrounds may perceive their children's school
experiences in a different way.
Their expectations for their
children, as well as their measures of the children's success, may
be different.
The characteristics of the community, as well as. the
stabiHty of the fami lfes within the community, should be considered
by nursery school administrators before deliberating with parents
about delayed entrance to kindergarten.
48
Areas for Further Study
The study does not directly measure children's school adjustment
or achievement.
Success is seen only through the eyes of parents.
It is possible that interpretations made by the children, themselves,
would be different or even conflicting.
study.
This is an area for further
However, this study is justified in that parents, and not
children, must make the decision for late entrance to kindergarten.
The parents' feelings about the decision do have an effect on the
children.
Another area for further study is with the group of parents
who considered late kindergarten entrance for their children but
chose against it.
During the period of the study parents of 210
children (93 boys and 117 girls) have rejected late entrance to
kindergarten.
These children, with birthdays ranging from September 1
to December 2, entered kindergarten near the time of their fifth
birthday.
Informally it is known that some parents had regrets and
held children back in school at later ti·mes.
One parent waited
until the child had completed elementary school and provided a
supplementary experience in a different school before the promotion
to junior high school.
Others made the decision to hold children
back one grade level when they were still in elementary school.
more formal study with this group of parents would be desirable.
A
49
Parents'
Reports of Academic Achievement
The study shows that parents are satisfied with the decision to
delay kindergarten entrance even though the children show a range
in academic achievement.
Not every late entrant excels academically.
Many do, but a range of abilities and achievements is acknowledged
by parents.
Parents seem able to evaluate their child's response
to school in relation to their child's individual ability and
temperament.
Some parents believe that the decision for late
entrance a 11 ows their chi 1d to achi eve excellence.
Others be 1i eve
that the decision helps thetr child to keep up with classmates.
The mother of an educationally handicapped thirteen year old girl
believes that the nursery school experiences bolstered her daughter
against later frustrations.
She says that her daughter remembers
nursery school as "the best school I ever went to."
In all cases
parents be 1i eve that their child's: age-grade p1acement enhances
the opportunity for success.
Parents Descriptions of Effects of Late Entrance
Parents describe the benefits to their child in late entrance
to kindergarten more frequently in terms of maturity, social and
emotional adjustment, and enjoyment of school than in terms of
academic achievement.
They believe that their children would have
had less satisfying school experiences if they had entered at an
earlier age.
Parents also perceive that their child's enjoyment of
school and "readiness to learn" leads to academic success.
50
Few problems to the child are reported to come from late
entrance to kindergarten.
Nearly two-thirds of the parents report
that no problems were created.
Another quarter of the parents
report that no problems were created, but during a period of time
explanations about age were necessary.
These explanations seem to
be easily handled by the parents involved.
The few parents who
indicate a concern related to the child's late entrance also indicate
the relatively minor nature of the concern.
Parents' Descriptions of Effects of Nursery School Attendance
Parents describe the benefits to their child derived from
nursery school attendance in similar terms to those used in describing
the benefits of late entrance to kindergarten.
The year at nursery
school gave time for maturation and the opportunity for social and
emotional development.
As confidence and positive self-concept
increased, eagerness and desire to learn also increased.
The
opportunity to learn without pressure or competition is frequently
mentioned as a
n~rsery
school value which may be related to childrens'
later enjoyment of learning.
Sex Differences
The study shows that the parents of boys delay entrance to
kindergarten with far greater frequency than the parents of girls.
However, parents of boys and parents of girls express equal satisfaction with their decision.
It is significant that the proportion
51
of learning disabilities and behavior problems in girls who are
late kindergarten entrants is three times higher than in boys who
are late entrants.
This finding is in sharp contrast to the
significantly higher incidence of problems usually found in boys
in the general school population (Bentzen, 1966).
This would seem
to indicate that nursery school administrators working with parents
considering late kindergarten entrance for girls should be alert
to the possibility of special educational needs.
Age as a Criterion for Admission to Kindergarten
The overall results of the study show that age as a criterion
for admission to kindergarten should be considered flexibly and
conservatively.
Children in this study entered kindergarten a year
after the date on which they first became eligible for admission.
Parents are satisfied with ·this age-grade placement.
Importance of Study
Much of the importance of this study is in making the experience
of a group of parents available to others.
Parents with children
having birthdates near the dividing line for entrance to kindergarten
must make a decision about school entrance which will have a
continuing impact on their child's school experiences.
Many parents
have little acquaintance with others who have gone through similar
.deliberations.
Some parents are not aware that a choice may be made.
The parents included in this study want to share their experiences
with others.
It is likely that many others want to hear.
52
The premises underlying this study would differ if schools
provided individualized learning.
If each child were able to progress
though school at his/her own rate, in relation to his/her own
abilities, without thoughtles.s comparison to others, then the age
at school entrance would be unimportant.
Until such time, late
entrance to kindergarten is worthy of consideration.
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Abbott, M. S. & Crane, J. S. Assessment of young children.
of School Psychology, 1977, ~ (2}, 118-128.
Ames, L. B. Is Your Child in the Wrong Grade?
and Row, 1966.
New York:
Journal
Harper
Beattie, C. Entrance age to kindergarten and first grade: Its
effect on cognitive and affective development of students.
ERIC 133 050, 1970.
Beik, A. K. Physiological age and school entrance.
doctora 1 dissertation, Clark University, 1913.
Unpublished
Bentzen, F. Sex ratios in learning and behavior disorders.
Elementary Principal, 1966, 46 (2), 13-17.
National
Braga, J. L. Analysis and evaluation of early admission to school
for mentally advanced children. Journal of Educational Research,
1969, 63, 103-106.
Cedoline, A. A Parents Guide to School Readiness.
Academic Therapy Publicati'ons, 1972.
San Rafael, Calif:
Choppin, B. H. The relationship between achievement and age.
Educational Research, 1969, 12 (3), 22-29.
Clarke, H. H. & Drowatzky, J. N. Mental, social and physical
characteristics of boys underaged and modal-aged in elementary
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Cronback, L. J. Educational Psychology.
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New York:
Harcourt, Brace
DeVault, M. V., Ellis, E. C., Vodicka, E. M., &Otto, H. J. Underage
First Grade Enrollees: Their Achievement, Personal and Social
Adjustment. Austin: The University of Texas, 1957.
Durkin, D. After ten years: Where are we now in reading? The
Reading Teacher, 1974, 28 (3), 262-267.
Festinger, L. A Theory of Cognitive Dissonance.
University Press, 1957.
Stanford:
Gesell, A. &Amatruda, C. S. Developmental Diagnosis.
Paul B. Hoeber, Inc., 1948.
53.
Stanford
New York:
54
Goodlad, J. I. Alternative Schooling:
Education, 1977, 66 (1), 84-86.
Language and meaning, Today•s
Gredler, G. R. Readiness for school: A look at some critical issues.
Clark, M. M. &Milne, A. (Eds.) Reading and Related Skills.
London: Ward Lock Educational, 1973.
Gredler, G. R. A look at some important factors in assessing
readiness for school. Journal of Learning Disabilities, 1978,
11 (5)' 284-290.
Green, D. R. & Simmons, S. V. Chronological age and school entrance.
Elementary School Journal, 1962, 63, 41-47.
Halliwell, J. W. Reviewing the reviews on entrance age and school
success. Clarizio, H. F., Craig, R. C., &Mehrens, W. A. (Eds.),
Contemporary Issues in Educational Psychology. Boston: Allyn
and Bacon, 1970.
Hedges, W. D. When Should Parents Delay Entry of Their Child into
the First Grade. Gainesville, Florida: The Florida Educational
Research and Development Council, Inc., 1976.
Hedges, W. D. At what age should children enter first grade: A
comprehensive review of the research. ERIC 152 406, 1978.
Hunt, J. MeV. The role of experience in the development of competence.
Hunt, J. ~kV. (Ed.), Human Intelligence. New Brunswick, New
Jersey: E. P. Dutton and Co., 1972.
Ilg, F. L. Overplacement: The problem that doesn•t have to be.
Teacher, 1972, 90 (1), 16-25.
Ilg, F. L., &Ames, L. B. School Readiness: Behavior Tests Used at
the Gesell Institute. New York: Harper & Row, 1978.
Johansson, B. A. Criteria of School Readiness.
&Wiksell, 1965.
Stockholm:
Almquist
Kaufman, A. S. Piaget and Gesell: A psychometric analysis of tests
built from their tasks. Child Development, 1971, 42, 1341-1360.
Kephart, vJ. B. Prekindergarten screening clinics.
1974, 55, 459.
Phi Delta Kappan,
Kerr, A. S. Month of birth, age and early school performance.
Educational Research, 1973, ~' 232-234.
55
Kulberg, J. M., & Gershman, E. S. School readiness: Studies of
assessment procedures and comparison of three types of programming
for immature 5-year olds. Psychology in the Schools, 1973, 10
410-420.
Levenson, D.
Where do they belong? Teacher, 1977, 94, 54-56.
Lidz, C. S. Issues in the psychological assessment of preschool
children. Journal of School Psychology, 1977, ..!§. (2), 129-140.
Miller, W. D., &Norris, R. C. Entrance age and school success.
Journa 1 of Schoo 1 Psycho 1ogy, 1967, §_ (1), 47-60.
Moore, R. S., &Moore, D. N. Better Late Than Early: A New Approach
to Your Child's Education. New York: E. P. Dutton and Co.,
1975.
Pauly, F. R. Sex differences and legal school entrance age.
of Educational Research, 1951, 45, 1-9.
Pidgeon, D. A. Date of birth and scholastic performance.
Research, 1965, 8 (1), 3-7.
-
Journal
Educational
Reynolds, M. C. (Ed.). Early School Admission for Mentally Advanced
Children. Washington, D.C.: Council for Exceptional Children,
N.E.A., 1962.
Simon, M. D. Body configuration and school readiness.
Development, 1959, 30, 493-512.
Child
Weber, E. Early Childhood Education: Perspectives on Change.
Worthington, Ohio: Charles A. Jones Publishing Co., 1970.
Weininger, 0. Ready or not: Some psychological aspects of readiness
iri relation to learning effectiveness. Education, 1972, ~.
141-146.
Wendt, R. N.
effort?
Kindergarten entrance assessment: Is it worth the
Psychology in the Schools, 1978, ..!§. (1), 56-62.
Zeitlin, S. Kindergarten Screening.
C. Thomas, 1976.
Springfield, Illinois:
Charles
REFERENCE TO DOCTORAL DISSERTATIONS
CITED IN TABLE 1
Beattie, C. C. Chronological entrance age as it relates to ·primary
school achievement and personal and social development of the
student. Ball State University, 1970.
Bellino, R. D. Mental and educational growth patterns in relation
to school entrance age. Boston University School of Education,
1963.
Bonnette, V. R. Comparisons and relationships between the academic
achievement of fifth and sixth grade boys classified by chronological, social and skeletal age. Northwestern State University
of Louisiana, 1975.
Clouser, J. 0. The influence of chronological age at the time of
entrance to first grade on the achievement of first and second
grade children. The Pennsylvania State University, 1965.
Denoyer, R. A. A study of the effect of age and sex on school
achievement in grades three, six, seven and nine. Southern
Illinois University, 1970.
DeWitt, B. F. An analysis of the effect of chronological age as a
factor in achievement in the elementary school. State University
of Iowa, 1961.
Evans, W. R. School entry age, and future adjustment and achievement
of inner city children. The University of Connecticut, 1975.
Fehrle, C. C. The effect of sex and chronological age on achievement
of the academically talented pupils in the elementary school.
State University of Iowa, 1964.
Fleniken, D. W. A longitudinal study of academic achievement in
terms of age of entry into first grade. The Louisiana State
University and Agricultural and Mechanical College, 1974.
Gott, M. E. The effect of age difference at kindergarten entrance
of achievement and adjustment in elementary school. University
of Colorado, 1963.
Haines, D. B. An analysis of the effect of school entrance age on
sixth grade students. The University of Akron, 1975.
56
57
Harrell, R. E. A study to determine the effect of the beginning age
on the scholastic achievement and gradepoint averages of students
who have graduated from Bartlesville schools. The University
of Tulsa~ 1970.
Howell, J. G. The effect of school entrance age on later achievement
in the elementary school. Colorado State College, 1962.
Ilika, J. Age of entrance into the first grade as related to
scholastic achievement. The University of Michigan, 1963.
Koch, D. A. Kindergarten entrance age as a factor in school progress
in selected school districts in Camden County. Columbia
University, 1968.
Langerak, R. W. Sex and school entrance age as factors related to
certain skills achievement. The University of Nebraska
Teachers College, 1960.
Melvey, G. R. Entrance age and its implications for the instructional
program of the primary· school. The University of North Dakota,
1970.
Montgomery, D. B. Effects of extreme variations in chronological
age related to entrance within grade levels· on success in
education. Colorado State College, 1969.
Stahuber, F. Kindergarten entrance age as related to success in
reading. Rutgers University, 1960.
Stokes, E. H. The relationship of school entrance age to sociometric
status, mental health, and school attitudes in intellectually
superior children. North Texas State College, 1960.
Switzer, E. L. A longitudinal study comparing the academic achievement of boys and girls with respect to age at school entrance.
University of Wyoming, 1973.
Toquinto, J. J. A study of the relationship of chronological age
at the time of entrance to first grade to subsequent academic
achievement in the elementary schools of area three of the
Montgomery County, Maryland, public schools. The George
Washington University, 1968.
Weiss, R. G. The validity of early· entrance into kindergarten: an
experimental study of the achievement and adjustment of bright
and socially advanced early-age kindergarten children in a middle
class surburban community. New York University, 1960.
58
Whyte, R. A. A quasi-longitudinal study of the relationship of age
of school entrance to achievement and retention. The University
of Michigan, 1971.
APPENDIX A
SUBJECTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
Boy/Girl
Birthdate
Boy
Girl
Boy
Boy
Boy
Boy
Boy
Girl
Boy
Boy
Girl
Boy
Boy
Boy
Boy
Boy
Boy
Boy
Boy
Boy
Boy
Boy
Boy
Girl
Boy
Boy
Boy
Boy
Boy
11/19/58
11/24/58
11/30/60
10/28/61
6/20/62
11/24/62
11/27/62
11/23/63
9/6/64
10/21/64
10/30/64
11/1/64
11/7/64
11/9/64
11/20/64
8/2/65
9/6/65
9/18/65
9/23/65
9/23/65
10/12/65
10/18/65
11/6/65
11/30/65
10/4/66
10/17/66
10/24/66
11/18/66
12/1/66
Present
Grade
Response to
Questionnaire
College
College
12
Response
Response
Response
Address Unknown
Address Unknown
Response
Response
Response
Response
Address Unknown
Response
Address Unknown
Response
Response
Response
Address Unknown
Response
Address Unknown
Response
Response
Response
Response
Response
Response
Address Unknown
Response
Response
Response
Address Unknown
10
10
9
8
8
8
8
8
7
7
7
7
7
7
Ungraded
6
6
6
59
60
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
Boy/Girl
Birthdate
Present
Grade
Boy
Boy
Boy
Boy
Boy
Boy
Boy
Girl
Boy
Boy
Boy
Boy
Girl
Boy
Boy
Boy
Boy
Boy
Boy
Girl
Boy
Boy
Boy
Boy
Girl
Girl
Boy
Boy
Boy
Boy
Girl
Boy
10/8/67
9/6/67
9/30/67
10/11/67
10/16/67
11/8/67
11/11/67
11/23/67
11/30/67
10/2/68
10/31/68
11/8/68
11/8/68
11/20/68
11/25/68
6/20/69
8/11/69
11/28/69
11/30/69
6/1/70
8/2/70
9/14/70
11/1/70
11/3/70
11/5/70
11/12/70
11/14/70
11/15/70
11/19/70
11/22/70
11/24/70
9/6/71
5
5
5
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
2
2
2
2
2
2
2
2
2
2
2
2
Ungraded
Response to
Questionnaire
Response
Response
Response
Response
Response
Response
Response·
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
Response
61
62.
63.
64.
65.
66.
67~
68.
69.
70.
Boy/Girl
Birthdate
Boy
Boy
Boy
Boy
Boy
Boy
Girl
Boy
Boy
11/3/71
11/3/71
11/19/71
11/27/71
8/29/72
10/12/72
11/1/72
11/19/72
12/1/72
Present
Grade
1
1
1
1
K
K
K
K
K
Response to
Questionnatire
Response
Response
Response
Response
Response
Response
Response
Response
Response
APPENDIX B
November 10, 1978
Dear
Hello from the Methodist Church Nursery School. Your child is no
longer in nursery school but you have not been forgotten. I continue
to remember children from years past, and this helps me with the
present.
I need some help from you. Your child was one of our students who
attended nursery school as a five year old and who entered kindergarten as a six (or almost six) year old. I am doing a follow-up
study of these children to see what their later school experiences
have been. Insights you share will be helpful to me as I talk with
present day nursery school parents. My study is being done within·
the time limits of a course I am taking at Cal State University
Northridge. Consequently, I need your prompt reply.
I will appreciate it if you will fill out the enclosed questionnaire
briefly and honestly. Please return it to me just as soon as you can.
No names will be used in the summary I compile.
Thank you for your participation. I am looking forward to hearing
from you. If you are interested in my findi'ngs,. please make a note
on your questionnaire, and I will be happy to share them with you.
Sincerely,
Deane Phinney, Director
514 East Delaware Road
Burbank, CA 91504
Attachment:
Stamped Return Envelope
62
63
Parent information about school experiences (elementary, junior high,
senior high) of children who attended Burbank Methodist Church Nursery
School as five year olds and entered kindergarten as six year olds.
Name of Parent Giving Information
-----------------------------Child's Name
Names will be kept
------------------------confidential
Child's Birthdate
--------------------Child's present grade in school
------------------Names of schools attended
----------------------------------------
1.
How did your child respond to his elementary school experience?
In addition, if your child is now beyond elementary school, what
has been the quality of junior and senior high experiences?
2.
How do you now feel aoout your decision to give your child an
additional year of nursery school and to have him/her enter kindergarten as a six year old?
3.
In what ways, if any, was the additional year of nursery school
helpful to your child?
64
4.
Did the additional year of nursery school create problems for your
child? If so, when? what?
5.
Do you feel there was a relationship between the nursery school
experience and the initial kindergarten experience? If so, in
what ways.
6.
Do you feel the nursery school experience has had a continuing
effect on your child's schoo 1 experiences? If so, in what ways?
7.
Would you make the same decision again about giving your child
the additional year at nursery school?
8.
What would you say to parents who are now making the decision
about age (about six years old) for entrance into kindergarten
that you made for your child?
APPENDIX C
Table C1
Stability of Study Group as Shown by Number of Children
Remaining in School District Where They Entered Kindergarten
Number
Percent
52
84
20
16
100
Children rema1n1ng in school district
Burbank
38
Glendale
7
Los Angeles
6
Other
1
Children moving out of district
Move to another city
Move to another state
6
4
62
Total
Table C2
Stability of Study Group as Shown by Number of
Schools Attended Following Nursery School
Present School Grade
Number of
Number of Schools
3
4
5
Subjects 1
2
Elementary School
44
Junior High School
13
Senior High School
3
High School Graduate
Total
2
62
65
31
11
2
7
4
2
1
2
2
31
18
8
4
1