Masters Theses

Date of Award

8-1993

Degree Type

Thesis

Degree Name

Master of Science

Major Professor

Lester N. Knight

Committee Members

Phyllis Huff, Arnold Davis

Abstract

The purpose of this study was to examine kindergarten entrance age as it relates to academic, social-emotional, and physical development in kindergarten children. It was hypothesized that: (1) kindergarten children who are older upon entering school exhibit greater achievement in reading and math than kindergarten children who enter younger, (2) kindergarten children who are older upon entering school achieve more success in social and emotional adjustment than kindergarten children who enter younger, and (3) kindergarten children who are older upon entering school are physically more ready for the formal school day than kindergarten children who enter younger.

Twenty-two subjects were randomly placed in a kindergarten class in Roane County, Tennessee. Kindergarten subjects were pre and post evaluated with the Brigance K & 1 Screen. Kindergarten subjects' social-emotional functionings were evaluated by parents and teacher with a teacher developed observation survey form. The Tennessee Comprehensive Assessment Program was used at the end of grade one to assess academic achievement. Absences from grade one were used to assess physical readiness. The Brigance K & 1 scores, the TCAP scores, parent and teacher observation surveys, and school absences data were grouped by the subjects' entrance ages (younger, average, and older entrants).

A one way analysis of variance (ANOVA) was performed on Brigance K & 1 and TCAP scores and the number school absences. No significant difference in achievement was found between the three groups (younger, average, and older entrants). The older entrants showed significant more absences (p≤.01) than average and younger entrants. Percentages were used to compare sixteen social-emotional items on the teacher and parent observation surveys between younger, average, and older entrants. No major pervasive differences were found between groups in social-emotional development. It was concluded that age of entrance to kindergarten had no significant effect on achievement, social-emotional development, or physical readiness.

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