This article reports on the results of a study in which performances of kindergarten tasks by early entrants to kindergarten and regular-age entrants were compared at the end of the school year. The need for research-based criteria for success in kindergarten for males and females is explored. (DF)

Research suggests that children should be kept at home until 8 to 12 years old, then begin attending school. Attitudes toward parents, peers, and school can be improved and children can learn more effectively when taught physically, academically, and socially at home in their early years. (PGD)

Research on early childhood education, child development, and school readiness is used to support the argument that formal schooling for children under 8 or 10 years old is less desirable than home-based instruction. Research on neurophysiology, social-emotional development, cognitive development, school entrance age, parental potential, and other…

Reports on a study of the role of pupil age in scholastic performance among 4,123 Maltese primary-age students. Finds a strong and consistent age effect in Maltese, English, and mathematics achievement in three grade levels. Also finds that girls consistently outperformed boys in the three subjects. (CFR)

This monograph presents information to help educators consider how to determine the best age for each child to begin his or her formal schooling. Trends in state requirements for school entrance age are described, and research in areas such as mental age, reading readiness, child development, screening instruments, and experimental preschool…