A five-year longitudinal study examined initial placement decisions of six Virginia districts with junior kindergarten programs. Relationships between placement into regular or junior kindergartens, and socioeconomic status, ethnicity, gender, and age are analyzed. Young, poor boys were more likely than members of other groups to be placed in…

Argues that "redshirting" in kindergarten (or maintaining children in grade) can be a positive intervention if (1) the concept is used to enhance ability rather than underline failure and (2) the time periods children spend in the primary grades are made more flexible (to accommodate children's different rates of mastering skills). (KS)

Examined the effect of several variables on children's academic readiness at the end of kindergarten. Results indicated that age of entry into school and number of years in preschool predicted academic readiness. Children who entered preschool by age four scored higher on readiness measures than those who entered at age five. (BC)

Assessed the reading and mathematics abilities of kindergartners and first graders in the fall and spring of the school year. Found that younger first graders made as much progress over the year as older first graders and more than older kindergartners. Findings demonstrated that entrance age was not a good predictor of learning or academic risk.…

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…

Provides rationales based on current research for extending the length of kindergarten school day and for lowering entrance age to four years. Considers a variety of environmental and educational factors. A holistic view of these educational changes is suggested so that the long-range impact on the child, the school, and the elementary school…

Reviews research on the academic performance of early entrants, noting that damaging consequences for children who are not developmentally mature may continue throughout their school careers. Suggests possible ways to reduce the magnitude of the "unready" child's problem. (KS)

Presents issues concerning kindergarten, Grade one and Grade two curriculum content, which is now more academically oriented than 30 years ago. Using examples drawn from teaching experience, discusses related issues of school entrance age, the ungraded K-2 classroom, beginning reading instruction, and parent involvement. (NH)

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…

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…

Discusses four educational methods designed to deal with the risk of kindergarten failure. Methods include increased provision of prekindergarten programs; adoption of a later school entrance age; a developmental placement system; and a continuous progress plan with multi-age groupings. (BB)

Discusses background information, research, and educational implications related to kindergarten readiness. Topics that receive particular attention are testing, placement, and curricular practices and age of entry into school. (BB)

Describes ways in which well-intentioned efforts to protect young children from inappropriate school practices have had the opposite effect. Readiness testing, retention, transition classes, tracking, and increased entrance age are discussed. Alternative strategies are proposed. (BB)

Compares case studies of early childhood education in schools in Germany and Ireland. Both schools emphasize the importance of children's emotional-spiritual development, but while Irish children are already in formal education, German schooling defers beginning of formal learning. Concludes that more teacher interaction with children in German…

Reviews research concerning the effects of retention of kindergarten and first grade students and alternatives to such retention. (BB)