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Building Better Communities for Children: Community Implementation and Evaluation of the Australian Early Development Index
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Sayers, Mary; Coutts, Melissa; Goldfeld, Sharon; Oberklaid, Frank; Brinkman, Sally; Silburn, Sven – Early Education and Development, 2007
Since 2004 the Australian Early Development Index (AEDI) has been completed in 54 Australian communities over seven states and territories on more than 30,000 children. A concurrent systematic evaluation of community implementation and use of the AEDI was undertaken that included both a process and impact component. The purpose of this paper is to…
Descriptors: Community Services, Children, Foreign Countries, Early Childhood Education
Age of Entry to Kindergarten and Children's Academic Achievement and Socioemotional Development
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Early Education and Development, 2007
Research Findings: Data on more than 900 children participating in the National Institute of Child Health and Human Development Study of Early Child Care were analyzed to examine the effect of age of entry to kindergarten on children's functioning in early elementary school. Children's academic achievement and socioemotional development were…
Descriptors: School Entrance Age, Kindergarten, Academic Achievement, Emotional Development
Why Delay Kindergarten Entry? A Qualitative Study of Mothers' Decisions
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Noel, Andrea M.; Newman, Joan – Early Education and Development, 2003
This descriptive qualitative study offers insight into how mothers decide to delay kindergarten entry. Analyses of interviews reveal that the fifteen mothers in this study could be classified into two groups. One group based the decision on variables associated with their children, usually something problematic. Mothers in the second based the…
Descriptors: Kindergarten, Mothers, Decision Making, School Entrance Age
The Incidence of Delayed School Entry: A Twelve-Year Review.
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Brent, Donna; And Others – Early Education and Development, 1996
Examined the incidence of delayed kindergarten entry in a suburban school district over a 12-year period. Results indicated that there had been a significant increase in the number of children who had delayed school entry. Significantly more males than females delayed kindergarten entry, and the majority of children delaying school entry had…
Descriptors: Age Differences, Early Childhood Education, Kindergarten, Longitudinal Studies
Reconsidering School Readiness: Conceptual and Applied Perspectives.
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Crnic, Keith; Lamberty, Gontran – Early Education and Development, 1994
Notes that achieving school readiness for all children by the year 2000 will require a reconceptualization of the concept of readiness. Reviews some of the relevant history of readiness as an area of inquiry, and details the issues surrounding readiness, including school readiness versus learning readiness, and chronological age of entry versus…
Descriptors: Age Differences, Child Development, Early Childhood Education, Educational Change
Comparative Evaluations of Early Intervention Alternatives: A Response to Commentaries by Guralnick and Telzrow.
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White, K. R.; And Others – Early Education and Development, 1994
Clarifies details of research design and procedures in response to critiques of six longitudinal comparative studies from the Early Intervention Research Institute. The institute's investigations examined the effects and costs of early intervention for children with disabilities. (BB)
Descriptors: Comparative Analysis, Developmentally Appropriate Practices, Disabilities, Early Childhood Education
Kindergarten Educational Policies: Separating Myth from Reality.
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Siegel, Donna F.; Hanson, Ralph A. – Early Education and Development, 1991
Profiles current kindergarten policies and practices concerning six issues. Issues include (1) school entry age; (2) length of school day; (3) placement criteria; (4) retention practices; (5) beginning reading instruction; and (6) teaching strategies and instructional resources. Reviews research on policy alternatives and identifies the optimum…
Descriptors: Age Grade Placement, Beginning Reading, Board of Education Policy, Developmentally Appropriate Practices