While states have developed policies around a cut-off date for kindergarten entrance, some parents chose to have their child enter kindergarten before this date (Early Entrance) as an acceleration technique, or hold the child back from entering, a practice termed Redshirting, to allow for greater maturity and increased achievement in relation to…

There are contrasting results of the association between center-based care attendance and child development, mainly related to how the time of entry and permanence in the program relates to developmental outcomes. Using latent class analysis in a nationally representative sample of Chilean children between 6 and 35 months old (n = 3,992), and…

This study aimed to investigate the effects of kindergarten enrollment age on four-year-old Chinese children's early cognition and problem behavior using multilevel models. The sample comprised of 1,391 pre-school children (the mean age is 4.58 years old) from 74 kindergartens in six different provinces. The results demonstrated curvilinear…

Data from 102 of 108 local education authorities in England showed a trend toward earlier admission to school (age 4). Provision of appropriate conditions for four-year olds had been a low priority in many districts. Factors influencing the trend included government policy, funding changes, and lack of high-quality preschool facilities. (SK)

A review of literature on the effects of age of entry to infant schools showed that a majority of studies found differences in performance between the oldest and youngest children. One large-scale study determined that preschool education is an overriding factor in performance. (Author/SK)

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…

Explored perceptions of school readiness among preschool and kindergarten teachers, principals, and parents. Found participants experienced tensions related to their readiness views: conflict between personal teaching/learning philosophies and state expectations; pressure placed upon children, teachers, and families for children to perform; and…