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The early entrance option: Academic and social/emotional outcomes
Author(s) -
Braymen Rebecca K. F.,
Piersel Wayne C.
Publication year - 1987
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198704)24:2<179::aid-pits2310240214>3.0.co;2-q
Subject(s) - psychology , pessimism , social emotional learning , maturity (psychological) , academic achievement , developmental psychology , epistemology , philosophy
Abstract This review examines how early kindergarten entrants fare academically and socially/emotionally in their schooling. In general, the literature is pessimistic about academic achievement and social/emotional adjustment of early entrants. The exception to this seems to be when screening procedures are required to identify children with exceptional ability and to eliminate from early entrance children likely to have adjustment difficulties. Typically, the screening battery includes measurements of academic readiness, social/emotional maturity, and a physical examination, followed by a trial entrance period. Much additional research is needed to identify variables that will add significantly in predicting future school success of early entrants. However, rather than predicting which children will fit the educational system, a more effective use of educational research would be investigation into developing educational programs that are flexible in meeting the needs of each child.