ERIC Number: ED082840
Record Type: Non-Journal
Publication Date: 1970-Oct
Sex Differences in Effects of Kindergarten Attendance on Development of School Readiness and Language Skills. Research Report #10.
This study investigated the relative effects of kindergarten experience for boys and girls, based on considerable evidence that there is a developmental difference between the sexes around 5. Emphasis is in the areas of language and readiness skills, which are traditionally not evaluated until the end of kindergarten. Groups of 93 boys and 89 girls, matched for chronological age, were tested with the Metropolitan Readiness Test and the Illinois Test of Psycholinguistic Abilities during the summer before their 5th birthday and again 1 year later. One group attended kindergarten during the year; the other did not. Analysis of results indicates that 5-year-old girls are superior to boys in language and readiness skills prior to kindergarten entrance. Kindergarten programs, however, have a differential effect on gains in these skills for the sexes, as the experience led to greater positve changes for boys than for girls. This finding is discussed in terms of an interaction between developmental readiness and educational programs. It is concluded that goals and practices of early childhood education programs must be re-evaluated, with greater stress on sex differences and flexible entrance and promotion policies. (DP)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children.
Identifiers - Assessments and Surveys: Illinois Test of Psycholinguistic Abilities; Metropolitan Readiness Tests