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ERIC Number: ED088941
Record Type: Non-Journal
Publication Date: N/A
Pages: 23
Abstractor: N/A
Reference Count: N/A
Cognitive Results Based on Different Ages of Entry to School: A Comparative Study.
Austin, Gilbert R.; Postlethwaite, T. Neville
This review is a secondary analysis of work done by the International Association for the Evaluation of Educational Achievement (IEA). It concerns the subject areas of mathematics, reading comprehension, and science. The main thrust of this analysis was to look for a possible relationship between age of entry into pre-formal school education programs and achievement as measured by these IEA tests at ages 10 and 13. The principal findings suggest that there may be a specificity of effect between early entrance into school and greater achievement in mathematics; this is not true in reading comprehension or science. It is suggested by the authors that gain in achievement based on early education may in fact be due to the sensory motor experiences which are so commonly part of early childhood education programs. It is further suggested that the carefully planned and sequenced curriculum approach to teaching mathematics may have an effect here. The research also examined the commonly held phenomenon of the home background of the child being a very important contributor to his academic success in school. (Author)
Publication Type: N/A
Education Level: N/A
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Language: N/A
Sponsor: N/A
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