NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ698488
Record Type: Journal
Publication Date: 2004
Pages: 11
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0278-3193
The Socio-Affective and Academic Impact of Early Entrance to School
Gagne, Francoys; Gagnier, Nadia
Roeper Review, v26 n3 p128 Spr 2004
How well do early school entrants adjust socio-affectively when compared to their regularly admitted peers? Despite numerous publications on the subject, much controversy remains, mainly because of methodologically fragile studies. To assess the impact of a new early entrance policy in Quebec, 36 kindergarten and 42 Grade 2 teachers who had at least one early entrant in their class ranked all their students on four bipolar dimensions (conduct, social integration, academic maturity, and academic achievement). Data were collected for 98 early entrants and 1,723 regularly admitted children. The results revealed no substantial differences between the two groups, but a low correlation between age and adjustment among regularly admitted students. A semi-qualitative analysis showed that the teachers judged a significant percentage of early entrants less than well adjusted; perhaps explaining to a large extent the continuing resistance from educators and parents. Still, boys and the youngest among regularly admitted students were the two populations found much more at risk for social-emotional problems than early entrants.
Roeper Review, P.O. Box 329, Bloomfield Hills, MI 48303. Tel: 248-203-7321; e-mail:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada