NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833986
Record Type: Journal
Publication Date: 2005
Pages: 21
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1350-293X
Early versus Late Entry to Preschool: The Effect on the Child's Language Development
Umek, Ljubica Marjanovie; Kranjc, Simona; Fekonja, Urska
European Early Childhood Education Research Journal, v13 n2 p111-131 2005
As part of a larger Slovene longitudinal study on the impact of the preschool institution on the child's development and his or her school achievements, effects of the age at entry to preschool on children's language were explored. The sample included 82 children, who were divided into two groups depending on their age at entry to the preschool institution: group A consisted of children who entered preschool at approximately 3 years, and group B those who entered preschool at approximately 1 year of age. Children's language competences were assessed using a "Language Development Scale" and a "Story Telling Test" at Time 1 (the average age 38 months) and at Time 2, one year later (the average age 50 months). Early entry to preschool was found to have no negative effects on children's language competences in toddlerhood. Children who entered preschool at an early age told more coherent stories than those who started attending preschool at 3 years of age. Effects of maternal educational level and the child's gender on language competences were also assessed. Children whose mothers had a higher level of formal education showed higher language competences than those whose mothers had less education. No significant effect was found of children's gender on language expression, comprehension, or storytelling. The obtained results were interpreted in the light of the Slovene preschool curriculum, a national document providing guidelines for educational work in preschool institutions, and of current practice observed in Slovene preschool institutions. (Contains 3 tables, 4 graphs and 3 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Slovenia