Search results for "school entry"
showing 4 items of 4 documents
Relative age at school entry, school performance and long-term labour market outcomes
2015
This article examines the impact of relative age at school entry on school performance, educational attainment and labour market outcomes later in life. We find that the advantages of maturity at school entry are short-lived with relative age having no impact on the years of formal education, adulthood earnings or employment. Our findings are consistent with the view that assumes modest maturity effects in countries where formal education begins late and there are no ability-differentiated learning groups at initial grades. peerReviewed
Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine
2014
This longitudinal study compares developmental changes in psychosocial functioning during the transition into school of children with and without dyslexia. In addition, it examines the effects of gender and family risk for dyslexia in terms of the associations between dyslexia and psychosocial functioning. Children's psychosocial functioning (social skills, inattention and externalizing and internalizing problems) was evaluated by their parents at ages 4, 6 and 9, and diagnosis for dyslexia was made at age 8 (in grade 2). The findings indicated that children with dyslexia were already rated as having poorer social skills and being more inattentive than were typical readers before their entr…
Children’s beliefs concerning school transition
2016
This study examines preschoolers’ beliefs concerning their transfer into primary education. Data from 1386 Finnish preschoolers were obtained using interviews with parents at the end of the children’s preschool year. The qualitative content analysis revealed categories, which encompassed peer relationships, relationship with teacher, learning, formal schoolwork, informal activities, comfortable school entry and no concerns. The results indicated that children’s beliefs concerning their prospective school entry centred on maintaining and making friendships, and that children possessed both negative and positive expectations about their relationship with their future teacher. Both girls and b…
Early temperament and age at school entry predict task avoidance in elementary school
2016
This study examined the role of temperament, prereading skills, and age at school entry in the development of Finnish children's task avoidance. Teachers rated the task-avoidant behavior of 198 participants in kindergarten and twice in Grades 2 and 3. Parents rated the children's temperament at age 3 and children's prereading skills were measured at age 5. The results showed that, on average, the level of children's task avoidance remained the same from kindergarten to Grade 2 fall, but decreased from Grade 2 fall to Grade 3 spring. A low task avoidance level was predicted by good prereading skills, high effortful control, and high negative affectivity. Low surgency predicted a decrease in …