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Identifier	Thesis 2057
Author	Scheer, Betsy D.
Title	At what age should a child begin school? : the mathematical performance of early entrant kindergarteners
Publisher	Central Connecticut State University
Date	2009
Resource Type	Master's Thesis
Notes	The age a child should be when beginning formal education has become a focus of interest. How old should a child be? Is there a correlation between age and performance on mathematical strategies? Kindergarten programs have become more knowledge and skill oriented; therefore, they include less time for play (Wolf & Kessler, 1987). Is a four year old child developmentally equipped for this rigor? This thesis attempts to determine if there is a significant difference in the mathematical performance of children who begin school at an earlier age. This research was conducted in seven public elementary schools in a city in central Connecticut. The seven schools were chosen based on their similar, socio-economic levels. The yearly mathematical assessment scores of 157 third graders were used in the research. The third graders were divided into two groups based on their age when beginning kindergarten. These two groups were then divided into two groups based on gender. The scores of each tri-annual mathematical assessment from kindergarten to grade three, were then analyzed to detect if a significant difference between the groups existed. It was concluded by statistical analysis that children, especially boys, who begin school after the age of five, score higher on mathematical achievement assessments. The mean scores were significantly higher for the children born in the winter months and significantly lower for the children born in the fall. The significance existed for both girls and boys.
Subject	Mathematics -- Study and teaching (Primary) -- Evaluation Readiness for school School age (Entrance age)
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734364
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