Portal de Periódicos da CAPES

Early Entrance to Kindergarten: An Alternative to Consider

1997; Taylor & Francis; Volume: 12; Issue: 1 Linguagem: Inglês

10.1080/15332276.1997.11672862

2470-9565

Ken W. McCluskey, K. Jane Massey, Philip A. Baker,

Early Childhood Education and Development

AbstractThe Lord Selkirk School Division #11 (Selkirk, Manitoba, Canada) had a kindergarten early admission policy in place for well over two decades. Thus, educators there had an opportunity to monitor and rate the progress of early entrants for 24 years. In each four-year block for students admitted from 1970 through 1990, performance improved over time. Specifically, an analysis of the longitudinal data indicates that early entrants received significantly higher ratings after their grade 5 year than they did at the end of kindergarten. Additional informationNotes on contributorsKen W. McCluskeyKen McCluskey, Ph.D., has more than 20 years experience as a teacher, educational psychologist, and special educator. Since 1975, he has served with Lord Selkirk School Division and has also taught a variety of courses, both graduate and undergraduate, for the Universities of Manitoba and Winnipeg. McCluskey's research areas of interest include nonverbal communication, cross-cultural differences, and enrichment and talent development. He is author of more than fifty professional articles and co-author or editor of ten books. (Address: Ken McCluskey, Director of Special Programs/Projects, Lord Selkirk School Division #11, Human Resource Centre, 211 Main Street, Selkirk, Manitoba RIA 1R7, Canada; Phone: (204) 785-8224 or 785-8294; Fax: (204) 482-3033. All authors may be reached by e-mail at: hrcadmin@sirnet.mb.ca)K. Jane MasseyPhilip A. Baker, M.Ed., has been a classroom teacher in open and closed areas, a teacher in special education classrooms, a resource teacher, principal, psychologist, and coordinator of special services. At present, he is serving as Psychologist for the Interlake School Division. Baker's areas of interest include gifted education, learning disabilities, math enrichment, and cooperative discipline. He has co-authored several journal articles and books, and taught courses for Red River Community College, the University of Manitoba, and The University of Winnipeg. (Address: Phil Baker, Psychologist, Interlake School Division #21, 170 Second Avenue North (PTH #67). Stonewall, Manitoba ROC 2Z0, Canada; Phone: (204) 467-5100; Fax: (204) 467-8334)Philip A. BakerJane Massey, M.Ed., began her career as a Speech/Language Pathologist. For the last several years she has served as Assistant Coordinator of Special Services at Lord Selkirk School Division. She has also taught special education classes and designed district-wide programs for profoundly handicapped youngsters. Her areas of interest include augmentative/alternative communication, language development, early entrance programs, and pragmatics or social language. (Address: Jane Massey, Assistant Coordinator of Special Services, Lord Selkirk School Division #11, Human Resource Centre, 211 Main Street, Selkirk, Manitoba RIA 1R7, Canada; Phone: (204) 785-8224 or 785-8294; Fax: (204) 482-3033)