Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/64132
Title: Should you hold your child back from starting school? Research shows it has little effect on their maths and reading skills
Contributor(s): Larsen, Sally  (author)orcid ; Little, Callie  (author)
Publication Date: 2020-08-13
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/64132
Abstract: 

Whether to hold a child back from starting school when they are first eligible is a question faced by many parents in Australia each year.

If you start a child at school too early, there's a fear they may fall behind. But many working parents may wish to send their child to school as soon as they are eligible. Some data from NSW indicates children from more advantaged areas are held back more often than their less advantaged peers. And boys are more likely to be held back than girls.

We compared the NAPLAN reading and numeracy results of children who were held back with those who were sent to school when first eligible. Our results — published in the journal Child Development — suggest delayed school entry does not have a large or lasting influence on basic reading and maths skills in middle primary and lower secondary school.

Publication Type: Journal Article
Grant Details: ARC/DP120102414
ARC/DP150102441
Source of Publication: The Conversation, p. 1-4
Publisher: The Conversation Media Group Ltd
Place of Publication: Australia
ISSN: 2201-5639
Fields of Research (FoR) 2020: 390201 Education policy
390302 Early childhood education
Socio-Economic Objective (SEO) 2020: 160101 Early childhood education
HERDC Category Description: C3 Non-Refereed Article in a Professional Journal
Publisher/associated links: https://theconversation.com/should-you-hold-your-child-back-from-starting-school-research-shows-it-has-little-effect-on-their-maths-and-reading-skills-132874
Appears in Collections:Journal Article
School of Education

Files in This Item:
2 files
File Description SizeFormat 
openpublished/ShouldYouLarsen2020JournalArticle.pdfPublished version814.49 kBAdobe PDF
Download Adobe
View/Open
Show full item record
Google Media

Google ScholarTM

Check


This item is licensed under a Creative Commons License Creative Commons