Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/64132
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dc.contributor.authorLarsen, Sallyen
dc.contributor.authorLittle, Callieen
dc.date.accessioned2024-12-12T02:55:16Z-
dc.date.available2024-12-12T02:55:16Z-
dc.date.issued2020-08-13-
dc.identifier.citationThe Conversation, p. 1-4en
dc.identifier.issn2201-5639en
dc.identifier.urihttps://hdl.handle.net/1959.11/64132-
dc.description.abstract<p>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.</p> <p>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.</p> <p>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.</p>en
dc.languageenen
dc.publisherThe Conversation Media Group Ltden
dc.relation.ispartofThe Conversationen
dc.rightsAttribution-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/*
dc.titleShould you hold your child back from starting school? Research shows it has little effect on their maths and reading skillsen
dc.typeJournal Articleen
dcterms.accessRightsUNE Greenen
local.contributor.firstnameSallyen
local.contributor.firstnameCallieen
local.relation.isfundedbyARCen
local.relation.isfundedbyARCen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Psychologyen
local.profile.emailslarsen3@une.edu.auen
local.profile.emailclittl21@une.edu.auen
local.output.categoryC3en
local.grant.numberDP120102414en
local.grant.numberDP150102441en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeAustraliaen
local.format.startpage1en
local.format.endpage4en
local.access.fulltextYesen
local.contributor.lastnameLarsenen
local.contributor.lastnameLittleen
dc.identifier.staffune-id:slarsen3en
dc.identifier.staffune-id:clittl21en
local.profile.orcid0000-0001-5742-8444en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/64132en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleShould you hold your child back from starting school? Research shows it has little effect on their maths and reading skillsen
local.output.categorydescriptionC3 Non-Refereed Article in a Professional Journalen
local.relation.urlhttps://theconversation.com/should-you-hold-your-child-back-from-starting-school-research-shows-it-has-little-effect-on-their-maths-and-reading-skills-132874en
local.relation.grantdescriptionARC/DP120102414en
local.relation.grantdescriptionARC/DP150102441en
local.search.authorLarsen, Sallyen
local.search.authorLittle, Callieen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/28e6fe45-2a5d-4d07-9fb7-0c8eb9bc5c80en
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.published2020en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/28e6fe45-2a5d-4d07-9fb7-0c8eb9bc5c80en
local.fileurl.openpublishedhttps://rune.une.edu.au/web/retrieve/28e6fe45-2a5d-4d07-9fb7-0c8eb9bc5c80en
local.subject.for2020390201 Education policyen
local.subject.for2020390302 Early childhood educationen
local.subject.seo2020160101 Early childhood educationen
local.profile.affiliationtypeUNE Affiliationen
local.profile.affiliationtypeUNE Affiliationen
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School of Education
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