Effects of kindergarten retention for at-risk children’s psychosocial development
| Autor: | Bieke De Fraine, Gudrun Vanlaar, Machteld Vandecandelaere, Eric Schmitt, Jan Van Damme |
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| Rok vydání: | 2014 |
| Předmět: |
Longitudinal study
Aggression media_common.quotation_subject education 05 social sciences Self-esteem 050301 education Erikson's stages of psychosocial development Experimental and Cognitive Psychology Child development Education Developmental psychology Propensity score matching behavior and behavior mechanisms Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences medicine.symptom Psychology 0503 education Psychosocial At-risk students 050104 developmental & child psychology media_common Clinical psychology |
| Zdroj: | Educational Psychology. 36:1354-1389 |
| ISSN: | 1469-5820 0144-3410 |
| DOI: | 10.1080/01443410.2014.950194 |
| Popis: | Kindergarten retention is a popular practice for children who are considered unready for primary school. However, past research has not yet succeeded to find consistent, strong empirical evidence supporting the practice. In the current study, kindergarten repeaters’ development in nine psychosocial domains is compared with that of equally at risk but (1) continuously promoted age-mates and (2) promoted age-mates who repeated first grade instead. Analysing data from a large-scale longitudinal study using propensity score matching and multilevel modelling, the findings reveal no harm of kindergarten retention for at-risk children’s long term psychosocial development. Rather, we find that, relative to equally at-risk but continuously promoted children, kindergarten repeaters benefit from retention with respect to higher levels of well-being, and peer relations, and lower levels of hyperactivity, aggression and asocial behaviour. Compared to similar children who were promoted but who were retained in first gr... |
| Databáze: | OpenAIRE |
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