A study examined the kindergarten placement decisions of elementary school principals and the extent to which the grouping patterns persisted into the first grade. Subjects, 555 nonpreschool attenders who were enrolled in kindergarten at 22 elementary schools, were randomly selected from each strata of low, medium, and high student eligibility for…

This paper, one of several written for a comprehensive policy study of early childhood education in Illinois, examines and summarizes the literature on the problems of young children in adjusting to starting school full-time and describes the nature and extent of their difficulties in relation to statewide educational policy. The review of studies…

This study investigated (1) the amount of time mothers spend with preschoolers in specific activities related to cognitive development and the level of intensity of contact shared between mother and child during these activities; (2) sociodemographic variables which influence mothers' time spent with children; and (3) relations between mothers'…

This paper discusses research findings concerned with the reemergent recognition of the role of the father in early childrearing, the attitudes these fathers have towards their parenting role, and the identifiable impact they have on their progeny. Following a brief review of the literature on (1) how the American culture prepares boys for…

Tests for the very young child must be nonverbal, and must be fairly brief, inexpensive, and reasonably simple to score and administer. This annotated bibliography represents a selected sample of 109 tests for children aged two through six. The selection covers most of the areas assessed in early childhood programs, including intelligence,…

This dissertation investigates the patterns of intellectual growth and academic achievement of children who experienced similar elementary school education and differed in cultural group membership and socioeconomic status (SES). The subjects of this study were 271 junior high students in the Lincoln, Nebraska public schools who had been in…

A project to evaluate the effectiveness of 14 preschool centers in combining the services of family, community, and professional resources in a program to increase children's school readiness and potential for academic success involved eight hundred 3- and 4-year-olds and their parents. Meetings were held to teach parents to reinforce children's…

This report presents evaluative information on the 1973-74 John Burroughs Montessori Pre-School Program, a project which successfully adapts the Montessori method to the public school setting. Specifically, the report describes: (1) the program in terms of its objectives and philosophy; (2) the characteristics of participants in the program; (3)…

The Responsive Environment Program for Spanish American Children (REPSAC) is a group educational program for "high risk" (of low birth weight and with various handicaps) Spanish American children. It aims to provide successful experiences for these children in both English and Spanish language learning and in improving cognitive and…

This review of educational research pertaining to school readiness criticizes the current movement towards earlier schooling for children. Research findings in any one of a number of areas suggest the undesirability of schooling for 3-, 4-, and 5-year-olds. Four areas of study investigated in this review which support the above hypothesis are…

A 3-month study at Mission Neighborhood Family Center and at Telegraph Hill Social Center surveyed questions as related to the experience of these "family schools" with young immigrant families (Central and South American, Caribbean, Chinese, Filipino, French, Irish, Italian, Mexican, Scandinavian, Slavic, Spanish, and Samoan): How can…

The predictive validity of six tests of academic readiness were determined for Anglo, Black, and Mexican American first-grade children from middle and lower socioeconomic status (SES) homes. The tests were most valid for Anglos; least for Blacks; and more valid for middle than for lower SES children. (Author/GDC)

Reports longitudinal data on the link between the affective quality of the mother-child relationship and school-relevant cognitive performance. Sixty-seven mothers and their children participated in the first (preschool) phase of the study; 47 mothers were included in a follow-up when children were 12 years old. (Author/BN)

Contrasts a child not ready for school with a child who is developmentally prepared to enter school and argues that if all school systems could administer and interpret the results of a developmental examination, the number of unhappy children, special needs children, and grade overplaced children would be greatly reduced. (HOD)

This report is an initial effort to describe efforts of a number of states that are seeking to create statewide systems of high-quality pre-kindergarten services, as well as some of the progress they have made in doing so. Focusing on the efforts of a sample of eight U.S. states, it examines the policy choices that states have made when…