Stanford Study: Research shows Later startng Kinders (6 year old in K) are Better Able to Self-Regulate

Stanford research show regulation benefits for late entry Kindergarten. 

February 23, 2017

By Carrie Spector

GSE faculty explore ways to help students take on the challenges of the kindergarten classroom.

It’s that time of year for families of preschoolers: kindergarten enrollment. This milestone can be fraught with uncertainty for parents who question whether their child is prepared—socially, academically or otherwise.

What does being ready for kindergarten look like? Researchers at Stanford Graduate School of Education (GSE) have investigated this issue from all angles, offering strategies for parents and teachers to help make the transition a smooth one.

Clear expectations

First, it’s wise for parents to get a handle on what exactly will be expected of children in their particular classroom.                                                                                                                       

Full article found here: https://ed.stanford.edu/news/ready-or-not-stanford-researchers-weigh-kindergarten-preparedness

Can Kinders Catch Up?

Can a child who starts kindergarten with few reading or math skills catch up?

Teacher Maryellen Whittingham was worried about Giuliana Tapia, 5, who entered her kindergarten class at the Telesis Academy in West Covina far behind other students, unable to recognize letters or sing the alphabet.

(Mark Boster / Los Angeles Times)

By TERESA WATANABE

NOV. 27, 2016

 

8:25 AM

Giuliana Tapia was way behind her classmates.

She was just 5 years old, starting kindergarten at Telesis Academy of Science and Math in West Covina.

At a kindergarten screening two months before her first day, she happily chattered about her dog Toodles, her favorite color pink, her Santa Claus pajamas, her nickname Gigi, her outings with dad to see SpongeBob SquarePants movies.

But many of her 21 classmates already knew most of the alphabet, colors and shapes. Two of them could even read all 100 words — at, the, there, like — that kindergartners are expected to know by the end of the year.

About half had been to preschool; Giuliana had not.

“I don’t know,” she said when she was asked to identify letters on a sheet of paper. 

Kindergartner Giuliana Tapia struggles to write her name on the first day of school in Maryellen Whittingham’s class at the Telesis Academy. 

(Mark Boster / Los Angeles Times )

Then, anxiously, “But that’s OK, right?”

Giuliana is not atypical of Latino children, who have the lowest rates of preschool attendance among all racial and ethnic groups. A 2015 UC Berkeley study of 4,550 children nationwide found that although Latino children showed roughly the same level of language comprehension as their white peers at 9 months old, four-fifths had fallen up to 5 months behind by the time they were 2.

The study found that only 28% of the Mexican American mothers who spoke English at home, as Giuliana’s mother does, read to their children daily, compared with 59% of white mothers.

No preschool. No daily stories read out loud. Could Giuliana catch up?

To read full story follow this link:  http://www.latimes.com/local/california/la-me-ln-kindergarten-expectations-adv-snap-20161109-story.html

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