Inclusion and the Practice of Repeating Kindergarten in Australia

Autor/inn/en	Daniel, Graham R.; Wang, Cen
Titel	Inclusion and the Practice of Repeating Kindergarten in Australia
Quelle	In: Australian Journal of Learning Difficulties, 22 (2017) 1, S.57-69 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2017.1367152
Schlagwörter	Inclusion; Grade Repetition; Kindergarten; Learning Problems; Behavior Problems; School Readiness; Receptive Language; Language Skills; Early Intervention; Hyperactivity; Foreign Countries; Longitudinal Studies; Social Development; Emotional Development; Predictor Variables; Mothers; Mental Health; Parent Attitudes; Student Characteristics; Family Characteristics; Correlation; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Inklusion; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Lernproblem; Readiness for school; School ability; Schulreife; Rezeptive Kommunikationsfähigkeit; Language skill; Sprachkompetenz; Hyperaktivität; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Entwicklung; Gefühlsbildung; Prädiktor; Mother; Mutter; Psychohygiene; Elternverhalten; Korrelation; Statistische Analyse; Australien
Abstract	International evidence indicates there may be little or no academic benefit for children who are retained, and the possibility of negative long term socio-emotional outcomes for these children. Drawing on data from the nationally representative Longitudinal Study of Australian Children (n = 4464), this paper provides an Australian perspective on the practice of grade retention, specifically investigating repeating the Kindergarten year. Our results indicated that nearly half of grade retention occurring by Year 6 occurs in the Kindergarten year, the main reasons being related to learning and behavioural difficulties. The analyses identified a number of child and family factors associated with grade retention, the strongest predictors being maternal mental health and parental receptive language concern, with school readiness, receptive language skills, and child hyperactivity also relevant factors. The paper considers implications for early intervention to support children's academic trajectories through school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01