Predicting early grade retention: A longitudinal investigation of primary school progress in a sample of rural South African children

Liddell, Christine; Rae, Gordon

doi:10.1348/000709901158596

Cited by 68 publications

(42 citation statements)

References 30 publications

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“…Some researches indicate that school readiness is associated with learning, attending to school, developing further skills and academic success or failure (Jaramillo & Tietjen, 2001;Pianta & McCoy 1997;Reynolds 2001;Rouse, Brooks-Gunn, & Mclanahan, 2005 obtained from applications showed that children develop a positive attitude towards school and their academic skills increase (Liddell & Rae, 2001;Stith, Gorman, & Choudhury 2003;Nonoyama, Tarumi, & Bredenberg, 2009).…”

Section: Introductionmentioning

confidence: 99%

Preschool Children’s School Readiness

Pekdoğan¹,

Akgül²

2016

IES

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The purpose of this study is to examine preschool teachers' perspectives about children's school readiness. Qualitative and quantitative research methods were used in the study as a mixed method research. Data, in the quantitative aspects of the research, were collected through the use of "School Readiness Form" developed by Boz (2004) and "School Readiness Checklist for 5-6 Age Children" developed by the researchers; from 204 preschool teachers. In the qualitative part of the research, open-ended questions were asked for preschool teacher to determine their opinions about children's school readiness. While findings obtained from quantitative aspect revealed that there is a relationship between the skills that children must have and their school readiness; in the qualitative part of the research participants presented an opinion that academic, social communication skills, maturity, communication with parents and the developmental areas have an effect on children's school readiness. In the study, qualitative and quantitative findings were coincided. Some recommendations are made in terms of findings.

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Section: Introductionmentioning

confidence: 99%

Preschool Children’s School Readiness

Pekdoğan¹,

Akgül²

2016

IES

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“…Though the evidence supporting early childhood education in developed countries is strong, it cannot be assumed that this evidence translates directly to the context of sub-Saharan African countries. However, several recent studies conducted in Kenya, Zanzibar and Uganda (Malmberg, Mwaura, & Sylva, 2011;Mwaura, Sylva, & Malmberg, 2008); Botswana (Taiwo & Tyolo, 2002);South Africa (Liddell & Rae, 2001); and Guinea and Cape Verde (Jaramillo & Tietjen, 2001) support the argument that ECE is just as important in preparing African children for later academic success as it is for those living in the developed world.…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Education, Child Development and School Readiness: Evidence from Zambia

Zuilkowski¹,

Fink

Moucheraud

et al. 2012

SAJCE

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While early childhood education has received increasing attention in the developing world in recent years, relatively little evidence is available from sub-Saharan Africa on its effects on child development and subsequent school enrolment. We use a prospective case-control design to evaluate the developmental impact of a community-based early childhood center in an urban area in Zambia. Comparing 40 children attending the center to 40 children not attending the center from the same community, we find that center attendance was associated with significantly better performance in an assessment of task orientation, and was also weakly associated with increased letter familiarity. We also observed higher performance among center students on tests of receptive language and pencil-related fine motor skills. These associations were, however, smaller and not statistically significant. We conducted a follow-up one year after the initial assessment, when children were seven years old and should have been in first grade. At follow-up, 27% of non-attendees were not yet enrolled in primary school, compared to just 11% of center students, suggesting that participation in early education encourages a timely transition into first grade.

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“…In the past, because of fiscal considerations, many provincial Departments of Education in China (and other developing countries) abolished retention or set maximum limits on the percentage of students in each cohort who could be retained during their primary school years (Guangming Daily, 2000;Liddell and Rae, 2001). For example, in Gansu province in China, primary school principals were instructed to retain no more than 3% of the students in any of the six grades that constitute elementary education (Guangming Daily, 2000).…”

Section: Introductionmentioning

confidence: 99%

Does taking one step back get you two steps forward? Grade retention and school performance in poor areas in rural China

Chen¹,

Liu²,

Zhang³

et al. 2010

International Journal of Educational Development

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Predicting early grade retention: A longitudinal investigation of primary school progress in a sample of rural South African children

Abstract: Results corroborate those of developed world studies, in showing that early academic achievement is a strong predictor of retention. In addition, they highlight the importance of early curriculum mastery--rather than broader cognitive skills--for smooth progression through school.

Cited by 68 publications

References 30 publications

Preschool Children’s School Readiness

Preschool Children’s School Readiness

Early Childhood Education, Child Development and School Readiness: Evidence from Zambia

Does taking one step back get you two steps forward? Grade retention and school performance in poor areas in rural China

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