Revisiting the Age-Old Question: What Are the Effects of Relative Age and Gender on Young Children in School Settings?

Abstract

This review of current literature revisits the “age-old question” of whether relative age and gender differences affect school readiness and success. An integrated and holistic understanding of readiness is postulated whereby every child is viewed as ready and able to learn, with parents, educators, and communities being responsible for nurturing optimal development and appropriate assessments accommodating for age and gender differences. Findings from numerous studies exploring the effects of age and gender on social/emotional, behavioural, and cognitive/academic skills are described. Recommendations are suggested regarding potential changes in school entry, instruction, and evaluation policies and the need for further research.

The Relative Age Effects in Educational Development: A Systematic Review

“…Grouping by semester, facilitating mobility between the two groupings [48]; • Making tests more flexible, in two ways: first, by assessing children when they are exactly the same relative age, first the relatively older and then the relatively younger. Second, by standardizing test scores by relative age, comparing individual children with the scores of their peers [49]; • Promote late entry to relatively younger children [50]; • Implement educational strategies to avoid diminishing the self-esteem of students with low academic performance due to relative age [51].…”