Entering Kindergarten [microform] : A Portrait of American Children When They Begin School. Findings from the Condition of Education, 2000 / Nicholas Zill and Jerry West
- Bib ID:
- 5676777
- Format:
- Book and Microform
- Author:
- Zill, Nicholas
- Online Version:
- https://eric.ed.gov/?id=ED448899
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2001
- 39 p.
- Summary:
-
With the launch of the U.S. Department of Education's Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, measures of knowledge, skills, health, and behavior of a large and nationally representative sample of American Kindergartners are available. Drawing on data from the study, this report provides a portrait of kindergarten children in the areas of reading, mathematics, and general knowledge, as well as noncognitive aspects of school readiness. The report details: (1) what a typical child knows at school entry; (2) what the typical child's health and behavior are like at school entry; (3) what factors help account for variations in knowledge, health, and behavior at school entry; (4) what sex-related differences in school readiness exist for kindergartners; (5) what family background characteristics affect children's skills and knowledge; and (6) how risk factors affect noncognitive aspects of school readiness. Among the findings are the following: (1) most children know their letters and can count more than 10 objects; (2) most are in very good to excellent health, though some experience developmental difficulties; (3) most are reasonably well behaved and exhibit a positive approach to classroom tasks; (4) some have advanced skills while others lag behind; (5) age is a factor in variations in knowledge, health, and behavior; (6) girls and boys have similar skills, although girls are slightly ahead in reading; (7) more boys experience developmental difficulties; (8) girls are more prosocial and less prone to problem behavior; (9) nearly half of all entering kindergartners come from families with one or more risk factors in the areas of parental education, socioeconomic status, and family structure; (10) minority children are more likely to be at risk; (11) risk factors are linked to poorer child health; (12) at-risk children are less likely to be socially adept and more likely to be aggressive; and (13) fewer at-risk children have a positive attitude toward learning activities. (Contains 40 references.) (HTH)
- Notes:
-
- Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free); Web site: (Home page) http://www.nces.ed.gov; Web site: (Electronic Catalog) http://www.nces.ed.gov/pubsearch/indes.asp.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2001
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