SCHOOL ENTRANCE AGE, SOCIAL ACCEPTANCE, AND SELF-PERCEPTIONS IN KINDERGARTEN AND 1ST-GRADE

Concerns about the effect of school entrance age have generally focuse d on academic achievement. The effect of school entrance age on the so cial acceptance and self-perceptions of kindergarten and Ist-grade stu dents was examined in two studies. In Study 1, the social acceptance a nd competence of 476 children was assessed in kindergarten and first g rade through peer nominations and ratings, teacher ratings, and report card grades. In Study 2, a subgroup of 116 students was interviewed i n kindergarten and first grade to assess their perceptions of their sc hool adjustment, loneliness at school, cognitive and physical competen ce, and peer and maternal acceptance. Few differences were found relat ed to school entrance age. Teachers' ratings and peer nominations gene rally described initial social problems for the youngest children whic h were overcome by first grade. There were no differences in self-repo rted school adjustment, loneliness, perceptions of competence, or acce ptance related to school entry age.