Inclusion and the practice of repeating Kindergarten in Australia

Research output: Contribution to journalArticle

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.
Original languageEnglish
Pages (from-to)57-69
Number of pages13
JournalAustralian Journal of Learning Difficulties
Volume22
Issue number1
DOIs
Publication statusPublished - Aug 2017

Fingerprint

kindergarten
inclusion
school readiness
Child Language
number of children
language
Longitudinal Studies
longitudinal study
Mental Health
Language
mental health
Learning
school
learning
evidence

Cite this

@article{4276d06122854d768e73842deb6e1233,
title = "Inclusion and the practice of repeating Kindergarten in Australia",
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.",
author = "Daniel, {Graham R.} and Cen Wang",
note = "Includes bibliographical references.",
year = "2017",
month = "8",
doi = "10.1080/19404158.2017.1367152",
language = "English",
volume = "22",
pages = "57--69",
journal = "Australian Journal of Learning Disabilities",
issn = "1940-4158",
publisher = "Routledge",
number = "1",

}

Inclusion and the practice of repeating Kindergarten in Australia. / Daniel, Graham R.; Wang, Cen.

In: Australian Journal of Learning Difficulties, Vol. 22, No. 1, 08.2017, p. 57-69.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Inclusion and the practice of repeating Kindergarten in Australia

AU - Daniel, Graham R.

AU - Wang, Cen

N1 - Includes bibliographical references.

PY - 2017/8

Y1 - 2017/8

N2 - 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.

AB - 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.

U2 - 10.1080/19404158.2017.1367152

DO - 10.1080/19404158.2017.1367152

M3 - Article

VL - 22

SP - 57

EP - 69

JO - Australian Journal of Learning Disabilities

JF - Australian Journal of Learning Disabilities

SN - 1940-4158

IS - 1

ER -