Abstract
With no consensus regarding an optimal school-entry age, parents must weigh-up numerous factors when given the option to delay a child’s primary school-entry (deferral) on the basis of their age. To explore this, 271 parents living in Scotland with a child born in January/February 2015/16 (50% girls; 65% deferred) were surveyed regarding the deferral decision. Boys were more likely to be deferred than girls, and girls from families in more affluent areas. Parents selecting non-deferral prioritised the social and cognitive stimulation of school, while parents selecting deferral felt that preschool would nurture their child’s socio-emotional skills. Finally, deferred boys were perceived as less socially competent than non-deferred boys. Our findings indicate that parents’ appraisal of their child’s socio-emotional maturity and beliefs regarding school-readiness guide an age-based deferral decision.
Original language | English |
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Journal | Research Papers in Education |
Early online date | 7 Oct 2024 |
DOIs | |
Publication status | E-pub ahead of print - 7 Oct 2024 |
Keywords / Materials (for Non-textual outputs)
- school starting age
- school readiness
- school-entry deferral
- socio-emotional skills
- parents
- gender