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Differences in educational readiness : a study of the differences in language development, perceptual skills and behaviour in a group of Tasmanian children when they entered kindergarten.

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Bell, Cecily (1974) Differences in educational readiness : a study of the differences in language development, perceptual skills and behaviour in a group of Tasmanian children when they entered kindergarten. Unspecified thesis, University of Tasmania.

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Abstract

Fifty kindergarten children were examined in an
attempt to compare their educational readiness.
There were 19 girls and 31 boys and their average
age was 5 1/2 years. Although not strictly controlled,
their socio-economic background was considered to be
working class. The Boehm Test of Basic Concepts (BTBC)
and the Draw-a-Man Test were used. As well, teachers
and parents rated the children on the following
characteristics: hyperactivity and distractibility,
articulated speech, auditory perception,. visual motor
co-ordination, laterality, behaviour considered normal,
behaviour considered apathetic and withdrawn and
behaviour considered angry and defiant.
The results showed that certain physical,
intellectual, emotional and social characteristics
considered relevant to early educational success exist
in some kindergarten children and not in others.
Girls had more of the component skills considered
necessary than did boys. They scored significantly
higher on the BTBC and were seen by teachers and
parents as haying better articulated speech. Boys
were rated by teachers as being more apathetic and
withdrawn than girls. Although results for other
characteristics did not reach statistical_significance,
there was a consistent trend in favour of
There was a higher incidence of left-handedness
in boys And significantly more boys who were neither clearly
right- nor left-handed. The articulated speech of right-handed boys was seen by the teachers as
being better than that of the left-handed and.
'undecided' -boys.
Children who scored high on the BTBC were more
likely to score higher on the Draw-a-Man Test and be
considered by the teachers to have more normal behaviour
than did low scorers. Conversely, low scorers on the
BTBC were more likely to have poor auditory perception
and visual motor co-ordination, be more hyperactive
(boys only) and apathetic and withdrawn (girls only)
than did high scorers. There was no relationship
between the BTBC and angry and defiant behaviour for
either sex. It was proposed that general intelligence
and/or developmental stages accounted for the correlations.
The study was confined to group differences and
did not analyse the results of individual children.
Parent' and teachers' ratings agreed on children
who had 'normal' behaviour but not on those who had
maladaptive behaviour. When children with either
type of extreme behaviour were grouped together,
there was agreement.
Implications for education regarding the importance of individual differences in readiness for formal school
work were discussed.

Item Type: Thesis (Unspecified)
Keywords: Education, Preschool, Child development, Education
Copyright Holders: The Author
Copyright Information:

Copyright 1974 the Author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (M.A.)--University of Tasmania, 1975. Bibliography: l. 124-129

Date Deposited: 25 Nov 2014 00:39
Last Modified: 09 May 2016 05:57
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