![]() Unexamined assumptions about the meaning of readiness held by families and teachers as well as pressures on administrators for accountability influence decisions about whether to recommend holding children out of kindergarten. I conclude the article with suggestions for early childhood educators to help families in their decisions. I added a book-length interview study of the meaning of readiness (Graue 1993b) that provides insights regarding beliefs not available from other sources. I then eliminated studies that were inadequate in terms of such factors as (a) reliability, validity, meaningfulness, and bias of the measures and (b) equivalency of control groups. To ensure the quality of the research reviewed, I began with research that was published only in peer-reviewed journals. Then I summarize recent research on the effects on both the academic and social domains of delaying children’s entry into school. ![]() In the following sections, I discuss these assumptions and accompanying pressures as well as teachers’ and parents’ beliefs about prerequisites for kindergarten success. Parent concerns often are based on outdated beliefs and assumptions about the meaning of readiness. Teachers themselves may have concerns about certain children in their class, and therefore need to be aware of the latest research regarding the consequences of keeping eligible children out of school an extra year. This practice has been labeled redshirting, analogous to the deferment procedure in high school and college sports. Another family may consider keeping their child out of school an extra year because the family wants to give the child an extra advantage. One family may wonder whether their child is mature enough. They often seek the advice of the preschool or kindergarten teacher concerning their child’s readiness. ![]() Many families find themselves in a quandary about whether their child is ready for kindergarten, even though he or she is legally eligible to enroll. ![]()
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