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发帖数: 5750 | 1 【 以下文字转载自 baby 俱乐部 】
发信人: pipigou123 (鼠姐虎弟), 信区: baby
标 题: 想让孩子早上学或者晚上学的家长看过来
发信站: BBS 未名空间站 (Sat Mar 10 00:28:38 2012, 美东)
早上学晚上学的学习成绩不是问题，但是伴随的心里问题两个极端都会产生。 有感于
前阵子看到的蟹肉写的现在有的家长流行把孩子晚送上学以获得Leadership等。 科研
不支持。 有需要文中的文献的请说一声，我给发过来。
中文摘要：By 院长
简单来说：
从学校成绩上看，早上晚上没有差别。
从社会能力上看，早上晚上到高年级都可能产生问题。晚上的可能吸毒等等。早上的社
交能力，体育能力较差。
结论是对多数（估计超过95%的儿童？？我猜的）儿童按照正常时间上学利大于弊。
如果特殊情况，能力特强或者特弱，情商特高或者特低的，家长跟老师，儿医，社工等
合作确定适当的入学时
Chronologic age — In order to enroll in kindergarten, children must reach
their fifth birthday by a date that is arbitrarily set by the school system,
usually the first day of September or October [13].
Delayed or early enrollment — For typically developing children, neither
delayed nor early entrance into kindergarten has been shown to yield
substantial differences in academic skill development after the first few
years of school. However, both deviations from the norm increase the
likelihood of subsequent psychosocial struggles.
Empiric evidence supports the enrollment of children in kindergarten at the
age-appropriate time (which varies to some degree by school district). If
there is concern about a child's ability to successfully participate in
kindergarten, parents, teachers, and health care providers should carefully
consider the potential benefit and detriment that can arise from either
course of action, and if the decision is to proceed with enrollment, they
should communicate frequently during the first weeks of school to determine
whether special programming or services are necessary [13].
•Delayed enrollment – Parents and/or teachers may advocate delaying
kindergarten enrollment for some children who are deemed to be "unready."
This is particularly true of boys who have birthdays that are near the cut-
off date. This practice is based on an assumption that the child needs more
time to develop basic cognitive or psychosocial skills.
However, waiting an extra year does not yield any noticeable benefit,
particularly if the child remains in the environment where readiness was not
fostered. In fact, for attainment of basic academic skills, (eg, sound-
symbol awareness, letter and number recognition, counting) the effects of
schooling outweigh the effects of age [70]. Children who postpone
kindergarten enrollment for one year do not perform any better than children
who entered kindergarten at the usual age [71]. Academic performance and
social abilities of students who enrolled at five years of age and those who
delayed enrollment are similar after first or second grade [72-76].
Moreover, students who are older than classmates are more likely to drop out
of school in later grades than their age-appropriate peers [77,78]. The
causality of this association has not been established; the high drop-out
rate may be related to factors that contributed to delayed enrollment,
rather than delayed enrollment itself. Students older than their classroom
peers also have more parent-reported behavior problems and youth-reported
health-risk behaviors (eg, substance use) than their age-appropriate peers [
79,80].
Early enrollment – Parents also may advocate for early kindergarten
enrollment (ie, at age four years) for their children who seem to have more
advanced skills than their same-age peers. The ability of such children to
successfully participate in kindergarten is comparable to children who
entered kindergarten at five years of age if they have above-average
intellectual abilities and well-developed socialization skills [81].
However, when controlling for effects of overall intelligence, children who
were only slightly older than classmates at kindergarten entry showed
modestly greater development across basic academic skills (eg, word decoding
, number conceptualization, vocabulary, working memory) in the first few
years of school, even though the groups did not differ on rudimentary skills
demonstrated in kindergarten [70]. Teacher ratings of academic mastery in
second or third grade also favored children who were slightly older at
kindergarten entry. Social functioning did not differ between these groups
of children during the first few years after kindergarten.
However, adverse effects of early enrollment may become evident as the
children enter middle and junior high school, when physical maturation
differences become more obvious. Although early enrollees typically continue
to perform comparably in the academic arena, they may lag behind in the
physical, and sometimes social, spheres and may be more likely to develop
socioemotional difficulties [82-86]. |
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