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What children know and can do when they start school and how this varies between countries

Merrell, C.; Tymms, P.

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Authors

C. Merrell



Abstract

This large-scale study describes what children know and can do when they start school in Scotland. The description became possible because a third of Scottish Authorities are involved in a single, broadly based, on-entry baseline assessment of children. The study also looked at variations by home background, sex, age and pre-school experience within Scotland. Comparisons were then made with the cognitive development of children starting school in England, New Zealand and Western Australia, concentrating on children whose first language was English. Surprising differences were found between Scotland and other countries. New Zealand also stood out on some measures. The results are discussed in terms of pre-school provision and what on-entry assessment can and cannot tell us.

Citation

Merrell, C., & Tymms, P. (2007). What children know and can do when they start school and how this varies between countries. Journal of Early Childhood Research, 5(2), 115-134. https://doi.org/10.1177/1476718x07076679

Journal Article Type Article
Publication Date Jun 1, 2007
Deposit Date Jan 27, 2009
Publicly Available Date Mar 28, 2024
Journal Journal of Early Childhood Research
Print ISSN 1476-718X
Electronic ISSN 1741-2927
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 5
Issue 2
Pages 115-134
DOI https://doi.org/10.1177/1476718x07076679

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Accepted Journal Article (445 Kb)
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Copyright Statement
The final definitive version of this article has been published in the Journal Journal of Early Childhood Research 5/2 2007 © <SAGE Publications Ltd 2007> by SAGE Publications Ltd at the Journal Journal of Early Childhood page: http://ecr.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/





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