Redshirting: A Critical, Historical Analysis of the Changing Theories, Policies, and Practices of Children's Transition into Kindergarten

<p>This paper examines the contemporary debate over redshirting within the context of a historical analysis of how schools in the United States have addressed children’s transition into kindergarten. It also considers how preparation for the transition to school is cause for concern that has varied greatly depending on the socio-economic conditions of children’s families. Redshirting is the term currently being used to define a child’s delayed entry into kindergarten, usually with the intention of creating an additional year for that child to develop socially and to strive academically. Central to understanding this phenomenon and how to address it is the issue of children’s kindergarten readiness. The high-pressured nature of modern schooling has increased learning demands of children in the lower grades and even kindergarten, creating confusion and resulting in fear for most parents. A historical analysis of the changing theories, policies, and practices of preparing children for the transition into kindergarten in the United States is provided as a way of shedding light on the present controversy of redshirting children prior to them making their kindergarten debut.</p>

Name thesis:degree_name

Master of Arts

Level thesis:degree_level

Master

Discipline thesis:degree_discipline

Liberal Studies

Grantor

The Graduate School and University Center of The City University of New York

Year dc:date.available

2017

Author dc:creator

• Babel, Lisa

Advisor dc:contributor.advisor

• Roger Hart

• Accessibility
• Early Childhood Education
• Elementary Education
• kindergarten readiness
• kindergarten entry
• academic redshirting

Repository record dc:identifier

https://academicworks.cuny.edu/gc_etds/2032

OAI identifier oai:identifier

oai:academicworks.cuny.edu:gc_etds-3060