The purpose of this study was to determine whether the age children enter kindergarten has an effect on their behavior and academic and social development. This study examined age eligible children with summer birthdays who delayed kindergarten entry by one year and age eligible children with summer birthdays who started kindergarten on-time. It was hypothesized that the older kindergarten students or age eligible children who delayed kindergarten entry would perform better academically, have better social skills, and have less problem behaviors. The Social Skills Improvement System (SSIS) Rating Scale was used for this study. The SSIS assessed academic competence, social skills, and problem behaviors. Results indicated that delayed entry kindergarten students did significantly better academically. Results also indicated that there were no significant differences between delayed entrants and on-time entrants in terms of social skills and problem behaviors.
","abstract_html":"<p>The purpose of this study was to determine whether the age children enter kindergarten has an effect on their behavior and academic and social development. This study examined age eligible children with summer birthdays who delayed kindergarten entry by one year and age eligible children with summer birthdays who started kindergarten on-time. It was hypothesized that the older kindergarten students or age eligible children who delayed kindergarten entry would perform better academically, have better social skills, and have less problem behaviors. The Social Skills Improvement System (SSIS) Rating Scale was used for this study. The SSIS assessed academic competence, social skills, and problem behaviors. Results indicated that delayed entry kindergarten students did significantly better academically. Results also indicated that there were no significant differences between delayed entrants and on-time entrants in terms of social skills and problem behaviors.</p>","abstract_has_math":false,"creators":["Sarosky, Adrienne"],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-05-06T07:00:00Z","date_published":"2009-05-06T07:00:00Z","updated_at":"2026-07-24T04:13:27Z","subjects":["Early childhood education; Kindergarten","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/667","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta"]},{"key":"dc:creator","label":"Author","values":["Sarosky, Adrienne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early childhood education; Kindergarten","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/667"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine whether the age children enter kindergarten has an effect on their behavior and academic and social development. This study examined age eligible children with summer birthdays who delayed kindergarten entry by one year and age eligible children with summer birthdays who started kindergarten on-time. It was hypothesized that the older kindergarten students or age eligible children who delayed kindergarten entry would perform better academically, have better social skills, and have less problem behaviors. The Social Skills Improvement System (SSIS) Rating Scale was used for this study. The SSIS assessed academic competence, social skills, and problem behaviors. Results indicated that delayed entry kindergarten students did significantly better academically. Results also indicated that there were no significant differences between delayed entrants and on-time entrants in terms of social skills and problem behaviors.
"]},{"key":"dc:title","label":"Title","values":["Determining whether the age children enter kindergarten affects academic and social development"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta"],"dc:creator":["Sarosky, Adrienne"],"dc:date.available":["2016-03-18T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to determine whether the age children enter kindergarten has an effect on their behavior and academic and social development. This study examined age eligible children with summer birthdays who delayed kindergarten entry by one year and age eligible children with summer birthdays who started kindergarten on-time. It was hypothesized that the older kindergarten students or age eligible children who delayed kindergarten entry would perform better academically, have better social skills, and have less problem behaviors. The Social Skills Improvement System (SSIS) Rating Scale was used for this study. The SSIS assessed academic competence, social skills, and problem behaviors. Results indicated that delayed entry kindergarten students did significantly better academically. Results also indicated that there were no significant differences between delayed entrants and on-time entrants in terms of social skills and problem behaviors.
"],"dc:identifier":["https://rdw.rowan.edu/etd/667"],"dc:subject":["Early childhood education; Kindergarten","Educational Psychology"],"dc:title":["Determining whether the age children enter kindergarten affects academic and social development"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:13:27Z"}