We have a very small school and my son missed out on prep last year by 3 days but even if he was eligible I would have kept him back. In that year group there were 4 kids and of the 2 boys one was 14 months older than him. Such a big difference when there are only a handful of kids.
Little Miss Sunshine (18-08-2016)
I really don't mind if it's 4 going on 5 or 5 going on 6 as long as the kids are roughly same age and the schooling is age appropriate.
And if it's going to be later rather than earlier I wish they'd have more easily accessible/affordable/universal preschool program so that all kids are starting with roughly the same preparation. I think the longer you leave it those who don't attend any formal education before hand risk falling even further behind as other kids have had an extra year or two of preschool/daycare.
Last edited by Little Miss Sunshine; 18-08-2016 at 15:29.
I went to school in Vic. Taught in WA and Vic and had a child in school in both states.
I loved the WA system of Kindy (2.5days PW, non compulsory) being part of school, then full time pre primary being more play based compared to what I see in prep in Vic. Students get sent based on their birthday with pretty much no exceptions.
However prior to the national curriculum rollout, WA curriculum was 'behind' by around 12 months in terms of what they expect kids to know and do. I believe QLD curriculum was even further behind (another state people here are saying has rigid entry ages).
Based on my observations l also saw schools in WA have larger class sizes but more fundigo to ed support staff (pre primary classes have a full time assistant, more special needs support staff). Teachers are paid more and have lower "on top of teaching" expectations - I definitely had a lighter workload over in WA.
So there are lots of variables to start with when analysing student performance data (then there is the whole consistency of collection of that data as well).
Unfortunately for WA I don't think the data would show academic benefits to their system. I believe this wu, to throw in another variable, I observed over in WA an endemic issue with parent and student lack of value in schooling. How can you motivate a child to give a stuff about how they go at school when they are surrounded by adults on 120k in the mines who didn't pass year 11, but their 4 year university trained teacher starts on half that much? The number of times a primary age child replied "what's the point? My dad says I don't need to do well at school" was ridiculous. It is almost impossible to identify a large-scale cause=effect when it comes to education outcomes as children do not exist in a void.
Scandinavian countries have a fascinatingly different economic system. For anyone applying a blanket "they're doing school right" system praise I'd highly recommend doing some deeper research into their economic system on the whole.
Last time I checked (albeit fleetingly as I place little value on OECD education rankings) the countries ranked above nordic countries are asian countries with generally a 5-6yo starting age.
I'm in Victoria. My son will be turning 5 in Feb and he is ready to start. The kinder teacher said he is more ready than not and the school said there will be others around the same age group starting. I couldn't imagine him home another year, he is so ready to learn. He is already reading/sounding out 3 letter words, counting to 100 and socially he is confident. (I haven't pushed learning, he has shown an interest and just picked it up.)He also has an older brother so that helps. If anything, he may benefit from an extra term of kinder, but not another whole year.
Last edited by 2BlueBirds; 18-08-2016 at 20:30.
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