Donald Smith

EDRS6301
Spring 2016
Assignment 5
PURPOSE:
Governments around the world almost universally agree on the start age for children to attend primary
school. The average starting age around is around 5 years old with few deviations. Parents and
caregivers are faced with the decision on whether to start their children earlier in preschool programs.
The argument then becomes on whether there is a tangible difference in preparedness and performance
for those children whom attended preschool as preschool programs differ in quality based on many
factors, (Yoshikawa, 2013). The purpose of this study is to explore the benefits of attending pre-school
versus waiting until the traditional starting age of 5.
DESIGN:
This study will use a QUAL/quan, mixed method design with emphasis on the qualitative component.
Measurements and observations in this study aren't purely academic as exploration calls for analysis of
students preparedness and overall adjustment to formal schooling. Observation and interviews will be
conducted to gain insight into the students overall adjustment. Teachers will be interviewed and their
opinions and observations providing insight into student performance and preparedness. Students will
be interviewed in separate sessions with results recorded appropriately. This study will analyze student
academic performance via established grading tools that school boards currently utilize. No additional
assessments are needed for academic measurements. This will require accessing school performance
records. Results from grading, assessments, and testing will be placed in graphical form for
referencing, and embedded in the study's overall results. Conclusions can then be drawn based on
thematic results, and backed by the performance records.
Theoretically, there should be a difference in the performance of children whom attended pre-school
versus the ones whom didn't.
SAMPLE:
In this study a purposive sampling strategy will be utilized as students need to be selected that represent
the intent of the study. The sample size will be relatively small 10-20 students that represent each side
of the issue: those attending preschool, those that have not attended. The ages of the sample will be 7-9
years old allowing for enough time to elapse between attending preschool or not.
ANALYSIS:
Observations, field notes, and performance records will be combined and analyzed for any correlation
between themes. No intervention is needed as the inherent independent variable is preschool
attendance. After the interviews and observations are conducted the results will be coded for theme
development. For validation, the findings can be shared with observers, and triangulated via secondary
sessions with a select group of students randomly from a different pool that also reflects the research
question. The school records will be analyzed and graphed to show any trends that arise and compared
to thematic results. The quantitative data will be analyzed using the Mann-Whitney method for
comparing two groups against one dependent variable; preschool and performance.

If theories hold true, students whom attended pre-school should show a noticeable advantage over
those whom didn't. Also, teacher interviews should reflect that these students are well adjusted and less
disruptive. The students themselves should reflect their readiness for school during their interviews as
well.
The acknowledged limitations are; teacher bias in grading and observations as some students are more
likable and this may flow into qualitative results. Also, this study is limited to early performance as
children grow older and experience adolescence in different ways and doesn't account for fall off or
students loosing interest in school.
REFERENCE:
Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., Espinosa, L., Gormley, W., Ludwig, J.,
Magnuson, K., Phillips, D., Zaslow, M. (2013, October). Investing in Our Future: The Evidence Base
on Preschool Education. The Foundation for Child Development. Retrieved April 24, 2016, from
http://fcd-us.org/