English defense of early school entry shifts from intellectual advantage to moral advantage and attention development when faced with contrary evidence¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 1914 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Winch observes that when driven from intellectual advantage, the defense of early entry retreats to moral advantage and then to advantage in attention development. → Winch 1914

Evidence¶

Winch 1914¶

Winch, W. H. (1914). When Should a Child Begin School? A Reply to Professor Strayer. Journal of Educational Psychology. https://books.google.com/books?q=%22When+Should+a+Child+Begin+School%22

q1 · i? · theoretical · r?

This is Winch's author interpretation of English educational debate: belief in early entry persists despite evidence, relocating its justification successively to moral advantage and to attention development. The article offers no data for this observation itself.

"Driven from 'intellectual advantage,' its defense entrenches itself behind 'moral advantage,' and expelled from that redoubt once more makes a stand behind 'advantage in the development of the attention.'"

Discussion¶

Related Claims¶

• Early school entry shows no intellectual advantage when comparison groups are of equal intellectual ability, per Winch's monograph — related
• The monograph's conclusions on entry age were independent of the form of teaching adopted, across schools with different educational attitudes — related
• Winch's age-weighted method of measuring school progress cannot test the value of preliminary kindergarten teaching in large American cities — related
• Ability acquired in one branch of study appears transferable to another to a considerable extent, or else general intellectual and moral attitude matters more than method