The monograph's conclusions on entry age were independent of the form of teaching adopted, across schools with different educational attitudes¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 1914 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Winch reports finding the same result in schools presenting very different educational attitudes toward young children's training, for the ages he dealt with. → 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

q2 · i? · causal · r?

Winch defends against the objection that results depend on the system of instruction by citing his multi-school design: he worked in schools with different attitudes to young children's training and found the same result in all of them, for the ages studied.

"England has at present a very elastic educational system and by working in schools which presented very different educational attitudes towards the training of young children and by finding the same result in all of them, I hoped I had given some grounds for the belief that, so far as the ages I dealt with were concerned, the conclusions were independent of the form of teaching adopted."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Winch's age-weighted method of measuring school progress cannot test the value of preliminary kindergarten teaching in large American cities — related
• English defense of early school entry shifts from intellectual advantage to moral advantage and attention development when faced with contrary evidence — related
• Early school entry shows no intellectual advantage when comparison groups are of equal intellectual ability, per Winch's monograph — related
• Empirical transfer research by Thorndike, Stone, Courtis, Winch and others is the most hopeful sign for determining the place of mathematics in the curriculum — related