Long Term Effects of Early School Entry

1988 ◽  
Vol 5 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Marion M. de Lemos
Keyword(s):  
School Entry ◽  
Long Term Effects ◽  
Early Environment ◽  
Pressure Groups ◽  
Early School ◽  
Popular Appeal ◽  
To Come ◽  
Early Primary ◽  
Age Of Entry

The debate regarding age of entry to school goes back a number of years. It seemed to come to a head in the late 1970s, coinciding with the visit to Australia of Dr Raymond Moore, who put forward the somewhat extreme view that children should not start school before the age of about 8 to 10 years. Hisargument was based on a maturational view of development. Experiences must wait until the child is ‘ready’ and the brain has ‘matured’. In particular, he argued that exposure to early reading and the close work involved in the pre-school and early primary school could harm the developing visual system and lead to long-term visual defects, particularly short-sightedness.Moore's position was of course contrary to the mainstream of thought in this area, and particularly the recognition, stemming from the work of Hebb and Piaget, of the importance of the early environment in laying the foundations for later development. It nevertheless had some popular appeal, and was taken up by various parent and teacher pressure groups who called for changes to school entry policies and specifically raising the age of entry to school to five years.

Who We Are: The Foundational Forces

2021 ◽  
pp. 65-80
Author(s):  
Sandro Galea
Keyword(s):  
Social Stigma ◽  
The United States ◽  
The Body ◽  
Long Term Effects ◽  
Obesity Epidemic ◽  
Race Politics ◽  
The Social ◽  
To Come ◽  
The Many

This chapter examines the foundational forces that shape health. Even without a pandemic, the United States is faced with public health threats that are shaped by foundational forces. From the political and economic roots of the obesity epidemic, to the social stigma that informs the opioid crisis, to the many structural drivers of climate change, the social, economic, political, and demographic foundations of health are central to the challenges that must be addressed, nationally and globally, in the years to come. Engaging with these forces helped inform the response to COVID-19; they can help in addressing these other challenges as well. And just as a virus can have long-term effects on the body, the pandemic reshaped the societal foundations, with lasting implications for the economy, culture, attitudes towards core issues like race, politics, and more. Whether the experience of the pandemic leads to significant long-term benefits will depend on whether Americans retain the hard lessons of that moment and apply them to foundational forces.

scholarly journals Effect of iron supplementation during pregnancy on the behaviour of children at early school age: long-term follow-up of a randomised controlled trial

2008 ◽  
Vol 99 (5) ◽  
pp. 1133-1139 ◽  
Author(s):  
Annie G. Parsons ◽  
Shao J. Zhou ◽  
Nicola J. Spurrier ◽  
Maria Makrides
Keyword(s):  
Placebo Group ◽  
Controlled Trial ◽  
Child Behaviour ◽  
School Age ◽  
Long Term Effects ◽  
Early School ◽  
Early School Age ◽  
In Pregnancy

Although routine Fe supplementation in pregnancy is a common practice, its clinical benefits or risks are uncertain. Children born to mothers in the Fe group in a trial of Fe supplementation in pregnancy have been found to have a significantly higher risk of abnormal behaviour at 4 years of age than those born to mothers in the placebo group. The objective of the present study therefore was to determine whether Fe supplementation in pregnancy influences child behaviour at early school age. The study was a follow-up of children at 6–8 years of age after women (n 430) were randomly allocated to receive a daily Fe supplement (20 mg) or placebo from 20 weeks gestation until delivery. The supplement reduced the incidence of Fe-deficiency anaemia at delivery from 9 % to 1 %. Child behaviour and temperament were assessed using the Strengths and Difficulties Questionnaire and the Short Temperament Scale for Children. Of the children, 264 (61 %) participated in the follow-up. Mean behaviour and temperament scores and the proportion of parent-rated and teacher-rated abnormal total difficulties scores did not differ between the Fe and placebo groups. However, the incidence of children with an abnormal teacher-rated peer problems subscale score was higher in the Fe group (eleven of 112 subjects; 8 %) than in the placebo group (three of 113 subjects; 2 %); the relative risk was 3·70 (95 % CI 1·06, 12·91; P = 0·026). We conclude that prenatal Fe supplementation had no consistent effect on child behaviour at early school age in this study population. Further investigation regarding the long-term effects of this common practice is warranted.

Does the Age That Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes

2006 ◽  
Vol 28 (2) ◽  
pp. 153-179 ◽  
Author(s):  
Jane Arnold Lincove ◽  
Gary Painter
Keyword(s):  
Social Outcomes ◽  
School Entry ◽  
Academic Standards ◽  
Long Term Effects ◽  
National Education ◽  
Early Elementary School ◽  
Transition From High School ◽  
The Impact ◽  
Effect Of Age

The appropriate age for students to begin school is an issue of debate for educators, administrators, and parents. Parents worry that young children may not be able to compete with older classmates; schools worry that young students will not be able to meet rigorous academic standards associated with school accountability. Past literature is inconclusive as to the overall effect of age at school entry. Some research suggests that younger students have lower average achievement in early elementary school, while others find that students with summer birthdates, who are assumed to be younger at school entry, gain more education on average. At present, little is known about the impact of age at school entry on education attainment as students transition from high school into college and the labor market. This study uses data from the National Education Longitudinal Survey to examine long-term effects of age at school entry on both educational and social outcomes, with special attention to those students who enter kindergarten a year later than their peers. The results of this study suggest that delaying kindergarten does not create any long-term advantages for students.

Rodent models of early environment effects on offspring development and susceptibility to neurological diseases in adulthood

2012 ◽  
Vol 3 (3) ◽  
Author(s):  
Laurence Coutellier
Keyword(s):  
Environmental Conditions ◽  
Developmental Plasticity ◽  
Neurological Diseases ◽  
Adult Life ◽  
Later Life ◽  
Long Term Effects ◽  
Early Environment ◽  
Offspring Development ◽  
Early Life Events

AbstractEvents early in life can program brain for a pattern of neuroendocrine and behavioral responses in later life. This mechanism is named “developmental phenotypic plasticity”. Experimental evidences from rodents show that early experiences influence long-term development of behavioral, neuroendocrine and cognitive functions. While some neonatal conditions lead to positive outcomes, offspring might also display neurological dysfunctions in adulthood in case of adverse conditions during the early development. Different factors have been suggested to mediate the effects of neonatal conditions on offspring development but their exact contribution as well as their interaction still needs to be clarified. Studies based on rodents have been developed to model the long-term effects of early environmental conditions on the developing brain. These studies highlight importance of maternal behavior in mediating the effects of early environmental conditions on the offspring. However, other studies suggest that aside from the level of maternal care, other factors (gender, neonatal glucocorticoid levels) contribute to the adjustment of offspring phenotype to early environmental cues. Altogether, rodents-based evidence suggests that developmental plasticity is a very complex phenomenon mediated by multiple factors that interact one to each other. Ultimately, the goal is to understand how early life events can lead to advantageous phenotype in adult life, or, on the contrary, can predispose individuals to psychopathologies such as depression or anxiety.

scholarly journals Public Support for the EU in Times of Crisis and the Drivers of Euroscepticism

2022 ◽  
Author(s):  
Iuliana Lăcrămioara Tincu ◽  
Keyword(s):  
Political System ◽  
Social Economic ◽  
Public Support ◽  
The European Union ◽  
Long Term Effects ◽  
Limited Ability ◽  
To Come ◽  
Citizens Attitudes ◽  
The Eu

In the context of the economic, political and social crises that unfolded during the recent years, the European Union had to withstand a growing pressure from the part of its dissatisfied citizens. The long-term effects of the economic crisis, the limited ability to manage refugee flows or the difficulty to come up with joint solutions to pressing issues have highlighted the shortcoming of the EU as a political system, while also giving rise to growing criticism from EU citizens and the loss of their trust. The 2016 referendum vote of British citizens that subsequently led to what came to be known as “Brexit” could be perceived both as a crisis and as an outcome of the growing popular dissatisfaction and protest from the part of British citizens. Consequently, the present article aims to explore the connections between recent crises and the evolution of European citizens’ attitudes in relation to the EU and the integration process as a whole. This perspective could ultimately shed some light on the roots and drivers of Euroscepticism in the context of an inability of the EU as a political system to channel the solidarity of Member States towards common solutions and to cope with the existing social, economic, and cultural divisions in Europe.

scholarly journals Social Innovation Assessment? Reflections on the impacts of social innovation on society - Outcomes of a systematic literature review

2020 ◽  
Vol 5 (2) ◽  
pp. 1-13
Author(s):  
Georg Mildenberger ◽  
◽  
Gudrun Schimpf ◽  
Jürgen Streicher ◽  
◽  
...  
Keyword(s):  
Literature Review ◽  
Social Innovation ◽  
Long Term Effects ◽  
Current State ◽  
Social Innovations ◽  
Technical Innovations ◽  
To Come ◽  
Societal Problems ◽  
User Orientation

Today we face many societal problems, such as climate degradation, energy shortages, increasing inequality, and demographic change. Solutions for these problems require far-reaching changes and new and untried approaches. Social Innovation (SI) could be a significant factor in tackling the challenges to come. The ‘reflection on the long-term effects of social innovations’ is a relatively new topic but is attracting growing interest. While technology assessments are regularly used to study the consequences of technical innovations, similar assessments for social innovations are rare. This paper explores and analyses the current state of theoretical, conceptual work on the assessment for SI and their consequences, related concepts, and relevant activities. Perspectives and options for further developments in this field are derived. The method used is a structured literature review. The results show that scientific research concerning the assessment of the consequences of social innovations seems to be still in its infancy. The boundaries between established topics (such as sustainability, user orientation, including social entrepreneurship) and newer concepts are fluid. However, alongside the different approaches and views, a certain convergence of perspectives with regard to the consequences and effects of (social) innovations can be observed. Similar questions and issues are dealt with using similar approaches and methods, and are sometimes confronted with similar obstacles.

Epigenetic effects of child abuse and neglect propagate human cruelty

2006 ◽  
Vol 29 (3) ◽  
pp. 242-243 ◽  
Author(s):  
James E. Swain
Keyword(s):  
Evolutionary Stability ◽  
Long Term Effects ◽  
Early Environment ◽  
Molecular Programming ◽  
Response System ◽  
Epigenetic Effects ◽  
Abuse And Neglect ◽  
Stress Response System ◽  
Early Trauma

The nature of children's early environment has profound long-term consequences. We are beginning to understand the underlying molecular programming of the stress-response system, which may mediate the destructive long-term effects of cruelty to children, explain the evolutionary stability of cruelty, and provide opportunities for its reversal of early trauma.

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