Early versus late entry to preschool: The effect on the child's language development

Abstract

SUMMARY As part of a larger Slovene longitudinal study on the impact of the preschool institution on the child's development and his or her school achievements, effects of the age at entry to preschool on children's language were explored. The sample included 82 children, who were divided into two groups depending on their age at entry to the preschool institution: group A consisted of children who entered preschool at approximately 3 years, and group B those who entered preschool at approximately 1 year of age. Children's language competences were assessed using a Language Development Scale and a Story Telling Test at Time 1 (the average age 38 months) and at Time 2, one year later (the average age 50 months). Early entry to preschool was found to have no negative effects on children's language competences in toddlerhood. Children who entered preschool at an early age told more coherent stories than those who started attending preschool at 3 years of age. Effects of maternal educational level and the child's gender on language competences were also assessed. Children whose mothers had a higher level of formal education showed higher language competences than those whose mothers had less education. No significant effect was found of children's gender on language expression, comprehension, or storytelling. The obtained results were interpreted in the light of the Slovene preschool curriculum, a national document providing guidelines for educational work in preschool institutions, and of current practice observed in Slovene preschool institutions.