Kindergarten and First Grade Teachers’ Attitudes toward Early Entrants, Intellectually Advanced Students, and Average Students*

Abstract

The consistency of kindergarten and first grade teachers’ attitudes toward academically talented early entrants, relative to other types of students, was assessed in a survey conducted in a suburban school district. Teachers were asked to rank hypothetical candidates for their classrooms and to indicate the kinds of information about nonintellectual qualities that would be most helpful in evaluating each potential candidate. Kindergarten teachers consistently assigned lower ranks to early entrants than to other types of students; the rankings of first grade teachers were less consistent. Teachers who had taught early entrants did not assign higher ranks to these children than did teachers who lacked this experience. Information about a child's social maturity level was chosen as most helpful for evaluation of all types of children at both grade levels. Teachers suggested a variety of techniques for working with intellectually advanced students, but few made positive comments about the practice of early entrance. Procedures that might reduce teachers’ concerns about the social competence of early entrants are discussed.