Gesell Behavior Tests as Predictive of Later Grade Placement

Abstract

The present study tests the hypothesis that behavioral age is a more effective criterion for determining optimal time of school entrance than is chronological age or intelligence quotient. Fifty-two public school kindergarten pupils (judged ready for school entrance on the basis of their chronological age) were evaluated as to actual readiness on the basis of a battery of Gesell developmental tests, two projective techniques, and a battery of visual tests. Ss were divided into four groups on the basis of performance: those ready by all three tests, those ready on two tests, those whose readiness for kindergarten was questionable, and those clearly unready. Predictions, made in the fall of 1957, were checked against actual school performance when the children reached sixth grade and were divided into four groups (1 to 4) on the basis of the excellence of their school work. Children judged ready (either by two or by all three judges) in kindergarten were with few exceptions in Groups 1 or 2 in sixth grade. Those judged unready were without exception in the lower groups, 3 or 4. Correlation between sixth grade school performance and prediction of readiness based on behavior tests was .74. Correlation between sixth grade school performance and kindergarten IQ was .56. Children who were chronologically older at the time of school entrance appeared slightly more likely to be in Group 1 in sixth grade.