The Effects of Gender and Attendance Period on Children's Adjustment to Nursery Classes

This paper analyses the effects of gender and attendance period on children's adjustment to nursery classes as measured by the teachers using the Child at School Schedule. The sample consisted of 778 children in 16 nursery classes attached to primary schools in one Local Education Authority. The results of a two‐way analysis of variance showed that boys were perceived to be less well‐adjusted to school than girls (at F 1% level) and the afternoon attenders less well‐adjusted to school than the morning attenders (at F 1% level). The results are discussed in the light of other studies which indicate that boys settle with greater difficulty into school than girls and the effect that parental choice of session has on the composition of the two groups. Strategies to help the less well‐adjusted children to settle into school are discussed in terms of closer home/school liaison to help promote co‐operation between home and school for the benefit of the child.