The purpose of this study was to obtain and analyze information on the characteristics of the child entering school for the first time in junior kindergarten, senior kindergarten and grade one. A sample of 209 children from different areas in Ontario, Canada, including rural, urban, inner city and metropolitan areas, was studied. Information was gathered by means of: (1) questionnaires mailed to parents, teachers and principals, (2) interviews with parents and teachers, (3) classroom observations of children in this program, and (4) direct testing and checking of children's developmental levels and educational attainment by teachers. Among the findings: (1) socio-economic status and educational levels of both parents were significantly related to children's educational progress; (2) the majority of the children were reported by parents as having developmental levels, on motor and social or self-helping skills, which are appropriate to 5-year-olds; (3) only a minority of the children attended day care or nursery classes. Children in day care were from a slightly lower socio-economic level than those who attended nursery schools; (4) teachers' ratings suggested that the majority of children entering junior or senior kindergarten are perceived as healthy, having reasonable attendance and settling easily into school; (5) teachers rated a majority of children as being in the top third of the class in ability, though the actual test scores showed that there was a normal distribution of ability in the sample; and (6) the preferred activities of children were in the gross motor, language and creative areas with much less emphasis on environmental study, science, or problem-solving. (Author/MP)