We were dealing with very similar issues last year. DD started the year in a gifted preschool and was "capped" academically and was not accepted by her age peers. In fact, she had a very difficult time relating to her age peers. Yes, even at a gifted school. All her classes were with the older kids anyway. Once we had her WPPSI done for enrollment, we found that she hit the ceiling and ended up taking the S-B with the higher ceiling where she tested well in the PG range. The psychologist expressed concern that she would have difficulty "fitting in" at the local gifted school. We met with the school and they decided to use the Iowa Acceleration Scale on her which helps schools put a quantitative value on these types of decisions. The IAS put her in the "strong candidate" range for acceleration. So she transferred into K the last month last school year and spent this year in 1st.
Her birthday is in Feb. so she was quite self conscious of her age. She is very petite (even among her age peers) and we had a problem with some of the kids wanting to carry her all the time. I don't believe that is an issue now. All the teachers have now agreed that this was the right decision for her. She "fits in."
I personally feel that starting the school year with the acceleration is preferred to a mid year acceleration. The children just start out the year learning about their new friends and accept them as the year progresses. When dd accelerated in K mid year last year, she was an oddity and it made all the kids ask their 101 questions.
It was funny how so many "nay-sayers" would comment on how acceleration negatively affects their social relationship with their peers, but in our case, it is what she needed academically and socially.
