Recent research has illuminated the advantages of postponing kindergarten enrollment until children reach the age of seven. This delay appears to significantly enhance students’ ability to manage their attention and hyperactivity levels when they eventually begin school. The study, titled “The Gift of Time? School Starting Age and Mental Health,” indicates that a one-year delay in starting school can dramatically decrease inattention and hyperactivity by 73 percent for an average child by age 11. The researchers analyzed data from tens of thousands of students in Denmark, encompassing both genders.
The topic of whether to hold children back—a practice often referred to as “redshirting”—has sparked considerable debate. According to insights from The Washington Post, numerous early childhood specialists caution against pressuring very young children into academic work, advocating instead for learning through structured play. One expert emphasized, “It’s not solely about when to start kindergarten, but also about the curriculum in those classes. If kindergarten becomes reminiscent of first grade, parents may sensibly opt to delay their child’s entry.”
There are conflicting studies regarding the efficacy of holding a child back, and my perspective changed when my son entered kindergarten this year at the age of four. Moving from Florida to New York meant he missed pre-K, and due to the state’s later cutoff date for kindergarten, he was suddenly considered ready for school. While I had concerns about his young age, I complied with the state’s recommendation and enrolled him.
He transitioned from a part-time daycare environment to a full day of classroom learning with only a 20-minute recess. Unsurprisingly, he is struggling to adjust. I received a call from the school psychologist expressing concerns about his attention span—despite the fact that he can read proficiently, his comprehension is lacking. The psychologist pointed out, “He often refers to himself in the third person.” My immediate thought was, “He’s not even five yet! He’s used to naptime. Is this really an issue worth discussing?”
My son has demonstrated early reading skills since he was three and a half. He is sociable, intelligent, yet has a limited attention span. The kindergarten curriculum feels more akin to what first grade used to entail. I anticipated a greater emphasis on play and recess, not homework and attentional issues. Instead of creative projects and joyful learning, he returns home with stacks of worksheets.
This shift towards a more academically rigorous kindergarten curriculum raises questions. Perhaps we should reconsider a return to a more playful, developmentally appropriate approach for kindergarten. Meanwhile, I find myself in discussions with school administrators who, while well-meaning, do not know my son and are convinced he is ready for this level of education, albeit with numerous interventions.
Ultimately, I want my son to develop fundamental skills like pencil grip, coloring, and a continued love for learning that has driven his early literacy journey. If interventions are necessary, they should not be contingent upon a child’s missed afternoon nap.
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In summary, the current trend of aligning kindergarten with first-grade expectations necessitates a reevaluation of educational practices for young children. As studies suggest, delaying school entry can have profound benefits, encouraging a focus on play and development rather than premature academic pressures.
Keyphrase: kindergarten readiness
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