Recent research highlights the significant advantages of postponing kindergarten until the year children turn seven. This study indicates that such a delay enhances students’ abilities to self-regulate their attention and hyperactivity levels when they eventually start school. Titled “The Gift of Time? School Starting Age and Mental Health,” the findings reveal that a one-year postponement in school entry substantially decreases inattention and hyperactivity, with a reduction of 73 percent in these behaviors observed by age 11 for the average child. The researchers analyzed data from tens of thousands of students across Denmark, encompassing both genders.
The discussion around “redshirting,” or delaying a child’s school entry, continues. As noted by The Washington Post, many early childhood experts argue against pushing very young children into academic environments, emphasizing that kids thrive through structured play. One expert remarked, “It’s not just about when to start kindergarten, but how the kindergarten curriculum is structured. If it mimics first grade, parents may rightly choose to delay entry. Conversely, if kindergarten retains its play-focused nature, parents might be less inclined to postpone.”
Studies have produced mixed results regarding the merits of holding a child back. Initially, I held no strong views on the subject until my son began kindergarten at the tender age of four. After relocating from Florida to New York, he missed pre-K entirely. Given that the cutoff date for kindergarten enrollment in New York is three months later than in Florida, he was suddenly considered ready for school. Despite my concerns about his youth, I followed the state’s guidelines and enrolled him.
Transitioning from a part-time daycare to a full-time classroom for six hours—with only a 20-minute recess—has proven challenging for him. Just yesterday, the school psychologist contacted me about his attention issues in class: “He reads exceptionally well, but his comprehension is lacking. Have you noticed he refers to himself in the third person?” My immediate response is, “He’s not even five! He’s used to napping. Is it reasonable to expect mastery of pronouns at this age?”
My son has been reading since he was three and is sociable and intelligent, albeit with a short attention span. He is still four. The kindergarten curriculum feels more rigorous than I anticipated, lacking the play and recess I expected. Instead, he brings home worksheets instead of the creative art projects he used to enjoy. Kindergarten now resembles what first grade used to be.
This research indicating the benefits of starting school later aligns with my observations. Perhaps the solution lies in reverting to a kindergarten curriculum that prioritizes play over academic performance, allowing children to develop at their own pace. Meanwhile, I find myself in discussions with school administrators who don’t know my son but are convinced he’s ready for kindergarten—if only he had a series of interventions to support him.
To me, he’s just a four-year-old boy. I want him to learn basic skills like holding a pencil, coloring, and nurturing a love for learning, which has already led him to read independently before turning four. If interventions are necessary, I’d prefer they occur when his inability to focus isn’t linked to missing his afternoon nap.
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In summary, the debate over kindergarten’s rigor and its impact on children’s development emphasizes the need for a curriculum that fosters play and exploration rather than academic pressure.