I find myself among the “fortunate” parents whose child was born in September, just before our state’s kindergarten cutoff. From the moment I discovered I was expecting, I knew that when my little one turned four, a significant decision would await us: Should we enroll her in kindergarten as one of the youngest in her class, or should we wait a year and let her be one of the oldest students? This choice is far more complex than it may seem, and the available research on delaying kindergarten presents a mixed picture.
Some studies suggest that being the youngest in class can drive neurotypical children to enhance their intellectual and emotional skills, pushing them to rise to the occasion with their older peers. They may avoid becoming disengaged and disruptive. Yet, contrary research indicates that children who postpone starting kindergarten might experience worse academic outcomes later on. On the flip side, other studies advocate for waiting, highlighting the maturity and self-control benefits that come with being the older child in class. Thomas Dee, a co-author of a Stanford study, noted that delaying kindergarten resulted in a 73% reduction in inattention and hyperactivity for the average child by age 11.
In a world brimming with research to inform our parenting choices, how do we navigate the conflicting information? Ultimately, I believe the best approach depends on individual circumstances and the unique needs of each child. For our family, we opted to delay, and here’s why.
Both my husband and I come from families of educators, which heavily influenced our decision. My mother, who specialized in assisting children who faced challenges in school, often observed that struggling students were typically among the younger ones in their classes. She emphasized that when children encounter difficulties early on, it can negatively impact their overall school experience, forcing them to exert extra effort while limiting their opportunities for play.
My older child, born just after the cutoff, naturally became the oldest in his class. His personality thrived in this environment; he stepped into a leadership role, excelled in kindergarten, demonstrated better emotional control, and was ready to focus and listen to his teacher. He had outgrown separation anxiety and no longer needed naps.
Most importantly, the demands of kindergarten have evolved significantly over the years. It’s often said that kindergarten is now akin to what first grade used to be. Gone are the days of endless play, naptime, and crafting. Today’s kindergarteners are expected to start reading, learn numbers up to 100, grasp basic addition, take tests, and maintain focus for longer periods. Playtime and recess have been drastically reduced.
Given my daughter’s active nature, I doubted her ability to successfully manage today’s kindergarten environment at just barely five years old, especially with limited outlets for her energy. While she likely would have adapted, she would have faced hurdles at the start. Now, being a year older, I’m confident she’ll be emotionally prepared from day one. Although her bossy tendencies remain, she has improved in self-regulation.
For us, the advantages of delaying kindergarten outweighed any potential downsides. Many parents share this perspective, while others may accurately feel their younger children are ready to thrive in school. Each family must determine what works best for them, considering their circumstances and the unpredictable nature of a child’s development.
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Summary
The decision to delay kindergarten is complex, with mixed research outcomes. While some studies advocate for the benefits of being the youngest in class, others highlight the advantages of maturity and self-control for older children. Personal circumstances and a child’s unique needs play crucial roles in this decision. For many, including the author, the benefits of waiting often outweigh the drawbacks.