If Kindergarten Was More Playful, We Might Not Need to Hold Kids Back

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A recent study has revealed that postponing kindergarten until children turn seven can lead to significant advantages. It suggests that such a delay enhances students’ ability to manage their attention and hyperactivity when they finally enter school. The research, titled “The Gift of Time? School Starting Age and Mental Health,” indicates that a one-year postponement can dramatically reduce inattention and hyperactivity, decreasing these issues by 73% for an average child by age 11. The researchers analyzed data from tens of thousands of children in Denmark, including both boys and girls.

There’s an ongoing conversation about whether to hold children back—a practice often called “redshirting.” As noted by experts, many are concerned about pushing very young kids into structured academic settings, arguing that children thrive through play-based learning. One expert mentioned, “It’s not just about when to start kindergarten, but what the curriculum entails. If kindergarten is the new first grade, parents might justifiably choose to delay entry. If it’s not, then they may feel less inclined to hold their kids back.”

Conflicting studies exist on the merits of delaying a child’s start in school. Personally, I never gave it much thought until my son entered kindergarten at the young age of four. After relocating from Florida to New York, my son missed pre-K entirely. The cutoff date for kindergarten admissions was three months later than in Florida, making him suddenly eligible. I worried he might be a bit too young but adhered to the state’s guidelines and enrolled him anyway.

He transitioned from a few days a week at daycare to a full six-hour school day with just a 20-minute recess. As I feared, he’s struggling a bit. Just yesterday, I received a call from the school psychologist, who expressed concerns about his attention span in class: “He reads really well, but his comprehension isn’t quite there. Have you noticed he talks about himself in the third person?” All I could think was, “He’s not even five yet! He’s used to napping. Is this really a call the school psychologist needs to make?”

My son has been reading since he was three and a half. He’s sociable and intelligent, but his attention span leaves much to be desired. And let’s not forget—he’s still four! This kindergarten experience is not what I anticipated. I expected more playtime and recess, not homework for a kindergartner. I didn’t anticipate worrying about whether he’s “tired” or having difficulty focusing throughout the day.

Now, he comes home with worksheets instead of the glittery crafts and doodles I expected just a few months ago. Kindergarten feels more like what first grade used to be. With research suggesting that starting school later could be beneficial, perhaps we should rethink our approach to kindergarten. We might want to return to a curriculum that emphasizes play and creativity, rather than turning five-year-olds into students expected to perform at a level far beyond their years.

Meanwhile, I find myself in meetings with school officials who don’t know my son, yet they’re convinced he’s ready for kindergarten—if only he could undergo a series of interventions. To me, he’s just a boy who hasn’t turned five yet. I want him to learn how to hold a pencil, color, play, and keep nurturing his love for learning that led him to read before he was even four. If interventions are necessary, I’d prefer they be implemented when he’s not missing his afternoon nap.

For more insights on parenting and education, check out this post about the importance of early childhood play. And if you’re interested in fertility topics, Make a Mom is a great resource for boosting fertility supplements. Also, Medical News Today offers excellent information on pregnancy and fertility matters.

In summary, although research supports delaying kindergarten, the current trend seems to push young children into an increasingly academic environment. We need to advocate for more play-oriented curriculums that honor their developmental stages, allowing them to thrive while enjoying their early learning experiences.