A recent study has revealed that postponing kindergarten until children turn seven brings significant advantages for their development. The findings suggest that this delay fosters better self-regulation of attention and hyperactivity when they eventually start school. The research titled “The Gift of Time? School Starting Age and Mental Health” indicates that a one-year deferral in school entry can dramatically lower inattention and hyperactivity levels at age seven, with a remarkable 73 percent reduction noted by age eleven for the average child. The study analyzed data from tens of thousands of students across Denmark.
There is an ongoing debate regarding the practice of holding children back, often referred to as “redshirting.” Many experts in early childhood education express concerns about pushing very young kids into academic settings too soon, advocating for learning through structured play instead. As one expert stated: “It’s not just about when kids start kindergarten, but what those kindergarten classes entail. If kindergarten is treated like the new first grade, parents might sensibly decide to delay their children’s entry. Conversely, if kindergarten remains distinct from first grade, parents may be less inclined to hold their kids back.”
While some studies support the idea of postponing kindergarten, others present conflicting views. I found myself uncertain about the issue until my son began kindergarten this year, having turned four just a few months earlier.
After relocating from Florida to New York, my son missed pre-K entirely because the cutoff date for kindergarten enrollment here is three months later than in Florida. Suddenly, he was considered ready, and although I worried he might be too young, I followed the state’s guidelines and enrolled him. He transitioned from a part-time daycare environment to a six-hour school day with just a 20-minute recess. Unsurprisingly, he has struggled to adapt, and I recently received a call from the school psychologist. They noted he was exhibiting attention difficulties: “He reads well, but his comprehension is lacking. Have you noticed he refers to himself in the third person?” All I could think was, “He’s not even five yet! He’s used to afternoon naps. Is this really a call a school psychologist needs to make?”
My son has been reading since he was three and a half. He’s bright, sociable, and yet grapples with a short attention span. This kindergarten curriculum feels overly rigorous. I anticipated a focus on play and more recess, not a homework load or concerns about him being “tired” or having trouble concentrating. Instead of the whimsical art projects he used to bring home, he now hands me worksheets filled with tasks. Kindergarten seems to mirror what first grade used to be.
This study advocating for a later start aligns with the idea that we should reshape kindergarten to emphasize playful learning rather than expecting five-year-olds to perform at levels beyond their maturity. While I attend meetings with school administrators who don’t know my child yet are convinced he’s ready for kindergarten with the right interventions, I wish for a more relaxed approach to early education.
To me, he’s still just a four-year-old boy. I want him to learn basic skills like holding a pencil properly, coloring, and nurturing his love for learning that led him to read on his own before he was even four. If interventions are necessary, I’d prefer they occur when a lack of focus isn’t linked to skipping his afternoon nap.
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In summary, the study indicates that delaying kindergarten can provide substantial benefits regarding a child’s focus and behavior in school. With an evolving curriculum that increasingly resembles first grade, it may be time to rethink the kindergarten experience to better suit young learners’ needs.