I have a daughter who will soon turn three and seems very curious and excited about everything in her surroundings. I am being advised by many other parents to put her into school as soon as possible. Though, I don’t feel the need to send my daughter to any daycare or nursery since I work from home and can look after her pretty well. However, I feel that there is this pressure on me to send my daughter to school early. I decided to do my homework and learn about this topic from experts and several studies and I was shocked by what I discovered. Sending kids to school early can pose serious challenges to their social and emotional wellbeing, and these challenges persist even after their first year of education.
Emotional Regulation Difficulties
I remember one of the first things I learned was about children who begin schooling earlier having difficulty with handling their emotions in a controlled environment. This was supported by a Stanford Graduate School of Education study, which showed that starting kindergarten a year later made a huge difference in children’s ability to control their hyperactivity and attention, which remained consistent through age 11 years. In reality, children who started schooling later had fewer incidents of hyperactivity and inattention.
This might look like a child who gets agitated and overwhelmed by a noisy classroom environment and ends up crying or melting down when trying to follow a direction, or a child who becomes frustrated and acts out. A child whose brain is still learning to regulate the emotions of disappointment and excitement might find school, with its rigid schedule, a pressure cooker without a pause button.
Struggles With Social Skills
Another crucial aspect of school preparedness is the ability the child to interact with others. In a study that was conducted among children aged five to six years in Indonesia, a strong correlation between social-emotional competencies and school preparedness was observed. Children who were stronger in handling emotions, cooperating with others, and demonstrating autonomy were naturally more prepared to cope with the school environment effectively. If the child understands the concept of sharing, listening to others when they are talking, and taking turns when playing with a group of children, he or she will find it easier to settle down. Young children usually don’t possess these attributes and hence they may experience feelings of exclusion when it comes to playing or even circle time.
Attention, Memory, and Classroom Tasks
Parents believe that the children who start schooling at an early age have an academic advantage, but studies show some mixed results. In one study by the National Institute of Child Health and Human Development, more than 900 children were studied. It was found that those who entered kindergarten at an early age initially did better in early literacy skills, but those who entered at an older age experienced more growth in language and math thinking by third grade.
It means that while an early starter might look like they are doing well at first, but in the long run, children who begin school when they are a bit older may actually gain stronger academic skills and develop at a deeper level.
The “Youngest in the Class” Challenge
Another challenge is related to the fact that younger students in a grade tend to experience a developmental gap when compared to their older counterparts. A study using Florida data showed a persistent discrepancy in test scores because older students consistently outperformed younger ones in many cohorts of students.
Even small age differences are important, as they represent differences in age-related development. For instance, a child who is already 11 months older when entering school is expected to have better concentration, control, and language development skills owing to their cognitive development.
Long‑Term Academic and Cognitive Trends
There have been some findings into how the age of entry to school might have an effect years down the road in terms of academic achievements as well. Children who begin school when they are somewhat older have been observed to make significantly greater strides in academic proficiency as they mature than those who enter school when they were younger.
There is also evidence that suggests that the delay of school entry can be linked to the schools that these children attend. A study on Chilean data found that those who started school when they were older were more likely to attend schools that have higher average scores and better teaching facilities.
Readiness at Different Ages
Surveys of school readiness show that it is not unusual for a high proportion of young children to need support in areas of development before formal schooling starts. In the United States, the National Survey of Children’s Health conducted a poll that stated only about two-thirds to three-thirds of kids aged three to five years are “on track” in basic skill domains such as early learning, social-emotional competence, development, motor skills, and health. One in ten kids needs help in more domains.
This is important because readiness is not only theoretical. Examples of readiness encompass how well the child is able to follow simple directions, work together with others, control his or her impulses, and manage small things such as dressing and lunch.
Sunrise Challenges Not Always Visible
Aside from the studies, teachers and parents worldwide report that younger children struggle with everyday classroom routines. In the UK and Wales, a survey of 1,000 primary teachers found that some children starting school were unable to manage basic physical skills like climbing stairs or handling their own coats and lunch boxes. While this may not show up on test scores, it affects a child’s confidence and comfort at school.
They may have issues with language, fine motor, and attention when it comes to school because, of course, children are still developing in these areas.
What Parents Need to Know
However, this does not mean that early school entry is never beneficial. Some children genuinely thrive and have happy and successful learning experiences from a younger age onwards. Nevertheless, it appears that many children would benefit from entering school when they are better prepared on an emotional, social, cognitive, and physical level.
Here are some things that you may notice:
- Does your child play well with others for short periods?
- Are they able to follow simple directions independently?
- Do they deal with small irritations without lengthy meltdowns?
- Are they able to complete tasks of self-care such as using the washroom, eating, dressing, and cleaning up?
- Consulting with early childhood educators, preschool teachers, or child development experts can also assist you in assessing the child for readiness.
Final Thoughts
There is no one perfect age that works for every child. But many scientific studies show that waiting until a child is ready can make school a place of confidence, curiosity, and joy rather than stress and struggle.
As I reflect upon my daughter and the unseen peer pressure from other parents, I realize that developmental readiness and scientific data matter most rather than mere custom and comparisons.
By paying attention to how our children are developing in emotional, social, and physical areas, as opposed to academic readiness, we can start their schooling when they are ready to succeed.