“We found that delaying kindergarten for one year reduced inattention and hyperactivity by 73 percent for an average child at age 11 and it virtually eliminated the probability that an average child at that age would have an ‘abnormal,’ or higher-than-normal rating for the inattentive-hyperactive behavioral measure.”
“It’s not just a question of when do you start kindergarten, but what do you do in those kindergarten classes? If you make kindergarten the new first grade, then parents may sensibly decide to delay entry. If kindergarten is not the new first grade, then parents may not delay children’s entries as much.”
When children have educational experiences that are not geared to their developmental level or in tune with their learning needs and cultures, it can cause them great harm, including feelings of inadequacy, anxiety and confusion.
This “lengthening of childhood” reflects in part changes in state laws that moved forward the cutoff birth date at which 5 year olds were eligible for entering kindergarten (Deming and Dynarski, 2008). However, most of the increase in school starting ages is due to academic “redshirting”; an increasingly common decision by parents to seek developmental advantages for their children by delaying their school entry (i.e., the “gift of time”).
“This is some of the most convincing evidence we’ve seen to support what parents and policymakers have already been doing – choosing to delay kindergarten entry.”