This sure resonates with me. Holding a child out of kindergarten for an extra year is associated with far better attention skills and better academic achievement on down the road. Click on the headline:
Two books from the past really back this up:
“Better Late Than Early” by Raymond S. Moore and Dorothy N. Moore, warned ‘way back in 1975 that child development research has for decades supported a later, not an earlier, school-entrance age. The authors, a developmental psychologist and a reading specialist, counsel that a child with immature vision, hearing speech, motor coordination, conceptual reasoning and personality is markedly better off at home than in school. The vast majority of children reach “integration” of these by age 8 to 10, and at that point, structured school classrooms are OK. The authors make a case that only handicapped children and those who are severely deprived are better off in out-of-home, structured day-care, preschool and kindergarten than the vast majority of children.
“Reclaiming Childhood” by William Crain does a brilliant job of showing how organized school depresses a child’s creativity in drama, nature, art, poetry, linguistics, and so many other areas. We know that it is the more creative child who is more likely to be labeled (many would say “MIS-labeled”) ADHD by primary-level educators who are neither physicians nor psychologists nor child development experts. Is it possible that organized school actually “drives creative kids crazy” because it is too much structure far too soon? Sure looks like it to me.
Share these resources with any parent wondering about the benefits of holding a creative and slightly immature child back from kindergarten with his or her age-mates.