24.12.2021
We all want to be successful, and similarly, we want to do everything we can to ensure our children's success. Research shows that a single decision by parents can determine whether their child is at an advantage or disadvantage throughout their entire academic life. If our child's birthday is on the borderline, there are undeniable advantages to sending them to school a year later. Research shows that children spending an extra year in extended play environments can provide a significant advantage.
Besides, who wouldn't want a year to grow?
Children who are older than their peers have better concentration and significantly higher self-control. This advantage continues in later years. These children are much more likely to get into university and find jobs than others. Research also shows that delaying kindergarten by a year reduces attention deficit and hyperactivity in the average eleven-year-old by seventy-three percent. In Canada, youth hockey leagues have been seen to register children born in January. Children born in January and February are always the oldest compared to their peers, meaning they are physically more developed and mature. Another advantage is their more developed psychology, which means they play hockey better, their coaches listen more attentively, and they are more successful on the ice. Unfortunately, this difference is inevitably seen in our classes between students born in January and February and those at the end of the year. While older children listen attentively in class, younger children struggle to concentrate and their minds are preoccupied with playing. Those whose minds are on playing and who cannot concentrate will inevitably experience a drop in academic performance. While older children complete their homework without hesitation, younger children cause their families a lot of trouble at home. Instead of the child suffering, the family does most of the homework themselves. The teacher's expectation from homework, given for reinforcement, is that the student couldn't concentrate in class and didn't understand enough, so they need to work one-on-one with their family at home to reinforce the learning. The most important point in this process is the child's emotional maturity. Enrolling a child who hasn't yet had enough time to play, become independent, and reached school maturity early will do more harm than good. Being one of the younger children in a class often means lagging behind older children in terms of development. Seeing many of their friends learn faster and more quickly can lead to negative feelings of inadequacy, worthlessness, and imperfection. However, children naturally climb developmental stages. Older children are always at an advantage; they have thoughts like, "I can do it, I can succeed, I am who I am, I am good." Throughout their school life, children develop self-confidence, believe in themselves, and see the belief of their family and teachers, thus building a solid foundation for both academic and social development. In conclusion, we can say that a child who hasn't yet had enough playtime and hasn't reached academic and emotional maturity may start school with wounds that are difficult to heal later.
Children's muscles and senses develop through sufficient playtime. Children who haven't had enough playtime may find that even simple interactions with friends turn into fights and power struggles when they start school. They may not have sufficient maturity in play and may not be able to control their emotions. Instead of being happy in play, they may spend their time constantly fighting and complaining. By having their children meet with preschool teachers, guidance counselors, and, if necessary, conduct readiness tests before starting school, parents can ensure their children have a high-quality life.
