Written by Joseph Gulino
Kindergarten readiness should not be decided solely by a calendar date or a brief skills check.
“I just try to pull them through!” the kindergarten teacher told me when I noticed six children in her class of 21 who did not seem prepared for kindergarten. It was December 1999, I was new to the school, and I was struck by behaviors such as short attention spans, trouble sitting still for more than a few minutes, limited letter and number knowledge, and—most of all—a strong preference for play over academic tasks.
As I worked with students in grades 1 through 8, my concerns grew. In each grade there were five to 15 children who either struggled academically or appeared uninterested in learning. What troubled me most was the absence of a formal readiness screening for kindergarten entry, no consistent process to inform parents about readiness concerns, and no organized counseling to help families whose children weren’t prepared for formal schooling.
School accountability and student achievement are rightly major concerns today, but it is unfair to expect schools to shoulder full responsibility when enrollment practices set children up to fail. Educational leaders and legislators must redesign early school entry policies based on solid research—creating enrollment procedures, screening measures, and family supports that ensure children start school when they are ready.
Children who begin school ready to learn are more likely to thrive. Early successes lead to greater social competence and sustained academic achievement throughout a child’s school career (Alexander & Entwisle, 1988). Ensuring kindergarten readiness benefits students, families, and schools alike.
Eight key areas influence a child’s transition to kindergarten:
Knowledge. Familiarity with letters, numbers, and basic ideas;
Social adjustment. Ability to interact with a group and follow a teacher’s directions;
Skills. Practical abilities such as tying shoes and holding a pencil;
Disposition. Attitude toward learning and school;
Rules. Understanding and following routines and expectations;
Physical attributes. Age, health, and general physical readiness;
Family issues. Family engagement with the school and home support; and
Educational environment. What the school provides to support learning (Dockett & Perry, 2002).
What’s the Best Age for Kindergarten?
Cut-off dates for kindergarten entry vary across the United States. Some states allow children as young as four to enter kindergarten, while others set later cut-offs that reduce the number of very young entrants (Kauerz & McMaken, 2003). Based on classroom experience and existing research, many children under 5½ years old at the start of the school year are often not developmentally ready for the demands of formal kindergarten. When children enter too early, they and their families can experience avoidable stress. Uphoff and Gilmore (1990) concluded, after reviewing research, that children under 5 years, 6 months might benefit from waiting a year before starting kindergarten.
Victoria Martino, co-founder of Mountain View Academy in Colorado, notes that maturity often matters more than early preschool exposure. Children who are near six years old—boys closer to six and girls at least 5½—are frequently more motivated, better able to learn, and more likely to enjoy school. In her view, a moderately bright but mature child will often do better than a very bright child who is immature.
Complicating the issue, many preschoolers face risk factors that affect readiness. Research shows that half of preschoolers experience at least one risk factor—such as low maternal education, poverty, a primary home language other than English, unmarried birth, or single-parent households—and about 15 percent face three or more (Zill et al., 1995a). These factors increase the likelihood that children will need extra support before succeeding in kindergarten.
When Children Aren’t Ready
The diversity of children entering kindergarten is increasing, and schools are expected to adapt. However, when class sizes are large, funding is limited, facilities are inadequate, or teacher preparation is insufficient, schools cannot realistically meet all needs. Children who are not developmentally ready may suffer long-term consequences.
If children start kindergarten before they are ready, they may:
- Develop lasting negative self-esteem;
- Fail to receive timely, targeted help needed to cope with classroom demands;
- Require remediation that strains school resources in kindergarten and later grades;
- Have more difficulty forming positive peer relationships; and
- Distract time and attention away from children who are ready to learn.
To reduce these risks, districts should use focused kindergarten readiness screenings that evaluate cognitive, emotional, and behavioral readiness. Children with borderline results should be re-screened before final enrollment decisions. Parents must receive clear, balanced information about the advantages and disadvantages of early school entry, and they should be counseled about their child’s strengths and areas for growth. Parent information sessions should take place well before the year of possible school entry so families have time to consider their options.
What I’ve Learned
Although our district follows a state-mandated cut-off of age five by July 31, we developed a team-based assessment process for eligible children and began actively informing parents about the benefits of waiting until a child is at least 5½. Over three years, 12 to 14 families each year—children with birthdays between March and July—opted to delay entry for an extra year. This approach has led to more students experiencing early success, improved self-esteem, fewer special services referrals, and higher test scores.
To improve outcomes for young children, I recommend the following:
- Adopt 5½ years of age by the opening day of school as the preferred criterion for kindergarten entry;
- Screen all eligible children and give parents clear, constructive feedback and counsel;
- Provide district-supervised preschools staffed by professionals experienced in developmentally appropriate readiness programs;
- Keep kindergarten class sizes manageable—ideally 15 to 20 students;
- Create peer tutoring or mentorship programs where older students support kindergarteners who need extra help; and
- Base promotion to first grade on demonstrated performance, not solely on parental preference.
Each district should develop readiness expectations that reflect its community and rely on research, not just calendar dates or brief cognitive tests. Investing early in quality assessment, preschool programming, and appropriate enrollment practices will yield better student success, higher self-esteem, and improved achievement—reducing the need for costly remediation later.
This is my challenge to legislators, educators, school boards, parents, and districts: are you willing to act?
When a Child Starts School Too Early
What can a child lose by beginning school too early?
Cognitively: a slower, less pressured pace for learning; time to explore age-appropriate interests; and the potential for higher achievement diminished by premature academic demands.
Behaviorally: relief from the stress of trying to master skills before a child is ready; more family time instead of extra practice; opportunities to play with same-age peers; and the chance for a five-year-old to be treated like a five-year-old.
Emotionally: time to develop confidence, savor success, and build a lasting desire to learn; chances to lead rather than follow; and the ability to form peer relationships without fear of rejection.
Physically: another year of growth and motor development that may help a child reach full physical potential.
References
Alexander, K.L., & Entwisle, D.R. (1988). Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53(2).
Dockett, S., & Perry, B. (2002). Who’s ready for what? Young children starting school. Contemporary Issues in Early Childhood, 3(1), 67-89.
Fournier, Y. (1999). Weigh cognitive, behavioral, and emotional factors before advancing kindergartners. Jefferson City Post-Tribune.
Kauerz, K., & McMaken, J. (2003). Access to kindergarten: Age issues in state statutes. In Full Day Kindergarten: An Exploratory Study of Finance and Access in the United States. Denver: Education Commission of the States.
Uphoff, J., & Gilmore, J. (1990). Summer children: Ready or not for school. Rosemont, NJ: Modern Learning Press.
Zill, N., Collins, M., West, J., & Hausken, E.G. (1995a). Approaching kindergarten: A look at preschoolers in the United States. Young Children, 51(1), 35-38.
Zill, N., Collins, M., West, J., & Hausken, E.G. (1995b). School readiness and children’s developmental status.
Joseph Gulino is principal of St. Peter School in Jefferson City, Missouri. His e-mail address is [email protected].