Social Sciences Essay: Starting School at A Later Age Is More Beneficial

Starting School at A Later Age Is More Beneficial
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Abstract
This paper sought to assert and support an argument regarding school starting age and academic achievement. A statement was proposed that children who start school at a late age have better academic achievements. A systematic literature review was conducted to support the proposed argument. According to the findings presented in most studies, there are no benefits associated with starting school at an early age. An early age may differ from one country to another. However, based on the wide range of literature used, an earlier starting age is four years while a late starting age is seven years. In countries where children started school at the age of four, they were found to retain lesser numeracy and literacy skills compared to their senior counterparts. Also, they were slower in their cognitive development process. Thus, based on this evidence, it was concluded that a late starting age is better compared to an early starting age.
Starting School at A Later Age Is More Beneficial
Introduction and Position Statement
Over the years, there have been constant debates regarding the appropriate age for starting school. In most European countries, children start school at the age of five, six, or seven. In the United Kingdom (UK), children start school at the age of four. Since Great Britain colonized a significant portion of the world, many of its former colonies have adopted their policies. School starting age is one of them. In African countries, for example, you will find children as young as two reporting to school. It has become a common belief that the earlier the child’s chance at school, the better. However, there is something that every parent and teacher should know. School starting age determines the child’s cognitive development. Aside from this, it affects the child’s social development.
This paper will also emphasize cognitive development. According to Beckley et al. (2009), cognitive development concerns the child’s development as a knower, thinker, and learner. Also, cognitive development pertains to the child’s ability to remember, understand, and solve problems. In general, the child is attempting to draw their understanding of the world using their basic senses (Beckley et al., 2009). There is no restriction on the starting age of your son or daughter. Still, there is research that suggests that starting early or late has individual benefits. As will be seen in this paper, there are different authors whose works have contributed to either of these assertions. But, this paper aims to show that starting at a later age has more benefits for the child in terms of academic achievement.
Literature Review
As noted, the UK has had a significant impact on the school starting age of many children around the world. As indicated in Cleave and Brown (2003), children in the UK start school at an earlier age when compared to children in Europe and the United States (US). According to the country’s law, all children are required to start school after their fifth birthday. But, most parents are opting to take their children to school once they are four years old. Yet, as Palmer (2016) notes in her book, the race to enrol children at an early age has led to a decline in literacy and numeracy skills. Furthermore, children from western nations always perform well in international competitions. These children mainly start school at the age of seven. At this age, they acquire numeracy and literacy skills at a comfortable rate. Also, an emphasis is placed on their all-rounded growth and development (Palmer, 2016).
In his project, Madeira (2018) sought to establish if the age of entry into a primary school affects a student’s achievement. The scholar relied on a dataset from Portuguese public schools. The author found that there was a positive correlation between the age of entry and educational attainment. He established this using two variables, namely retention and exam grades. Using a statistical approach, the scholar determined the significance of the relationship between age of entry and academic achievement. He found that students of older age performed better than those of younger age. Also, retention of more senior students is less likely to occur in primary school (Madeira, 2018).
In a similar study, Caceres-Delpiano and Giolito (2019) sought to establish the impact that school starting age has on a student’s academic progression. The Chilean authors conducted their research within their country with an emphasis on primary and secondary schools. They used data from public records prepared and maintained by the Chilean Ministry of Education. The results of their study proved that delayed school entry affects a student’s performance positively. Also, the researchers found that the impact wears off with time. Scrutiny of student’s grades using grade reports showed that the effect of starting late can still be observed 11 years after the child has started school (Caceres-Delpiano & Giolito, 2019).
Baber (2016) had just discovered results similar to those of Caceres-Delpiano and Giolito. In his study, though, Baber expanded his focus to include social development. The independent researcher notes that a child’s experiences have a significant impact on their development of emotional, cognitive, and physical skills. It is on this basis that Baber founded his research. In it, the researcher synthesized the various studies conducted over the years. He sought to identify how a child’s cognitive and emotional development occurs. Also, whether children who start school before the age of seven have considerable academic achievements in the long-run. The researcher found that trying to teach children literacy and numeracy skills at an early age is not beneficial. Also, he found that starting school before the age of seven is not helpful to the child in the long-run (Baber, 2016).
In collaboration with another scholar, Baber again studied the role that starting age has on academic performance. This time, the researchers focused on impact at...