It is significant to emphasize that age and reading and writing abilities are not the only determining factors in assessing a child’s suitability to attend school. Social and emotional elements also have a prominent function and are also considered in the evaluation. These include the capacity to obey instructions, the ability to concentrate, and the sense of personal control (Harrington et al., 2020). Children’s skills in interacting socially in a group and expressing their needs are equally vital. Kids can develop these competencies in kindergartens, which will prepare them for elementary school (Harrington et al., 2020). They will have the opportunity to play with other children of identical age and learn crucial social-emotional behaviors.
It appears to me that children should attend school when their proficiency is at the appropriate level. According to Erik Erikson, there are some obligatory and successive stages that everyone has to complete in their development (Devlin et al., 2021). Therefore, if a kid has not mastered the previous phase, it will be challenging to advance to the next one. Vygotsky state that levels of progression are characterized by qualities or properties that were not present before. (Devlin et al., 2021). Hence, if the person has not obtained the crucial skills, the kid has not progressed in development, which is why it is essential to perform training once again. From the perspective of Piaget’s theory, children progress through certain growth phases in a defined order; therefore, it is impossible to have missed one of them (Devlin et al., 2021). Thus, these models support my view that kids should obtain the required competencies and then attend school in order to enhance them.
References
Devlin, J. M., Toof, J., Jain, S., Stewart, K., & Mack, R. (2021). Social existence theory. The Journal of Humanistic Counseling, 60(1), 26-36. Web.
Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness. Emotion, 20(1), 48. Web.