Is a 5.5-Year-Old Ready for Primary School?

The discourse surrounding a policy that permits children aged 5.5 years to enter primary school (SD) has become a hot topic of conversation amongst the public. Responding to this phenomenon, parenting and child development expert Prof. Dwi Hastuti from IPB University has offered important notes for parents and policymakers.

Although chronological age often serves as the primary benchmark, Prof. Tuti stressed that age is not the sole variable determining a child’s readiness. However, she firmly asserted that the age of six years is a far more ideal threshold for starting basic education.

According to Prof. Tuti, the government’s recommendation regarding the minimum age of six has a strong foundation in child development theory. During this phase, children are in a transition from early childhood to school age, which demands cognitive, social, and emotional maturity.

‘If there is a 5.5-year-old child who has demonstrated good social, emotional, and independence maturity, they might be considered an exception. But generally, many 5.5-year-old children are not yet mature enough to face the demands of primary school,’ she stated.

School readiness must not be measured solely by basic academic skills such as reading, writing, and arithmetic (calistung). Prof. Tuti detailed six developmental aspects that must be thoroughly considered.

Forcing a child to enter primary school before they are developmentally ready can trigger negative long-term impacts. Prof. Tuti warned of the risk of decreased self-confidence because the child feels left behind compared to their more mature peers.

This condition can potentially induce stress, feelings of inferiority, and increase the child’s vulnerability to becoming a victim of bullying at school. Therefore, building life skills is far more crucial than merely pursuing academic achievement at an early age.

In closing, Prof. Tuti advised that the decision to enrol a child in school should be based on a thorough observation of the child’s overall maturity, rather than merely chasing prestige or accelerating the duration of education.