In early childhood education, the decision to defer a child’s school entry by a year is often framed as “staying back.” But educators across Australia are challenging this language, advocating instead for a strengths-based perspective: sending children when they are developmentally ready.
Why Deferral Deserves Consideration
Deferring school entry isn’t about holding children back—it’s about giving them time to grow. Research and educator experience suggest that an additional year in a play-based, relational learning environment can:
-
Support emotional regulation and social confidence
-
Strengthen communication and self-advocacy skills
-
Allow mastery of foundational cognitive and motor skills
-
Foster resilience and trust in their own capabilities
Signs a Child May Benefit from Deferral
Educators suggest looking at the whole child—not just their age. Key indicators include:
-
Emotional readiness: Does the child manage transitions, express feelings, and cope with challenges?
-
Social confidence: Can they initiate play, resolve conflicts, and build relationships?
-
Cognitive development: Are they curious, focused, and able to follow multi-step instructions?
-
Self-trust: Do they show confidence in their choices and learning?
Making the Decision
When considering deferral, families and educators should:
-
Observe the child’s daily interactions and responses to challenges
-
Consult with early childhood educators, allied health professionals, and school readiness experts
-
Reflect on the child’s long-term well-being—not just academic readiness
Resources to Support Decision-Making
- 60 Minutes Australia: Should parents be holding their children back from school?
- Let The Children Play—Winter 2019
- Let The Children Play—Summer 2019
Deferral is not a delay—it’s a deliberate, child-centered choice. As one educator put it, “It’s about sending the child when they are ready.”
Further Reading
How To Approach School Readiness Planning For Preschoolers
School Readiness Program
School Readiness Checklist Aligned To EYLF Outcomes
School Readiness In Early Childhood
How To Prepare Preschoolers For School
How Play-Based Learning Supports School Readiness
Supporting Children's Transition To School
Play School's Ready, Set, Big School
The Children’s Services Award introduces a streamlined classification system and updated pay rates designed to better recognise the skills, qualifications, and responsibilities of early childhood
Children need safe and positive environments to learn and grow. To ensure this, services and educators need to ensure effective supervision at all times. The
Floorbook is a documentation approach that uses a large book with blank pages for children to record different aspects of their learning in small groups
In Norway and most other Scandinavian countries, children nap in the outdoors. According, to research outdoor sleeping not only promotes better daytime sleeping, but it
Nature programs in early childhood settings are a fantastic way to connect children with the natural world and promote holistic development. The following article provides
From 2026, every educator covered by the Children’s Services Award will move into a new, simplified classification structure. Instead of navigating 30 different levels, educators
Schemas are patterns of repeated behavior that allow children to explore and express developing ideas and thoughts through their play and exploration. The following article
The following article lists 30 art and craft descriptions and links to the EYLF. These can be used as a blurb, during observations, used for
Positive phrases play a crucial role in children's growth because they help nurture their emotional, social, and cognitive development. The following article lists 30 positive
The Education and Care Services National Regulations emphasise that children's individual needs, including sleep and rest, must be met. The overarching goal is to ensure
