An investigation of parents' views on the academic and social development of children who start primary school at an early age

This study aims to investigate the effects of the age of starting primary school on the academic success and social behaviors of children in middle adolescence in Turkey. It focuses on the role of childhood and education policies, which are fundamental components of the education system, as well as historical changes and social dynamics in individuals' development. In Turkey, the age for starting primary school has been set at 6 with the implementation of the 4+4+4 education model. The effects of this age on children's cognitive, social, and emotional development have been discussed. In this study, phenomenological interviews were conducted with 18 parents whose children are enrolled in middle and high school. The data obtained were analyzed using content analysis. The results indicate that many factors influence parents' decisions to send their children to school. The 4+4+4 education system, school administration, the attitudes of neighboring families, employment status, economic situation, and family recommendations all play important roles. Parents make decisions based on their children's academic and social status, but generally express negative opinions about starting school at an early age. Particularly noteworthy are challenges such as children's emotional unpreparedness, social problems, and loss of self-confidence. Parents state that the 4+4+4 education system ignores individual differences and does not provide adequate support for low-income families. Inconsistencies in the educational environment and inadequate guidance services are also frequently mentioned. Children have been observed to experience academic difficulties, particularly delays in writing and attention-based courses. Some children have gained cognitive advantages and social skills. During the early education period, children experienced psychological stress, alienation, and a lack of social adaptation. Long lesson times and pandemic conditions have also exacerbated these challenges. Parents are intervening to support their children and collaborating with teachers. While children struggle with attention spans, written assignments, and group work, they are notable for their creativity and leadership skills.