Reference: Every country has different regulations on how old children go to school. Japan, the United States, Britain, the Netherlands, Scotland and England all let their children go to school at the age of five. It is said that this regulation in Britain began as early as the Victorian era of 1870. The reason why children are chosen to go to school at this age is not because five years old is conducive to their education or development, but to let them finish their studies early and enter social work. In 20 of the 34 European countries, children did not enter school until they were 6 years old. The other eight children, including Sweden and other Nordic countries, are 7 years old.

At present, the average school age of German children is 6-7 years old, which is relatively late. In the 1960s and 1970s, it was very popular in Germany to let children go to night school. Some German education experts believe that children going to school at the age of 7 has no influence on their future academic success. They think that children who go to school at the age of 6 ~ 7 have certain coordination and self-control ability in body, mind and IQ, so they don't emphasize that children go to school in the morning.

Educators believe that children of this age have a strong thirst for knowledge, a certain degree of self-control, can persist in intellectual activities for a long time, and their ability to cooperate and communicate with others has been significantly improved; I am relatively used to playing social and group games, and I can abide by the corresponding rules. Germans generally believe that children who are older can avoid some unsuccessful experiences because of their childishness. They are worried that their children will be lacking in personality development if they enter school too early. Some teachers also said that children entering school too early will lead to great differences in their abilities. Some children can't even tie their shoelaces, and some children can already read and write. These problems bring difficulties to teachers' work, and also make children with developmental retardation feel inferior and discouraged.

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