Strictly speaking, there is “schooling” for 2 to 6 year olds in Finland:
2 to 3 year olds have “playtime” with a teacher:toddler ratio of 1:4 (who have a specific (selective) 2-year degree)
4-6 year olds have a teacher:ratio of about 1:7 (selective bachelor’s degree).
It’s called “learning through play”, with structured play times (informal “language development” and “quantitative development” takes place then), unstructured playtime including mandatory 90mn outside regardless of temperatures or weather (within reason, ie., not in the middle of a -30 blizzard). There are also reading times, painting and art time, discovery times when you venture out into the world (4-6 year olds). Teachers have plans, a curriculum, etc. But there’s no sitting at a desk, no writing, no tests.
It also works because the inequality gap is small.
The program is free and open to all.
Overall I agree that we should consider that K, 1st, and 2nd graders are a year behind, and districts should try to implement policies that help remediate this rather than pretend covid never happened or that little kids weren’t impacted by remote schooling.
It can be a dilemma: my nephew has a late August birthday AND is very small for his age… and he’s also very bright.
He started with his age group but try to imagine the reception when for show and tell in PK he decided to present his favorite Renaissance painting. (At age 3 he got really into “mother and child” depictions from various eras, then moved on to “piètas”…)
He kind of does his own thing right now in the 5th grade, because he’s roughly 2 -?- years ahead academically. He’s also 4’3… and we all worry what’s going to happen next year in Middle School.