Delhi’s new rule requiring children to be 6 years old for Class 1 admission has angered parents and educators who call it regressive and unfair.
A recent directive from the Delhi Directorate of Education (DoE) mandating that children must be at least six years old to enroll in Class 1 from the 2026–2027 academic year has sparked outrage among parents and education professionals alike. While the move aligns with the National Education Policy (NEP) 2020 and the Right to Education (RTE) Act, 2009, many feel it disregards the realities of modern childhood development.
The policy, officially announced on June 20, introduces a phased structure starting with Nursery at age 3+, Lower KG at 4+, Upper KG at 5+, and finally Class 1 at 6+. The idea is to ensure a three-year foundational preschool phase before children begin formal education. But parents argue the rule could do more harm than good.
“Too Late for Class 1”
For many parents, the new age rule seems disconnected from current educational trends and children’s capabilities. “Starting Class 1 at six years old is too late in today’s fast-moving world,” said Ankita Mishra, a parent from South Delhi. “By that age, kids in other countries are already reading fluently or working with numbers. Holding children back feels like slowing them down.”
The frustration is shared by other parents who believe that today’s children are exposed to rich learning experiences much earlier than in the past. From apps and videos to interactive toys and early enrichment programs, many urban kids are already writing alphabets and solving puzzles before they turn five.
The Case of Child Prodigies
Critics also point to real-life examples that defy the new guideline’s logic. Atharva Arora, a five-year-old from Delhi, recently gave a TEDx talk at Mount Abu Public School, making him one of the youngest speakers in the city. Similarly, Aaryan Shukla, who began training in mental arithmetic at the age of six, broke a Guinness World Record in 2024 at just 12.
“Children today have high IQs and access to incredible learning tools. Many are ready for Class 1 by age five,” said Pujanjali Shekhar, another parent. “It seems pointless—and even unfair—to make them wait an extra year just because of a fixed age rule.”
One Size Doesn’t Fit All
Beyond individual anecdotes, there is a broader concern that the policy fails to consider the individual readiness and cognitive abilities of children. Rakesh Singh, a father of two, emphasized, “A child’s readiness for school should be based on their skills and aptitude, not just age. Every child is different.”
Educators also question the rigid three-year pre-primary structure. Bhavna Gautam, an early childhood education expert, explained, “The idea that all children need exactly three years of preschool is outdated. With today’s learning resources and parental involvement, many children can transition to formal schooling sooner.”
DoE’s Stand: Strengthening the Basics
The Directorate of Education has defended the decision, stating it is designed to improve foundational literacy and numeracy skills, bringing Delhi in line with the NEP’s goal of universalizing quality early childhood care and education. “The guideline brings much-needed uniformity in admission criteria across schools and ensures children have a strong learning base before entering Class 1,” the circular reads.
However, the backlash suggests that uniformity may not always be the answer. Parents argue for a more flexible system that assesses individual readiness and allows early admission for children who show adequate cognitive and emotional maturity.
A Call for Balance
As the deadline for implementation approaches, many are urging the government to revisit the age restriction, or at least allow schools and parents some leeway based on child-specific evaluations. “Education must evolve with the times,” said Ms. Gautam. “And part of that evolution is recognizing that children grow and learn at different paces.”
What was meant to be a progressive policy rooted in research-backed pedagogy has now become a point of contention. Unless adapted with sensitivity to the diverse developmental timelines of children, the age-based rule might end up being more of a barrier than a bridge to better education.
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