Evidence map›Paper›PMID 42478330›Full record

ArticleDevelopmental science2026

School Entry Deferral: Effects of Age and Schooling on Children's Longitudinal Executive Function Development and Parent-Reported Socio-Emotional and Regulatory Outcomes.

Heather G Simpson, Nicolas Chevalier, Josie N Booth

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Developmental science, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Heather G SimpsonDepartment of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, Scotland, UK.ORCID https://orcid.org/0000-0003-4394-7600
Nicolas ChevalierDepartment of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, Scotland, UK.ORCID https://orcid.org/0000-0002-7899-8822
Josie N BoothMoray House School of Education and Sport, University of Edinburgh, Edinburgh, Scotland, UK.ORCID https://orcid.org/0000-0002-2867-9719

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Whether an optimal school-entry age exists is widely debated. A sequential cohort longitudinal design was used to investigate how school-entry deferral affected executive function development, and parent-reported socio-emotional and self-regulatory outcomes in 110 children (majority White) over one academic year. Groups comprised: 35 Deferred School Entrants (M

Indexed as

Child DevelopmentEmotionsExecutive FunctionAge FactorsChildChild, PreschoolCognitionFemaleHumansLongitudinal StudiesMaleMemory, Short-TermParentsSchoolsSelf-Controlagedevelopmentexecutive functionlongitudinalschool entryself‐regulationsocio‐emotional skills

Identifiers

PMID42478330
PMCPMC13386192

What Socratic holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.