There is a large debate regarding whether or not bilingualism is truly beneficial to children. Parents of children often view learning a second language throughout elementary and high school education beneficial to the child. Another perspective dictates that the second language just confuses the child and prevents them from mastering their primary language. Studies have shown that American bilingual children have greater cognitive flexibility, better perceptual skills and tend to be divergent thinkers than monolingual children between the ages of five to ten. Better executive functioning skills are likely because bilingual children have to choose one language to speak while actively suppressing the other. This builds stronger selective attention and cognitive flexibility because these skills are being exercised more. In addition, bilingual children have a better understanding of universal language concepts, such as grammar, because these concepts are applied in multiple languages. However, studies comparing Swedish-Finnish bilingual children and Swedish monolingual children between the ages of five to seven have also shown that the bilingual children have a smaller vocabulary than monolingual children. In another study throughout America, elementary school English-monolingual children performed better in mathematics and reading activities than their non-English-dominant bilingual and non-English monolingual peers from kindergarten to grade five. Learning two languages simultaneously can be beneficial or a hindrance to a child's language and intellectual development. Further research is necessary to continue to shed light on this debate.