Percussion, Drumming, Rhythm!
There are probably more different types of instruments that fall under the category of percussion than anything else. Often a percussion player is skilled in 10 or more different instruments. It is not unheard of for a symphony orchestra percussion player to get to play 4 or more instruments in the same piece! Furthermore, many different kinds of music from around the world utilize percussion in some form, although the study of any one form (such as Indian tablas) may take ALL of one's time to master.

In the US, most schools start percussion with the snare drum, perhaps because this is the most efficient instrument to learn the basic rudiments and stick control. From there (even in the first year) they may get to branch out and play other instruments as well, including bass drum, bells, or other ethnic instruments the school may own.

A word of caution here is that I have seen many kids sign up for drums because they think it is loud and they like the idea of banging away on something (crude characterization, but true!). Perhaps they have seen some rock bands and the glamour associated. Not everyone has this mind-set. A passion for the varied sounds of drumming, rhythm, and a willingness to practice will do fine.

Ground Rules
Before deciding, I would recommend a couple of ground rules which should be discussed as a family beforehand. You may want to modify these rules, but the issues in general warrant careful attention.

1. The student must stick with the current instrument for at least one year, unless between you, your teacher, and your doctor you discover there really is some sort of physiological handicap.
2. You must make a good faith effort to practice daily, or almost-daily, as discussed with your teacher. Your parents are allowed to nag you to practice if need be, but not overly so. We all need encouragement and reminders. While nagging is allowed, arguing is not.
3. Parents must provide a supportive, quiet, distraction-free environment. For kids old enough to practice on their own parents agree to not constantly chime in with comments while the child is practicing, unless agreed to beforehand, with the guidance of the teacher.
4. Parents and children must work together diligently to monitor the schedule so the child does not become too over-scheduled. Music should be a priority, but doesn't have to be the only priority necessarily. Lessons with the teacher should be at least weekly, and very consistent.
5. Parents agree to assist in supporting the musical environment - listening to classical music at home, going to concerts, etc.

Every now and then a student gets the bright idea of switching instruments. While sometimes their motivations are built on a truly discovered love of a different instrument, sometimes they mistakenly think that the other instrument will be 'easier'. There is always that beginning to intermediate period, after the initial romance of starting a new instrument wears off, that a child realizes "hey, this practicing is a lot of work!" They have come far enough that they have a good number of practice hours under their belt, but aren't quite good enough yet to be fluid, or to be playing the more difficult (more interesting) repertoire. Hopefully the child is having enough fun and receiving enough little rewards along the way that this stage is palatable. However, the idea that another instrument will be easier often sneaks into the subconscious or even the conscious mind. I remind the student that he/she has already accomplished a lot - would it really be fun to have to start all over from the beginning?
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