Preschool education has undergone a sea change in the last decade with
more and more children getting enrolled in formal education at a much
younger age. The privatization of education and competition among schools
has possibly contributed to this change. In a world of ever increasing
competitive-ness, it is a proud dream of every parent to make their child
literally a ‘super hero’ who can decimate any competition and emerge as
clear winner in all extracurricular activities in addition to academics.
Educationists often second the parents’ thoughts by striving hard to
implement multiple dimensions to the learning process. Most of the schools
cash in on this trend by premature introduction of formal instructions,
which are usually applicable to children belonging to higher grades with
more emphasis on factual knowledge than skill development [1].
Though the dream sounds inspiring, in many cases, it
can take a toll on the child’s developing psyche at this critical stage of
development and can negatively influence their learning outcomes. Studies
have shown that there are no academic advantages for children from highly
academic environments and on the contrary, there are potential
disadvantages in creative expression and emotional well-being of these
children [2].
There is no rigid time period to initiate formal
education. However, age appropriate developmental capabilities of
preschool children should be borne in mind before devising curriculum for
them. The usual explanation that ‘some children of that age can still do
it’ is not a justification for expecting the same from all children of
same age group. Early demands, expectations, and peer pressure can have an
adverse psychological outcome on children [3].
It is imperative to understand that pre-school children
are still at the phase of continuing cognitive development. The rates at
which these children learn cannot be generalized. Some may be early
starters and some late. Eventually they catch up with their peers,
provided they are given encouragement, freedom and time to mature.
Subjecting preschool children to an education which is developmentally
inappropriate leads to significantly increased stress behaviors when
compared with a developmentally appropriate curriculum [4]. This can also
predispose these children to psychological problems like performance
anxiety, adjustment disorders, school phobia and more importantly specific
learning disability. An ideal preschool program should make the child
develop skills necessary for later learning rather than making them
passive recipients of formal training.
References
1. Hart CH, Burts DC, Charlesworth R. Intergrated
Curriculum and Developmentally Appropriate Practice. Birth to Age Eight.
Albany: State University of New York Press. 1997.
2. Hirsh-Pasek K, Hyson MC, Rescorla
L. Academic environments in preschool: Do they pressure or challenge young
children. Early Edu Dev. 1990;1:401- 23.
3. Hains AH, Fowler SA, Schwartz IS, Kottwitz E,
Rosenkoetter S. A comparison of preschool and kindergarten teacher
expectations for school readiness. Early Childhood Res Quart.
1989;4:75-88.
4. Burts DC, Hart CH, Charlesworth R, Kirk L. A
comparison of frequencies of stress behaviors observed in kindergarten
children in classrooms with develop-mentally appropriate versus
developmentally inappropriate instructional practices. Early Childhood Res
Quart. 1990;5:407-23.