Report debunks ‘earlier is better’ academic instruction for young children

The Washington Post reports on a Lillian Katz study that attacks the idea of educating children extremely earlier in their lives.

Katz says that “intellectual dispositions” of young children may actually be “weakened or even damaged by excessive and premature formal instruction” and that they are “not likely to be strengthened by many of the mindless, trivial if not banal activities frequently offered in child care, preschool and kindergarten programs.” It is “incumbent” upon schools, she writes, to connect with high-risk students “in terms of the unique aspects of intellect and dispositions that they bring.”




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