Development Is Not A Race, and Earlier is Generally Not Better

© 2011 Kim Adams, Seattle Daily Photo

Since the 1980s early childhood development and education has been subtlety and not-so-subtlety pressured to conform to a misguided pedagogy that rushes and hurries children to "succeed." From "Baby Einstein" to "Race to the Top" and "Early Acheivers,"even the titles of products and programs make evident that today's children are coming up in a hot house culture like so many forced bulbs. The underlying beliefs and pedagogical methodologies go counter to research and sound early childhood development practice. This pressure is something those of us in the field feel a need to push back against in order to advocate for children's real needs.

Jim Greenman's classic book on early childhood education, "Caring Spaces, Learning Places," lists positive tenants that underpin best practice in early childhood development. They run counter to many popular assumptions about early childhood environments. Here are some important reminders of what children really need to thrive.

"From birth, children are active learners who construct meaning through experience."

"Development is not a race, and earlier is generally not better in motor development, reading, and most other developmental areas."

"The question is not, 'How smart is this child?,' but rather, 'How is this child smart?'"

"Emotional intelligence is as important to success in school and life as cognition is."

" A rich language environment is essential in the first five years of life."

"The primary vehicles for child learning are:

• play: active exploration and discovery chosen by the child in an experientially rich environment
• interaction with children and adults
• opportunity for reflection on that experience."

 As much as we are tempted to take the bait and launch children into this orbit that seems to promise high achievement in academics and life, let's remember the needless pressure and very real stress that these false assumptions put children under. Young children do not need to be able to read before Kindergarten anymore than they need to qualify for entrance to Stanford. Trust that your child's development has a successful trajectory already and will unfold in its natural timing. Beware wanting too much too soon, and become informed on typical development at typical ages and stages. Let's let children have an unrushed, unhurried childhood rich in play exploration.