MISEDUCATION - Preschoolers at Risk

By Dr. David Elkind

In this book Dr. Elkind discusses how formal instruction in infants and young children both done by parents

as well as by schools can lead to miseducation and place children at risk for learning problems to no purpose.

That is because miseducation reverses the natural order of development and also focuses upon skills to the

detriment of motivation. Early instruction miseducates because it is aimed to teach the wrong things at the wrong

time. By enrolling preschool children in swimming, gymnastics, ballet, skiing and skating programs parents can

cause children real physical harm. There is also a psychological risk when children experience competition at an

early age. To believe that a child is able to learn anything at any age ignores the facts of growth and development

in children.

Young children learn in a different manner from that of older children and adults, yet we can teach them many

things if we adapt the materials and mode of instruction to their level of ability. But we miseducate them when

assuming that their learning abilities are comparable to those of older children and that they can be taught with

materials and the same instructional procedures appropriate to school age children.

Early childhood is a very important period of life when children learn about everyday world but it is not the same

time for formal academic instruction.

The belief that education is a race and that competitiviness is essential to achievement miseducates children.

Rather than preparing them for success it may put them at risk of failure. The introduction of computers into early

education is another example of miseducation. Computers that present programmed learning to young children do

not promote additional mental development, states Dr. Elkind. Also the misunderstanding regarding the function of

play for young children often results in miseducation.

Dr. Elkind discusses the healthy early childhood programs based on the philosophies and educational theories of

Rousseau, Pestalozzi, Froebel, Montessori, Steiner, Dewey. What these pedagogies have in common is their

suitability for young children. Such programs recognize the special character of young children - their size, their

learning modes - supporting and encouraging the spontaneous process of learning. Dr. Elkind concludes:

"I think that as a society we are becoming increasingly aware of the dynamics and risks of miseducation....

We need to reeducate all parents to the absurdity of the "superkids" psychology and to the risks of miseducation

as well as to the value of healthy education. But it is not only parents who need be reeducated; the same is true

for the teachers, administrators, and legislators caught up in the "competent child" mentality.