ERIC Number: ED086352
Record Type: RIE
Publication Date: 1973-Sep
Reference Count: 0
The Dangers of Early Schooling: The Need to Reexamine Our Motives and Methods.
Moore, Raymond S.
This paper challenges those involved in early childhood education to reexamine unquestioned assumptions concerning the benefits of early schooling. A synergic effect is posited by bringing together research areas that had formerly remained somewhat autonomous: Neurophysiology, vision, hearing, parent attitudes, affective domain, comparative school entrance ages, and cognitive psychology. Following a synthesis of these data, the author concludes that there has not been a single replicated experiment that has clearly demonstrated the desirability of early schooling or day care for the normal child who can have the security of a reasonably good home. Research evidence seems to validate the undesirability of placing children under 8 years in programs of cognitive emphasis which require consistent reasoning abilities. Contrary to this, warm and consistent proximity to one's parents until age 8 appeared to be a greater predictor of eventual stability and cognitive maturity than any special effort toward cognitive development. Except where extreme handicap or deprivation indicates clinical needs outside the home, the educational implications of current research indicates that future efforts should emphasize parent and home education. (CS)
Descriptors: Affective Behavior, Behavioral Science Research, Child Development, Cognitive Development, Early Childhood Education, Early Experience, Educational Environment, Evaluation, Family Environment, Intellectual Development, Learning Processes, Parent Attitudes, Parent Education, Perceptual Development, Personality Development, Research Problems
Publication Type: N/A
Education Level: N/A
Authoring Institution: Hewitt Research Center, Berrien Springs, MI.
Note: Paper presented at the symposium on "Man-Centered" Physiological Science and Medicine (Herdecke, West Germany, September 24-30, 1973)