Letters extra: damage done by too formal an early education

Tes Editorial

In his letter to your website (July 13), Christopher Jolly asserts that "There is little evidence to suggest any popular or academic support for Wendy Scott's view" (Letters, July 6) that premature teaching of the 3Rs can damage children.

Such a view simply cannot pass unchallenged, for in reality there is a plethora of literature on the subject, which is, moreover, rapidly growing. I would be happy to provide interested readers with references and substantive academic papers pointing to the short- and long-term damage done by over-formal education in the early years.

Dr Richard House
Norwich,
Norfolk

Register to continue reading for free

It only takes a moment and you'll get access to more news, plus courses, jobs and teaching resources tailored to you

Tes Editorial

Latest stories

New headteachers - here are 9 things you need to know

Headteacher wellbeing and sources of 'streth'

Former headteacher Chris McDermott set out to find out the true causes of leader stress and support – and in doing so coined a whole new term, as he explains here
Chris McDermott 2 Dec 2021
Transdisciplinary learning: how to embed it in your school

Why you need a transdisciplinary curriculum

At the Aspirations Academies, six hours a week are dedicated to applied transdisciplinary learning - but how does it work? And should you apply something similar at your school?
Steve Kenning 2 Dec 2021
Expert governors can now come and help schools and trusts

Why schools and trusts can now hire 'expert governors'

Providing access to expert governors for struggling settings - or those willing to pay £500 a day for their insights - could have a huge benefit across education, claims the National Governance Association
Emily Attwood 2 Dec 2021