In recent years there has been a push to introduce academics into Kindergarten and pre-Kindergarten. This is a trend that has alarmed developmental psychologists and educators because it is not grounded in an understanding of child development and how children learn. The young child, before the age of six, learns by doing and by imitation. They are not developmentally ready for didactic instruction and using their memory for abstract learning. Calling on these faculties before they are ready to be called upon can be damaging to children’s development and blunt their natural love of learning if they are forced into abstract learning at too young an age. Before the age of six children should be exercising and preparing their capacities through imaginative play, socialization, and imitation. Through play, children learn to interact with their peers and to engage in developmentally appropriate problem solving. The songs and games of the early childhood classroom lay the groundwork for the development of reading and writing in the grades. Through imitation of activities that are necessary in the life of the classroom such as baking bread for snack time, or raking leaves in the play yard children learn skills without the need for didactic, abstract instruction. Young children take joy in all of these activities. Read more about the importance of developmentally appropriate early childhood education from the Association of Waldorf Schools in North America:
