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Early Schooling: What Matters?

Published online by Cambridge University Press:  29 October 2015

Gerald Ashby and
Gillian M. Boulton-Lewis
Gerald Ashby
Affiliation:
School of Early Childhood Studies, Brisbane College of Advanced Education
Gillian M. Boulton-Lewis
Affiliation:
School of Early Childhood Studies, Brisbane College of Advanced Education
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Abstract

Too often debate about the pros and cons of early schooling, including preschooling, focuses on age. But is age the most significant variable? How does the focus on age of entry align with current perspectives on development in early childhood? TO what extent does the debate take account of recent advances in teaching strategies and curriculum in early childhood? Too often it would appear that decisions concerning school programs are based on considerations which do not give attention to psychological and other evidence. To this extent the paper argues that the links between psychology and social change are tenuous. The paper undertakes a review of the issues from both developmental and educational viewpoints. In addition consideration is also given to the impact of social and cultural factors upon the movement; of children both from home to school and within school. Specifically the paper advances the view that a central concern in early education is the extent to which curriculum and strategies are able to meet individual needs.

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Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 5 , Issue 1 , May 1988, pp. 1 - 5
Copyright
Copyright © Australian Psychological Society 1988

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