A common misconception in education is that early childhood is merely a prelude to the start of ‘real learning’. In reality, a child’s first six years are the most critical years of human development, setting a strong foundation for lifelong learning and skills acquisition.
By the age of six, around 85% of a child’s brain development has already taken place. As such, during those developmental years, the focus should not be on acquiring knowledge alone, but also on developing the cognitive, physical, social and emotional skills that will form the stepping stones for the rest of their learning journey. For early childhood educators, the priority is not simply teaching children what to learn, we create the space that shapes how they learn, think, and engage with the world around them.
The “Holes in the Bucket” Problem
Many academic institutions and systems today prioritise early reading, writing and numeracy through formal education and curriculum. While this may create children who appear to be ahead academically, it can also create “holes in the bucket”.
A child may be able to read at a certain level by age six, but what happens when they encounter a challenge? Do they have the competencies to navigate it? Do they know what to do when they are stuck? Can they solve problems independently? Do they have the resilience to persist, or the confidence to try again?
Some of the most important learning occurs when children encounter challenges. Rather than removing every obstacle, adults should support children to navigate difficulties, helping them develop confidence in their own ability to solve problems.
Self-regulation, independence, resilience, and a love for learning, are the kind of attributes and qualities that we need to develop in order to ensure that a child develops during their formative years. Otherwise, gaps or ‘holes’ will begin to emerge, and in the long run, this will impact not only their academic outcomes, but also their emotional growth and wellbeing. The goal of early education should not merely be to fill children with knowledge as quickly as possible, but to ensure the “bucket” itself is strong, resilient and ready for lifelong learning and the challenges that may arise.
Cultivating Future-Ready Skills
One of the best examples of future and unforeseen challenges is that today’s children will enter the workplace to secure jobs that do not yet exist. This brings to life the point that, in an ever-changing world, focusing too closely on traditional academic skills such as reading and writing is not sufficient to prepare them for what lies ahead.
To better prepare our children, we must cultivate skills, dispositions, and attributes in new ways. For educators, this means helping children develop independence, curiosity, and problem-solving skills, while also building resilience, communication skills, and the ability to collaborate.
Children are not passive recipients of knowledge. Even from a very young age, they are capable thinkers, investigators and problem-solvers. One of the most important roles of educators is to create opportunities for children to make choices, ask questions, pursue interests and develop a sense of ownership over their learning.
A well-rounded child who is confident, emotionally secure, and intellectually curious, is far better prepared to succeed in a rapidly evolving world than one who has simply achieved the traditional academic milestones by which we measure success.
The Complexity Behind Play-Based Learning
Another important aspect of early childhood education is play-based and inquiry-led learning. Both methods are often misunderstood by parents as they can appear unstructured and a softer alternative to formal instruction.
To the contrary, play-based learning is deeply intentional. When children engage in play, they are not just merely playing, they are exploring ideas and making meaning of the world around them.
The early years are a time of extraordinary curiosity. Young children approach the world with awe, asking questions, making connections and finding joy in discovery. Protecting and nurturing this natural curiosity may be one of the most important responsibilities of educators and parents.
Through imaginative role-play, collaborative block-building, outdoor exploration, problem-solving games, and creative activities like painting and music-making, children develop cognitively, socially, emotionally, physically. They develop autonomy, confidence, and the ability to make informed choices right in their early years.
Play-based learning is thus a complex and powerful form of learning pedagogy, particularly in the early years, when the brain is most receptive to this kind of learning.
The Power of Community and Belonging
Another critical, yet often overlooked, element of early childhood education is the role of community.
Learning is built on relationships. Before children can take risks, solve problems or develop confidence, they need trusting relationships with the adults and peers around them. Partnerships between schools and parents are therefore vital in a child’s early years. When schools partner with families, listen and understand their aspirations, cultures and contexts, they can be responsive, ensuring that the child gets a more personalised approach to learning. They are then able to put in place the appropriate next steps to help each child get to where they want to be.
Parents are a child’s first teachers and play a significant role in modelling the correct behaviours for children. By maintaining a consistent language, schools can help the child to better learn and understand what to do when they feel uncomfortable or challenged.
Rethinking Early Years Education
The early years shape everything that follows – how a child approaches new experiences with curiosity and confidence, whether they persevere when faced with challenges, if they understand themselves as individuals and if they know how to work with others.
When we get the early years right, children move into the later stages of education not only with strong academic foundations, but with the mindset and dispositions needed to navigate complexity and change.
The early years are not just a “practice” before the real learning happens. They provide us with a small window of opportunity to really make sure that children go through school with a really exceptional base, ready to continue their learning journey.
Stuart Armistead is the Head of Early Years at Australian International School (AIS) Singapore.
