Which types of animals do we use? Earlier this month the “Too Much, Too Soon” campaign made headlines with a letter calling for a change to the start age for formal learning in schools. This is a brief review of the relevant research evidence which overwhelmingly supports a pre-school age developmental psychology start to formal education.
There are several strands of evidence which all point towards the importance of play in young children’s development, and the value of an extended period of playful learning before the start of formal schooling. These arise from anthropological, psychological, neuroscientific and educational studies. In my own area of experimental and developmental psychology, studies have also consistently demonstrated the superior learning and motivation arising from playful, as opposed to instructional, approaches to learning in children. Pretence play supports children’s early development of symbolic representational skills, including those of literacy, more powerfully than direct instruction.