Gifted children should start formal schooling later, says study

Academically able pupils who start school before the age of six risk declines in educational attainment and even negative health effects, according to a new study.

Empirical research suggests that teaching children via formal desk-led learning too early may hinder their social skills and general happiness levels.

Whereas parents of naturally intellectual children have often been encouraged to stimulate their intellect at a young age, studies show that this may negatively impact upon their future achievements.

Studies show that children under the age of six benefit more from "play-based" learning, instead of desk-based learning focusing on reading, writing, spelling, and numeracy.

Professor of Psychology Howard Friedman has commented: "Most children under the age of six need lots of time to play, and to develop social skills, and to learn to control their impulses. An over-emphasis on formal classroom instruction […] can have serious effects that might not be apparent until years later."

However, Professor Friedman does note that children from very deprived backgrounds "gain a net benefit" from early educational interventions.

This echoes evidence compiled by IZA World of Labor author Elizabeth U. Cascio, who notes that the effects of early education vary according to its "quality," but that the positive effects are seen strongly among disadvantaged children.

She says that low-quality education in a child’s early years can have detrimental effects on future attainment levels, but high-quality universal education can boost educational attainment and employment across the board.

Read more here.

Related articles:
The promises and pitfalls of universal early education, by Elizabeth U. Cascio
School tracking and intergenerational social mobility, by Tuomas Pekkarinen
Do higher levels of education and skills in an area benefit wider society, by John V. Winters