Early Childhood Education Curricula Over-Instruct Children

A pre-kindergarten curriculum observed at a conference last year provides granular instructions for teaching young children fundamental physical skills, such as kicking a ball, raising concerns about over-instruction in early childhood education. The curriculum, intended for all children and not specifically for those in early intervention programs, details a multi-step process for kicking that includes inviting children outside, discussing safety protocols like maintaining distance, and demonstrating the action with verbal cues. Specific guidance is given on how to approach the ball, the distance children should step back (8 to 10 feet), and the precise technique for striking the ball, emphasizing placing the kicking foot below the ball's center. The author contrasts these detailed directives with a more traditional, less prescriptive approach, suggesting that such elaborate instructions might stifle natural learning and exploration in children. The curriculum's detailed nature is described as "perfect... for a robot," implying a lack of understanding of children's innate abilities and learning styles. The author posits that children naturally engage with objects like balls and do not require such extensive, step-by-step guidance to learn basic actions. This approach is presented as a departure from older methods where children were given a ball and allowed to learn through self-directed play. The article suggests that this trend of over-instruction in early childhood education may be removing the "fun" from childhood and hindering children's natural development. The "1000 Hours Outside" podcast host, Ginny Yurich, is credited with sharing the curriculum that prompted this reflection. The author's personal anecdote about their own childhood experience of being told to kick a ball with specific instructions highlights the perceived absurdity and potential negative impact of such methods on a young child's motivation and enjoyment. The piece advocates for a return to allowing children more freedom to discover and learn through play, without excessive adult intervention or overly prescribed methods. The underlying concern is that by meticulously breaking down and instructing every micro-action, educators might inadvertently discourage the very curiosity and intrinsic motivation that drive early learning. The author implies that this level of detail is unnecessary for a skill as intuitive as kicking a ball for a four-year-old, who would likely engage with the ball spontaneously if given the opportunity. The article implicitly calls for a re-evaluation of pedagogical approaches in early childhood settings to ensure they support, rather than inhibit, natural child development and the joy of learning.