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Preschool and kindergarten programs range along a continuum from child-centered to teacher-directed. In child-centered programs, teachers provide a variety of activities from which children select, and much learning takes place through play. In contrast, in academic programs, teachers structure children’s learning, teaching letters, numbers, colors, shapes, and other academic skills through formal lessons, often using repetition and drill.
Despite evidence that formal academic training undermines young children’s motivation and emotional well-being, early childhood teachers have felt increased pressure to take this approach. Preschoolers and kindergarteners who spend much time in large-group, teacher-directed academic instruction and completing worksheets—as opposed to being actively engaged in learning centers by warm, responsive teachers—display more stress behaviors (such as wiggling and rocking), have less confidence in their abilities, prefer less challenging tasks, and are less advanced in motor, academic, language, and social skills at the end of the school year. Follow-ups reveal lasting effects through elementary school in poorer study habits and achievement. These outcomes are strongest for low-SES children.
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