The Simplicity of Early Childhood Education

Last updated on: September 25, 2009 at 2:39 am by sullijo

The Simplicity of Early Childhood Education 2009-09-25T02:39:00-06:00 sullijo

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The most wonderful and most fearful fact of early childhood development is one we’re all familiar with: the fastest brain growth occurs between birth and age three, and children are capable of learning the most and the most capable of learning between birth and age five. Something like that, right?

Every pop early childhood education book I’ve read has exploited that fact as its selling point and cornerstone. Do our “x, y and z” plan (and buy our CDs, DVDs, flashcards, workbooks, and equipment) to be sure you’re maximizing your child’s most acute learning years.

It’s often difficult to know what we’re supposed to be doing “educationally” in these preschool years. It takes remarkably little time to teach a four year old basic phonics and beginning math. What else do we do with all their brain power? Get them reading chapter books alone and doing pre-algebra? THAT is a lot of work to teach to a four year old, especially for a not-particularly-skilled teacher like me.

Frankly, I’ve been left desperately afraid that I’m stifling my children’s curiosity and squandering their brain power if I don’t pump them full of information, skills and experiences. The window closes with each passing day. How exhausting for everyone.

Reflecting on this, I’ve started to wonder whether God wired the youngest children with the greatest learning capacity for an entirely different reason, mostly unrelated to academic learning. Ages newborn through five are naturally the years they’re closest to home and under the full-time care of parents, not yet in a formal academic environment. The brain is growing and working hardest in the first five years as the child learns the basics of interacting with his physical environment… but, more importantly, as the child, prior to leaving “the nest” for larger parts of the day, rapidly absorbs and begins taking ownership of family values, family spiritual practices, and all the loves, virtues and priorities modeled by his parents. Trying to take this to heart as my children approach school age has given me great peace.

I think that the most worthy and only necessary “educational” goal in these first five years is to instill in my children that they are children of God, that He loves them with divine love and only He can satisfy their souls’ longings. Accompanying this naturally is consistent training in virtue in their relationships, decisions, and behaviors. These five years are not a laboratory for teaching children the most things; rather, they are a window of opportunity to train children in the most important things. When I listen to their questions, there are a hundred daily chances to talk about the Christian life, about God’s creation, God’s great plan for us, loving our neighbors. Family life and community life provide ample opportunities for them to practice virtue in little ways, with some parental guidance. Their amazing brains, unquenchable curiosity, and clean souls are fertile ground for Jesus’ love to enter and imprint their hearts permanently.

What a gift, too, to spend our days pointing the souls of children to Jesus, without fanfare and as we go about daily life. By their inquisitiveness and purity, my children keep the presence of God in our home and in my heart, if I follow their lead.

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