Debunking the Myth of the Efficacy of “Push-down Academics”: How Rigid, Teacher-Centered, Academic Early Learning Environments Dis-Empower Young Children
The increased emphasis on higher academic standards in Early Childhood Education has changed the instructional landscape and developed myths of quality learning. In recent decades, pre and primary schools have begun to focus more on assessments and testing as a determinant of quality learning; this emphasis has led to a shift to “push down academics”, which refers to an increase of academic standards at a younger age (Bassok, Latham, and Rorem, 2016). The concept of “push-down academics” is contrast to the foundational components of early childhood education, which equally values socio-emotional development, academic core concepts, and natural growth (Burman, 2016; Alford, Rollins, Padron & Waxman, 2016). This paper discusses the shift in ECE educational settings from foundational components of learning to “push down academics” and reveals the commonly associated myths of the implications of “push down” academics. We also review how the implementation of “push down academics” in early childhood privileges academic concepts over other forms of learning and consequentially minimizes the importance of skills outside of the academic core (Piker & Jewkes, 2014)
