House: Too much too soon
355p. Too Much, Too Soon? argues strongly that the more we push early formal and cognitively based learning, the less effectively will young children really learn in the longer run. Challenging new research indicates no difference by Year 3 between those children taught to read early, and those taught later. Here are 24 hard-hitting chapters by authoritative educators, researchers, policy-makers, carers and parents who all propose achievable ways for improving young children's well-being and learning, including Penelope Leach, Lilian Katz, Tricia David, David Elkind and Sally Goddard Blythe on the real early learning foundations; Sue Palmer, Sebastian Suggate and Aric Sigman on research; and Richard House and Wendy Scott on achievable ways for improving children's well-being and learning.