Young Academics Director of Operations Jenni Gaffney reflects on World Education Day

World Education Day is held on 24 January, providing an opportunity for reflection for those in the broader education sector, including early childhood education and care (ECEC) about contemporary issues in the education space. 

 

In the piece below Jenni Gaffney, Director of Operations at Young Academics, responds to discussions about whether young children are being pushed too hard, too early. 

 

Rising anxiety levels in children, she believes, suggest that it’s time to rethink how we approach early learning. As a strong advocate for play-based learning, with over a decade of experience shaping early education programs, Ms Gaffney has worked closely with educators and parents to promote emotional readiness in young children.

 

Changing expectations 

 

Over the years, she began, there has been a noticeable increase in the expectations placed on young children regarding academic performance. Parents and educators are often emphasising structured learning and measurable outcomes at earlier ages, with a strong focus on literacy, numeracy, and other academic skills. 

 

This shift is influenced by societal pressures, standardised testing, and competition in education. However, this trend can sometimes overshadow the importance of play-based learning, social-emotional development, and creative exploration, which are crucial for building a strong foundation for future success. 

 

Balancing academic expectations with fostering curiosity, resilience, and social skills remains a challenge in early childhood education. The best outcome, she believes, is to have a balance of structure of learning through play. 

 

How pressure manifests 

 

From her perspective, Ms Gaffney has noted an increasing pressure on children from a younger age to meet certain academic milestones, something which manifests in a shift away from play-based learning toward more structured activities, with a growing focus on literacy and numeracy outcomes.

 

“While these skills are important, I believe this approach can sometimes overshadow the development of creativity, resilience, and social-emotional skills, which are just as critical at this stage,” she said. 

 

“I have also noticed that educators and parents alike can feel this pressure, with heightened expectations for measurable progress. For me, the challenge lies in striking a balance – ensuring children are supported to meet milestones while still having the freedom to explore, play, and develop holistically.”

 

Parental expectations are playing a significant role in these pressures, she continued, noting that “many parents today are far more focused on early academic success than previous generations. There’s this sense of urgency – whether it’s driven by societal competition, the influence of social media, or a desire to give their child a head start.”

 

“Parents often want to see visible progress, like early reading or counting, and we often see them worry if their child doesn’t seem to be “keeping up.” While I completely understand these concerns come from a place of love and wanting the best for their children, I believe it’s important to help parents see the bigger picture.”  

 

“At Young Academics we promote skills like social connection, emotional resilience, and a love for learning which are just as critical as academic success at this age and will set their children up for a lifetime of growth.”

 

At this stage, she continued, children thrive when they have the opportunity to explore, play, and engage in activities that stimulate their creativity, emotional growth, and social skills. 

 

“If done correctly, it can lay a strong foundation for future learning, but if it’s too rigid or academically driven, it could stifle their development and enthusiasm for school.”

 

Benefits and challenges 

 

Looking to the future, Ms Gaffney can see both benefits and challenges when it comes to formalised learning for children as young as three or four years of age.

 

“I see the trend towards formalised education being both beneficial and potentially harmful, depending on how it’s implemented,” she shared. 

 

“While early learning is important, I believe that pushing formal academic structures too soon can be counterproductive. At this stage, children thrive when they have the opportunity to explore, play, and engage in activities that stimulate their creativity, emotional growth, and social skills. If the focus shifts too much toward structured lessons, it can limit their natural curiosity and reduce the joy of learning.” 

 

“In my opinion, early education should be developmentally appropriate, allowing children to learn through play and real-life experiences rather than focusing solely on academic achievement. If done correctly, it can lay a strong foundation for future learning, but if it’s too rigid or academically driven, it could stifle their development and enthusiasm for school.”

 

“From my own experience, pushing young children too hard academically can really take a toll on their emotional and developmental wellbeing as well as their confidence. I’ve seen how it leads to stress and anxiety, where children feel overwhelmed by expectations they’re just not ready for. It can also take away the joy of learning, turning it into something they dread instead of something they’re excited about.”

 

“I’ve also witnessed the signs of burnout, where children lose their energy and interest in learning altogether. From my perspective, it’s all about finding that balance of allowing children to grow, play, and develop at their own pace without the pressure to perform before they’re ready.”

 

Pressure doesn’t always create diamonds

 

When children are constantly pressured to meet high expectations, she continued, they often feel anxious and stressed, worrying about failure or not being good enough. 

 

Over time, they can start to link their self-worth to their achievements, which can lead to feelings of inadequacy. This can cause a loss of confidence and make children reluctant to try new things or take risks, fearing they might fail. 

 

The emotional strain can also lead to children feeling exhausted and disengaged. It’s important for children to feel valued for who they are, not just for what they accomplish.

 

Her final message to parents and educators, as they reflect on World Education Day and think about the future of education for young children is this: 

 

“World Education Day is an important moment to reflect on what true achievement means in early childhood education. Our message to parents, educators, and policymakers is to focus on balance—balancing structured learning with the freedom to play, explore, and develop critical social and emotional skills. While academic milestones have their place, we must remember that early education is about nurturing resilient, curious, and confident young learners who feel valued for who they are, not just for what they accomplish.”

 

Learn more about Young Academics here.