David Elkind Quotes

The most influential of all educational factors is the conversation in a child's home.

There's only so much academic disruption that a young child can deal with before he just can't catch up.

Since the beginning of time, children have not liked to study. They would much rather play, and if you have their interests at heart, you will let them learn while they play; they will find that what they have mastered is child's play.

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

Working with children is very different than the way in which I work with adults. One has to work just as much with children as with adults, but the manner of work is very different. I never tell the children the actual truth of the thing that I want them to act.

My father taught in the wise way which unfolds what lies in the child

Interestingly, the British government announced a few weeks ago that they were going to introduce 500 educational targets for preschool children. And teachers complained that “when are the children going to have time to play?” Well, they’re not supposed to play, because play is a right-brain, ad-lib, creative pursuit. The idiot politicians who are introducing it don’t understand this, but the shadow-people from which it is generated certainly do. They want to stimulate the left brain as early as possible.

It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.

Learning to read and write makes little sense if you don't understand what you're reading and writing about. While we may have forgotten, most of our early learning came not from being explicitly taught but from experiencing. Kids aren't born knowing hard and soft, sweet and sour, red and green. When the child experiences those things, s/he transforms them into psychological understandings. When kids play with other kids, they learn about others and about themselves. Learning the basics of our physical and social reality is what early childhood is all about.

Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.

We put [young children] into kindergarten where their reasoning powers are ruined; or, if we can afford it, we buy Montessori outfits that were invented for semi-imbeciles in Italian slums; or we send them to outdoor schools and give them prizes for sleeping.

So young a child ought to know which way she's going, even if she doesn't know her own name!

One of the best investments we can make in a child’s life is high-quality early education.

The education of even a small child, therefore, does not aim at preparing him for school, but for life.

It makes little sense to spend a month teaching decimal fractions to fourth-grade pupils when they can be taught in a week, and better understood and retained, by sixth-grade students. Child-centeredness does not mean lack of rigor or standards; it does mean finding the best match between curricula and children's developing interests and abilities.

In the future, how we educate our children may prove to be more important than how much we educate them.

Little children can learn anything, just as they can learn a foreign language. The mind is so absorbent then. There ought to be a real program to educate teachers who want to teach grade school children about history.

The policy of letting the child 'do what he likes' is an insidious one, since the children are encouraged to continue always at their original superficial level, without receiving guidance in study. Furthermore, the 'three Rs,' the fundamental tools, are neglected as long as possible, with the result that the child's chance to develop his mind is greatly retarded. The policy of teaching words via pictures instead of by the alphabet tends to deprive the young child of the greatest reasoning tool of all.

Children are the most learning-hungry beings in the world.

From all these facts there emerges a very simple abstract program for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate connection with these.

So let's not get frightened when the children read fantasy. It's the compost for a healthy mind. It stimulate s the inquisitive nodes, and there is some evidence that a rich internal fantasy life is as good and necessary for a child as healthy soil is for a plant, for much the same reasons.

By the age of three, the child has already laid down the foundations of his personality as a human being, and only then does he need the help of special scholastic influences. So great are the conquests he has made that one may well say: the child who goes to school at three is already a little man.

Of all the intellectual faculties, judgment is the last to mature. A child under the age of fifteen should confine its attention either to subjects like mathematics, in which errors of judgment are impossible, or to subjects in which they are not very dangerous, like languages, natural science, history, etc.

The activity of the child has always been looked upon as an expression of his vitality.