Brain development and learning are just not mutually comparable conditions! In fact, fully formed brains are less elastic!
If our most successful people are the ones paying the most tax and contributing the most to society, then there's a good argument for understanding the secrets of their success!
And if highly respected and cooperating surveys of actual data, "EVIDENCE", fully supports those conclusions, then that is an excellent argument, for putting some funding into early childhood learning, but only if the actual respected data, backs up the learned academic claims?
As opposed to the usual plethora of so called self taught education experts, who know all the reasons something can't be done, or what can be learned about teacher productivity, from empty school car-parks! Except say, garbage in garbage out!
The teachers I know, don't stop work, when the rubber hits the highway; but often burn the midnight oil, marking homework, setting up new assignments, and study options etc.
And it just doesn't have to be about more money, just using what we already have more intelligently, and based on need, not a universality, that treats the most advantaged, with the same level of untested funding, as that that ought to be reserved for need!
And as the data also shows; another impediment for later whole of life success!
The evident data just doesn't lie, as seems to be the only implausible argument, being mounted, in a spirited, flat earth defense of the current status quo, or the uniformed opinions of a few, who seem to think investing in our kids, is a waste of money?
When in fact, it's the best investment we can make, in our common futures.
Early ed also allows us to find and fix things like eye defects, and or dyslexia, before they impact negatively on the rest of academic life!
Moreover, there just isn't any reason why early learning and the social interaction that goes with it, can't be fun!
Rhrosty.

Well, when the criteria, compares apples with gooseberries, or trys to apply meat market principles to education, disappointment invariably follows!
Education is not a market, but a need or social service, that can only ever be seen as an investment in Australia's future!
Market principles results are bound to be disappointing, as is public funding for the richest schools/parents, who/what need to assume more responsibility!
If the age of entitlements is over, and funding just used need as the only viable signpost; then we could quite dramatically improve education outcomes and save some public money.
The only thing that is making the budget unworkable, is welfare for the rich!
Eliminate that, and the budget bottom line could be around 70 billions better off PA!
And a further 30% at least can be added to education outcomes, with total regional autonomy, and direct funding, that eliminates a veritable army of centralizing, collating, paper shuffling bureaucrats!
It's not just about throwing more money at underfunded education, but rather, eliminating all forms of official waste!?
And there'd be more money available for private education outcomes, if housing were once again affordable!
And to get there, we just might need to ask all pollies to divest themselves of all their property holdings!
That way, we would likely eliminate vested interest, that almost alone, makes our houses the most expensive in the english speaking world!
Rhrosty.

Rhrosty

Education is a giant bureaucracy that attempts to lay the blame on someone else whenever possible, while at all times asking for more and more money.

So secondary school teachers blame primary school teachers for poor student performance, and the primary school teachers then blame lack of so-called “early childhood education”.

But starting a child in “education” at an earlier and earlier age does not necessarily produce better educational outcomes for that child. It depends entirely on what goes on in that education institution.

“By the end of their sixth year in school, children whose preschool experiences had been academically directed earned significantly lower grades compared to children who had attended child-initiated preschool classes. Children's later school success appears to have been enhanced by more active, child-initiated early learning experiences. Their progress may have been slowed by overly academic preschool experiences that introduced formalized learning experiences too early for most children's developmental status.”

http://ecrp.uiuc.edu/v4n1/marcon.html

So if the institution pressures a young child to sit still and learn, (when it only wants to run around and play), it can have a very detrimental effect on that child.

And the public has now sunk many billions into schemes wanted by teachers, that have not produced the slightest improvements in educational outcomes of students.

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if the institution pressures a young child to sit still and learn, (when it only wants to run around and play), it can have a very detrimental effect on that child.
Incomuicardo
I find it absolutely appalling that the abuse of children like that is permitted just so that their parents can earn more money to satisfy some lifestyle at the expense of the little ones.
As if there wasn't so much evidence already as to how this early childhood abuse is ruining the future of so many young people. The guilty abusers meanwhile are enjoying great retirement packages courtesy of insipid academic bureaucrats.
I wonder if our friend Foxy can provide one of her links on that.