Increasing research and data on early learning shows that critical brain development occurs well before a child enters school. It also shows that the general public is becoming increasingly aware of this. However, inaccuracies about early learning still remain.

Mind in the Making: the Science of Early Learning, prepared by the United Way of America’s Born Learning campaign, helps to clear up common misconceptions regarding early learning and development.

Common misconceptions include the theory that children begin learning only after birth. However, studies on infants’ brains reveal different pattern reactions to a “known” voice (his or her mother) and the voice of a stranger, suggesting infants are born learning.

Many parents and caregivers believe children are a blank page needing to be filled with knowledge, another common misconception. Children have a strong inclination to learn and discover the world around them. Research shows children learn best when actively participating in the learning process by testing out their ideas.

Many educators and caregivers believe social, emotional, and intellectual learning to be separate learning processes with intellectual as the most important – yet another misconception. Intellectual, social, and emotional learning are interconnected and equally important pieces of the early learning puzzle. Children learn through relationships, by being engaged and excited about what they’re learning, and through the discovery process itself. At the sandbox with a playmate, for example, the three are taking place simultaneously.

The document also summarizes the principles of early learning, concluding that learning should be engaging and interactive, focus on experiences rather than memorization of facts, and more importantly should include joy.

To see more common misconceptions and view the principles of early learning, download Mind in the Making: the Science of Early Learning. 

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