ABSTRACT
In sharing his misgivings about the climate of the ‘must have’ pre-school programmes, and programmes for disadvantaged young children, be it the ‘lasting effects’ view, or the ‘sooner the better’ view, Elkind (1988, 1989) warns of the dangers of adults focusing their expectations on what young children think and learn, and neglecting to observe the process of how young children think and learn (see also Chapter 8).
