ABSTRACT
The archaeological record does not say much about young people in pre-history, and yet, as we are here now, they were obviously present and would have been learning (if only informally). Much of this learning must have been about the environment they all depended on, and a preparation for economic and social roles in later life. Perhaps an early monitorial system was in use where those children who knew more instructed others with learning through the medium of play and the imitation of adult roles. To the extent that any of this was planned, there would have been a notional, if rudimentary, curriculum. And if there was a curriculum, inevitably there would have been dispute about it, perhaps in the way outlined in the Saber-Tooth Curriculum. The chapter explores these issues and the evidence for what might have happened.
