In the Debate on Private Education for Infants and Young Children, Experts Say "How Children Learn Matters More Than Volume or Timing"

“Child Care Policy Forum” Focuses on Private Education for Infants and Young Children

Experiences Appropriate to Development, Conversation, Play, and Exploration Are Key

Experts Recommend Paying Attention to Signs of Stress in Children

Experts have shared their opinions on the impact of early advanced learning among infants and young children. What they unanimously emphasized was not the exact timing of starting advanced education, but rather focusing on 'how the child is learning.'

On July 28, the Ministry of Education and the Korea Institute of Child Care and Education announced the publication of the 88th issue (Summer 2026) of the “Child Care Policy Forum,” which centers on the topic of private education for infants and young children. The Child Care Policy Forum is a policy journal produced by the Korea Institute of Child Care and Education, featuring research findings and policy trends on key issues related to child care.

This issue brings together experts in the fields of brain development, cognitive science, emotional and behavioral health, and early childhood education, who examine the effects and limitations of early advanced learning on the development and learning of infants and young children from various perspectives. Notably, the publication provides scientific and academic information addressing questions that caregivers commonly face during the educational process, such as, “Is it always better to start earlier?” and “Does learning more lead to better learning?”

Previously, in May, the Ministry of Education signed a business agreement with the Korea Institute of Child Care and Education and professional academic societies to provide reliable information about private education for infants and young children and to improve public perception of the issue.

Experts at the forum agreed that it is more important to consider ‘how the child is learning’ rather than ‘at what age learning started.’ The relevant section offers information to help caregivers make appropriate educational choices by comprehensively considering the child’s developmental status, interests, emotional signals, and learning methods, so that they are not swayed by exaggerated advertisements or vague anxieties.

Yang Donghwa of the Korean Pediatric Society explained that brain sensitivity to experience does not necessarily mean early academic learning is required, emphasizing instead the importance of developmentally appropriate experiences such as stable relationships, play, sleep, physical activity, and communication.

Park Sungok of the Korean Academy of Infant and Child Mental Health suggested that early learning and pressure to achieve could be linked to emotional and behavioral difficulties, proposing that caregivers look for signs of stress from the child, such as fatigue, irritability, sleep problems, or a reduced interest in play.

Yoo Jaekwang of the Korean Society for Cognitive Science explained that the effectiveness of learning can depend more on the diversity of experiences and learning styles than on the sheer amount of study, and that learning through conversations, play, and exploration is more important than mere repetition of correct answers.

Park Gunryoung of the Korean Constructivist Association for Early Childhood Education noted that play and learning are not in opposition, and that when appropriate teacher support is added to child-led play, foundational learning abilities such as self-regulation, cooperation, and problem-solving skills can be cultivated.

The Ministry of Education will publish the forum contents on the Korea Institute of Child Care and Education website and distribute it to a total of 3,255 places including related government offices, the National Assembly, and research institutions. The key information will also be produced in easily accessible formats such as card news, short videos, and Q&A materials for broader public dissemination.

Minister of Education Choi Kyojin stated, “What matters most in early childhood education is not being the first to learn, but creating an environment where children can play sufficiently, move, ask their own questions, and learn independently.”

He added, “We will continue to provide reliable, scientifically grounded information so that caregivers are not misled by exaggerated information or vague worries, and can choose educational paths that are appropriate to the unique characteristics of learning during infancy and early childhood.”

This content was produced with the assistance of AI translation services.