Early Child Education: Profitable Innovation?

Abstract

People believe that those who cannot go to school may experience substantial hurdles in life, such as problem solving, and job seeking. Demand for education appears everlasting regardless of the skyrocketing required funds to receive a formal education. Educational institutions are flooded the market with various courses, subjects, curriculums, and even international links with overseas educational institutions, as a way to lure potential students and parents into joining them. Due to the increasing perceived value of investment in education, there are schools, which claim to be excellent, or even better than other schools. Tight competition exists in the educational industry as schools are trying to attract prospective students by selling their academic products and services. Most common aspect of improving the schools’ competitiveness is through the method of classroom teaching. This is often used as the major selling point. A different approach in teaching, particularly for children during their early school years may proof essential. It is no longer a secret that lots of academic staff members, from new and inexperienced teachers to the most senior teachers; need to modify their teaching approach to ensure alignments with the future schooling requirements. It means that the teaching approaches used in early child education are expected to prepare the children what would likely be happening in the next level of school years, all the way to their college years and ready to enter the job market. Preparations include much more than a mere medium of transfer on theoretical knowledge, but also transfers on practical-knowledge, emotional readiness, and child maturity, undoubtedly. The aim of this paper is to provide not only an overview of a different approach on child education, but also to endow readers that innovation in early child education is deemed necessary.