This article is an attempt to examine the myth of push-down academics and to refute it in light of the research. The historical background information on how this myth was born was provided. The questions of what is wrong with this myth, what are its social, legal, and ethical implications were discussed and how could we address the push-down academics myth were addressed.

Key Take Away Points

Push-down academics

- is developmentally inappropriate

- does not respect children and childhood

- is not effective

- is damaging for our children

- takes the fun out of learning

- is not ethical

- produces conformist individuals rather than critical thinkers.

Author Biography

Burhanettin Keskin is an associate professor in early childhood education program at the University of Mississippi. He teaches classes on cognitive and language development and issues in early childhood education. His research interests include sociological and philosophical approaches to childhood and trends in childhood studies.