Model Essay (Band 8–8.5)

The question of how early children should begin formal education remains highly controversial. While some argue that starting school at the youngest possible age maximizes learning potential, I largely disagree with this view and believe that excessive early academic pressure can be more harmful than beneficial.

Supporters of early schooling claim that young children possess a remarkable ability to absorb information, particularly language and basic numerical skills. Early exposure to structured learning may therefore accelerate cognitive development and provide a strong academic foundation. In competitive education systems, this early start is often seen as a strategic advantage that prepares children for future academic demands.

However, these arguments overlook the psychological and social costs of premature formal education. At very young ages, children develop most effectively through play-based learning, social interaction, and emotional exploration rather than rigid academic routines. Forcing structured study too early may lead to stress, reduced motivation, and even long-term aversion to learning. Moreover, early schooling can limit opportunities for creativity, physical development, and informal problem-solving.

In my view, education systems should prioritize emotional maturity and readiness over age alone. A flexible starting age, combined with child-centered teaching methods, allows learners to develop confidence and curiosity at a natural pace. Countries that delay formal schooling while emphasizing play-based early education often achieve strong long-term academic outcomes.

In conclusion, although early schooling may offer short-term academic gains, I believe its disadvantages outweigh its benefits for most children. A balanced approach that respects psychological development is far more likely to produce resilient and motivated lifelong learners.